Are males and females with autism spectrum disorder more similar than we thought? / Joanna L. MUSSEY in Autism, 21-6 (August 2017)  

Public ISBD [article]  inAutism > 21-6 (August 2017) . - p.733-737 Titre : Are males and females with autism spectrum disorder more similar than we thought? Type de document : Texte imprimé et/ou numérique Auteurs : Joanna L. MUSSEY, Auteur ; Nicole C. GINN, Auteur ; Laura G. KLINGER, Auteur Article en page(s) : p.733-737 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Differences in behavioral and cognitive profiles have been suggested to potentially impact the presentation of social and communication symptoms in females with autism spectrum disorder. This study examined gender differences in age of diagnosis, cognitive profiles, social communication symptomatology, and autism spectrum disorder symptom severity in a community-based sample of 566 males and 113 females with autism spectrum disorder ranging in age from 1?year, 9?months to 56?years, 4?months. Results suggest either very small or no gender differences in age at diagnosis, intelligence quotient, cognitive profiles, or autism spectrum disorder symptom severity. This is a departure from clinical lore that females with autism spectrum disorder are more likely to have lower intelligence quotient and more severe impairments. There is a slight difference in symptom severity with females having higher average total Childhood Autism Rating Scale scores, but this difference is likely of minimal clinical significance. In contrast, on the Autism Diagnostic Observation Schedule?Generic, females were found to receive lower scores than males particularly on modules 2 and 3. Across males and females, individuals with stronger verbal problem-solving skills were found to receive lower Autism Diagnostic Observation Schedule?Generic module 3 scores. Given the language demands of this module, additional attention may be warranted when evaluating older children and adolescents for autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361316682621 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=311 [article] Are males and females with autism spectrum disorder more similar than we thought? [Texte imprimé et/ou numérique] / Joanna L. MUSSEY, Auteur ; Nicole C. GINN, Auteur ; Laura G. KLINGER, Auteur . - p.733-737. Langues : Anglais (eng) in Autism > 21-6 (August 2017) . - p.733-737 Index. décimale : PER Périodiques Résumé : Differences in behavioral and cognitive profiles have been suggested to potentially impact the presentation of social and communication symptoms in females with autism spectrum disorder. This study examined gender differences in age of diagnosis, cognitive profiles, social communication symptomatology, and autism spectrum disorder symptom severity in a community-based sample of 566 males and 113 females with autism spectrum disorder ranging in age from 1?year, 9?months to 56?years, 4?months. Results suggest either very small or no gender differences in age at diagnosis, intelligence quotient, cognitive profiles, or autism spectrum disorder symptom severity. This is a departure from clinical lore that females with autism spectrum disorder are more likely to have lower intelligence quotient and more severe impairments. There is a slight difference in symptom severity with females having higher average total Childhood Autism Rating Scale scores, but this difference is likely of minimal clinical significance. In contrast, on the Autism Diagnostic Observation Schedule?Generic, females were found to receive lower scores than males particularly on modules 2 and 3. Across males and females, individuals with stronger verbal problem-solving skills were found to receive lower Autism Diagnostic Observation Schedule?Generic module 3 scores. Given the language demands of this module, additional attention may be warranted when evaluating older children and adolescents for autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361316682621 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=311

Assessment of Intellectual Functioning in Autism Spectrum Disorders / Laura GROFER KLINGER

Public ISBD contenu dans Assessment of Autism Spectrum Disorders / Sam GOLDSTEIN Titre : Assessment of Intellectual Functioning in Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Laura GROFER KLINGER, Auteur ; Sarah O'KELLEY, Auteur ; Joanna L. MUSSEY, Auteur Année de publication : 2009 Importance : p.209-252 Langues : Anglais (eng) Index. décimale : AUT-B AUT-B - L'Autisme - Ouvrages généraux et scientifiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=715 contenu dans Assessment of Autism Spectrum Disorders / Sam GOLDSTEIN Assessment of Intellectual Functioning in Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Laura GROFER KLINGER, Auteur ; Sarah O'KELLEY, Auteur ; Joanna L. MUSSEY, Auteur . - 2009 . - p.209-252. Langues : Anglais (eng) Index. décimale : AUT-B AUT-B - L'Autisme - Ouvrages généraux et scientifiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=715

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Decision-Making Skills in ASD: Performance on the Iowa Gambling Task / Joanna L. MUSSEY in Autism Research, 8-1 (February 2015)  

Public ISBD [article]  inAutism Research > 8-1 (February 2015) . - p.105-114 Titre : Decision-Making Skills in ASD: Performance on the Iowa Gambling Task Type de document : Texte imprimé et/ou numérique Auteurs : Joanna L. MUSSEY, Auteur ; Brittany G. TRAVERS, Auteur ; Laura Grofer KLINGER, Auteur ; Mark R. KLINGER, Auteur Article en page(s) : p.105-114 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  decision making  Iowa Gambling Task  implicit learning Index. décimale : PER Périodiques Résumé : Decision making plays a key role in daily function, but little is known regarding how individuals with autism spectrum disorder (ASD) make decisions. The present studies examined decision making in persons with ASD using the Iowa Gambling Task (IGT), a computerized card game with the goal of earning money by deciding among decks of cards. To be successful, players need to figure out which decks are associated with winning and which are associated with losing money in the long run. Results of Study 1 indicated that participants with ASD made poorer decisions and showed slower learning of which decks earned more money compared with participants with typical development. Additionally, they made more frequent shifts between decks compared with participants with typical development. In Study 2, undergraduate students with typical development completed the IGT to examine whether instructing them to make frequent shifts between decks early in the IGT would negatively impact their decision making. Results of Study 2 suggested that when participants with typical development were required to make frequent shifts, they exhibited a slower rate of learning and poorer decision making, thus emulating participants with ASD in Study 1. The combined results suggest that the way that persons with ASD explore and attend to their environment may be related to poor decision making. Implications for cognitive learning styles are discussed. Autism Res 2015, 8: 105–114. En ligne : http://dx.doi.org/10.1002/aur.1429 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=256 [article] Decision-Making Skills in ASD: Performance on the Iowa Gambling Task [Texte imprimé et/ou numérique] / Joanna L. MUSSEY, Auteur ; Brittany G. TRAVERS, Auteur ; Laura Grofer KLINGER, Auteur ; Mark R. KLINGER, Auteur . - p.105-114. Langues : Anglais (eng) in Autism Research > 8-1 (February 2015) . - p.105-114 Mots-clés : autism spectrum disorder  decision making  Iowa Gambling Task  implicit learning Index. décimale : PER Périodiques Résumé : Decision making plays a key role in daily function, but little is known regarding how individuals with autism spectrum disorder (ASD) make decisions. The present studies examined decision making in persons with ASD using the Iowa Gambling Task (IGT), a computerized card game with the goal of earning money by deciding among decks of cards. To be successful, players need to figure out which decks are associated with winning and which are associated with losing money in the long run. Results of Study 1 indicated that participants with ASD made poorer decisions and showed slower learning of which decks earned more money compared with participants with typical development. Additionally, they made more frequent shifts between decks compared with participants with typical development. In Study 2, undergraduate students with typical development completed the IGT to examine whether instructing them to make frequent shifts between decks early in the IGT would negatively impact their decision making. Results of Study 2 suggested that when participants with typical development were required to make frequent shifts, they exhibited a slower rate of learning and poorer decision making, thus emulating participants with ASD in Study 1. The combined results suggest that the way that persons with ASD explore and attend to their environment may be related to poor decision making. Implications for cognitive learning styles are discussed. Autism Res 2015, 8: 105–114. En ligne : http://dx.doi.org/10.1002/aur.1429 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=256

Évaluation du fonctionnement intellectuel dans les troubles du spectre de l’autisme / Laura GROFER KLINGER

Public ISBD in Evaluer les troubles du spectre de l'autisme / Sam GOLDSTEIN Titre : Évaluation du fonctionnement intellectuel dans les troubles du spectre de l’autisme Type de document : Texte imprimé et/ou numérique Auteurs : Laura GROFER KLINGER, Auteur ; Joanna L. MUSSEY, Auteur ; Sarah O’KELLEY, Auteur Année de publication : 2020 Importance : p.157-190 Langues : Français (fre) Index. décimale : AUT-D AUT-D - L'Autisme - Dépistage et Diagnostic Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=435 in Evaluer les troubles du spectre de l'autisme / Sam GOLDSTEIN Évaluation du fonctionnement intellectuel dans les troubles du spectre de l’autisme [Texte imprimé et/ou numérique] / Laura GROFER KLINGER, Auteur ; Joanna L. MUSSEY, Auteur ; Sarah O’KELLEY, Auteur . - 2020 . - p.157-190. Langues : Français (fre) Index. décimale : AUT-D AUT-D - L'Autisme - Dépistage et Diagnostic Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=435

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Imitation in ASD: Performance on an imitation choice task / Joanna L. MUSSEY in Research in Autism Spectrum Disorders, 73 (May 2019)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 73 (May 2019) . - 101530 Titre : Imitation in ASD: Performance on an imitation choice task Type de document : Texte imprimé et/ou numérique Auteurs : Joanna L. MUSSEY, Auteur ; Laura Grofer KLINGER, Auteur Article en page(s) : 101530 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Imitation  Toddler Index. décimale : PER Périodiques Résumé : Background Previous research has demonstrated mixed results with regard to the profile of imitation abilities in children with Autism Spectrum Disorder (ASD). While most research has examined the question of “do” children with ASD imitate, little research has examined “what” they imitate. The answer to these questions is not always the same. Method Twenty-five children with a diagnosis of ASD and 41 children with typical development participated in an imitation task with an exact imitation condition (i.e., child could directly imitate the examiner’s actions) and a choice imitation condition (i.e., direct imitation was precluded). In the choice imitation condition, children could choose to imitate either the end result (goal) of the examiner’s action or the direction of the examiner’s action (path). Additionally, the way the action was performed (manner) was evaluated across both conditions. Results Results revealed that children with ASD and children with typical development showed similar proportions of path and goal imitation during the exact imitation condition. However, children with ASD showed less imitation of the manner component than the children with typical development. In the choice imitation condition, children with ASD demonstrated neither a path nor a goal preference while children with typical development showed a path preference. Conclusions Overall, the results suggest that what children with ASD choose to imitate differs from those that children with typical development choose; suggesting that children with ASD do imitate, but what they imitate is different. Implications for assessment of imitation and interventions that use imitation are discussed. En ligne : https://doi.org/10.1016/j.rasd.2020.101530 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=421 [article] Imitation in ASD: Performance on an imitation choice task [Texte imprimé et/ou numérique] / Joanna L. MUSSEY, Auteur ; Laura Grofer KLINGER, Auteur . - 101530. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 73 (May 2019) . - 101530 Mots-clés : Autism spectrum disorder  Imitation  Toddler Index. décimale : PER Périodiques Résumé : Background Previous research has demonstrated mixed results with regard to the profile of imitation abilities in children with Autism Spectrum Disorder (ASD). While most research has examined the question of “do” children with ASD imitate, little research has examined “what” they imitate. The answer to these questions is not always the same. Method Twenty-five children with a diagnosis of ASD and 41 children with typical development participated in an imitation task with an exact imitation condition (i.e., child could directly imitate the examiner’s actions) and a choice imitation condition (i.e., direct imitation was precluded). In the choice imitation condition, children could choose to imitate either the end result (goal) of the examiner’s action or the direction of the examiner’s action (path). Additionally, the way the action was performed (manner) was evaluated across both conditions. Results Results revealed that children with ASD and children with typical development showed similar proportions of path and goal imitation during the exact imitation condition. However, children with ASD showed less imitation of the manner component than the children with typical development. In the choice imitation condition, children with ASD demonstrated neither a path nor a goal preference while children with typical development showed a path preference. Conclusions Overall, the results suggest that what children with ASD choose to imitate differs from those that children with typical development choose; suggesting that children with ASD do imitate, but what they imitate is different. Implications for assessment of imitation and interventions that use imitation are discussed. En ligne : https://doi.org/10.1016/j.rasd.2020.101530 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=421

Motor-linked implicit learning in persons with autism spectrum disorders / Brittany G. TRAVERS in Autism Research, 3-2 (April 2010)  

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Spatial and Identity Cues Differentially Affect Implicit Contextual Cueing in Adolescents and Adults with Autism Spectrum Disorder / Brittany G. TRAVERS in Journal of Autism and Developmental Disorders, 43-10 (October 2013)  

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