Longitudinal associations between autistic children?s anxiety and social communication differences: The moderating role of executive function behaviours / Elise NG-CORDELL in Autism, 29-4 (April 2025)  

Public ISBD [article]  inAutism > 29-4 (April 2025) . - p.1058-1071 Titre : Longitudinal associations between autistic children?s anxiety and social communication differences: The moderating role of executive function behaviours Type de document : texte imprimé Auteurs : Elise NG-CORDELL, Auteur ; Hannah PICKARD, Auteur ; Rachael BEDFORD, Auteur ; Annie E. RICHARD, Auteur ; Anat ZAIDMAN-ZAIT, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Eric DUKU, Auteur ; Teresa BENNETT, Auteur ; Stelios GEORGIADES, Auteur ; Isabel M. SMITH, Auteur ; Tracy VAILLANCOURT, Auteur ; Peter SZATMARI, Auteur ; Mayada ELSABBAGH, Auteur ; Connor M. KERNS, Auteur Article en page(s) : p.1058-1071 Langues : Anglais (eng) Mots-clés : autism  anxiety  social communication  executive function Index. décimale : PER Périodiques Résumé : Anxiety has been associated with social communication and interaction differences among autistic children. We sought to clarify the direction of these associations longitudinally, and test executive function as a moderator. Participants were autistic children (N = 157; 15% female, 85% male) engaged in a longitudinal study. Analyses focused on two timepoints during preadolescence (M ages 9.7 and 10.7 years). A cross-lagged panel model tested whether parent-reported anxiety at age 9 years predicted teacher-reported social communication and interaction differences at age 10 years, and vice versa. Next, multigroup analyses tested for similarity in cross-lagged pathways at different levels of teacher-reported metacognition and behavioural regulation (two facets of executive function). At each time point, respectively, 22% and 21% of children had anxiety exceeding a suggested clinical threshold. Longitudinal associations between parent-reported anxiety and teacher-reported social communication and interaction differences were not significant in the full sample. However, multigroup analyses found lower levels of parent-reported anxiety at age 9 years predicted greater teacher-reported social communication and interaction differences at age 10 years among participants with clinically elevated behavioural dysregulation. Findings indicate low levels of anxiety, coupled with behavioural dysregulation, may signify potential for increasing social communication and interaction differences observed by teachers among autistic children entering adolescence.Lay abstract Anxiety is a mental health concern affecting many autistic children, and has been linked to greater differences in social communication and interaction style. Executive functioning (i.e. the ability to direct and regulate attention and behaviour) plays an important role in autistic children s social-emotional development. We tested whether anxiety (reported by parents) predicts social communication and interaction differences (reported by teachers) over time or vice versa among autistic preadolescents. We also investigated whether the link between anxiety and social communication and interaction differed depending on children s EF abilities (reported by teachers). We found less parent-reported anxiety predicted more teacher-reported social communication and interaction differences a year later - but only for children who had heightened behavioural dysregulation (an aspect of executive functioning that includes impulse and emotion control). Our work suggests autistic preadolescents with behavioural dysregulation and limited anxiety may be at greater risk for social difficulties, and may need more support in this area. Executive functioning may be a useful mechanism to target in treatment for this group of children. En ligne : https://dx.doi.org/10.1177/13623613241296589 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=552 [article] Longitudinal associations between autistic children?s anxiety and social communication differences: The moderating role of executive function behaviours [texte imprimé] / Elise NG-CORDELL, Auteur ; Hannah PICKARD, Auteur ; Rachael BEDFORD, Auteur ; Annie E. RICHARD, Auteur ; Anat ZAIDMAN-ZAIT, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Eric DUKU, Auteur ; Teresa BENNETT, Auteur ; Stelios GEORGIADES, Auteur ; Isabel M. SMITH, Auteur ; Tracy VAILLANCOURT, Auteur ; Peter SZATMARI, Auteur ; Mayada ELSABBAGH, Auteur ; Connor M. KERNS, Auteur . - p.1058-1071. Langues : Anglais (eng) in Autism > 29-4 (April 2025) . - p.1058-1071 Mots-clés : autism  anxiety  social communication  executive function Index. décimale : PER Périodiques Résumé : Anxiety has been associated with social communication and interaction differences among autistic children. We sought to clarify the direction of these associations longitudinally, and test executive function as a moderator. Participants were autistic children (N = 157; 15% female, 85% male) engaged in a longitudinal study. Analyses focused on two timepoints during preadolescence (M ages 9.7 and 10.7 years). A cross-lagged panel model tested whether parent-reported anxiety at age 9 years predicted teacher-reported social communication and interaction differences at age 10 years, and vice versa. Next, multigroup analyses tested for similarity in cross-lagged pathways at different levels of teacher-reported metacognition and behavioural regulation (two facets of executive function). At each time point, respectively, 22% and 21% of children had anxiety exceeding a suggested clinical threshold. Longitudinal associations between parent-reported anxiety and teacher-reported social communication and interaction differences were not significant in the full sample. However, multigroup analyses found lower levels of parent-reported anxiety at age 9 years predicted greater teacher-reported social communication and interaction differences at age 10 years among participants with clinically elevated behavioural dysregulation. Findings indicate low levels of anxiety, coupled with behavioural dysregulation, may signify potential for increasing social communication and interaction differences observed by teachers among autistic children entering adolescence.Lay abstract Anxiety is a mental health concern affecting many autistic children, and has been linked to greater differences in social communication and interaction style. Executive functioning (i.e. the ability to direct and regulate attention and behaviour) plays an important role in autistic children s social-emotional development. We tested whether anxiety (reported by parents) predicts social communication and interaction differences (reported by teachers) over time or vice versa among autistic preadolescents. We also investigated whether the link between anxiety and social communication and interaction differed depending on children s EF abilities (reported by teachers). We found less parent-reported anxiety predicted more teacher-reported social communication and interaction differences a year later - but only for children who had heightened behavioural dysregulation (an aspect of executive functioning that includes impulse and emotion control). Our work suggests autistic preadolescents with behavioural dysregulation and limited anxiety may be at greater risk for social difficulties, and may need more support in this area. Executive functioning may be a useful mechanism to target in treatment for this group of children. En ligne : https://dx.doi.org/10.1177/13623613241296589 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=552

Longitudinal associations between early childhood irritability and adolescent depression symptoms in autistic children are mediated by peer relationships but not educational engagement / Virginia CARTER LENO in Development and Psychopathology, 36-1 (February 2024)  

Public ISBD [article]  inDevelopment and Psychopathology > 36-1 (February 2024) . - p.443-453 Titre : Longitudinal associations between early childhood irritability and adolescent depression symptoms in autistic children are mediated by peer relationships but not educational engagement Type de document : texte imprimé Auteurs : Virginia CARTER LENO, Auteur ; Nicola WRIGHT, Auteur ; Andrew PICKLES, Auteur ; Rachael BEDFORD, Auteur ; Anat ZAIDMAN-ZAIT, Auteur ; Connor M. KERNS, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Eric DUKU, Auteur ; Teresa BENNETT, Auteur ; Stelios GEORGIADES, Auteur ; Isabel M. SMITH, Auteur ; Annie RICHARDS, Auteur ; Tracy VAILLANCOURT, Auteur ; Peter SZATMARI, Auteur ; Mayada ELSABBAGH, Auteur Article en page(s) : p.443-453 Langues : Anglais (eng) Mots-clés : autism  depression  educational achievement  failure model  irritability  peer relationships Index. décimale : PER Périodiques Résumé : In the general population, irritability is associated with later depression. Despite irritability being more prevalent in autistic children, the long-term sequelae are not well explored. We tested whether irritability in early childhood predicted depression symptoms in autistic adolescents, and whether associations could be explained by difficulties in peer relationships and lower educational engagement. Analyses tested the longitudinal associations between early childhood irritability (ages 3-5) and adolescent depression symptoms (age 14) in a prospective inception cohort of autistic children (N = 390), followed from early in development shortly after they received a clinical diagnosis. Mediators were measured in mid-childhood (age 10) by a combination of measures, from which latent factors for peer relationships and educational engagement were estimated. Results showed early childhood irritability was positively associated with adolescent depression symptoms, and this association remained when adjusting for baseline depression. A significant indirect pathway through peer relationships was found, which accounted for around 13% of the association between early childhood irritability and adolescent depression, suggesting peer problems may partially mediate the association between irritability and later depression. No mediation effects were found for education engagement. Results highlight the importance of early screening and intervention for co-occurring irritability and peer problems in young autistic children. En ligne : https://dx.doi.org/10.1017/S0954579422001316 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=523 [article] Longitudinal associations between early childhood irritability and adolescent depression symptoms in autistic children are mediated by peer relationships but not educational engagement [texte imprimé] / Virginia CARTER LENO, Auteur ; Nicola WRIGHT, Auteur ; Andrew PICKLES, Auteur ; Rachael BEDFORD, Auteur ; Anat ZAIDMAN-ZAIT, Auteur ; Connor M. KERNS, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Eric DUKU, Auteur ; Teresa BENNETT, Auteur ; Stelios GEORGIADES, Auteur ; Isabel M. SMITH, Auteur ; Annie RICHARDS, Auteur ; Tracy VAILLANCOURT, Auteur ; Peter SZATMARI, Auteur ; Mayada ELSABBAGH, Auteur . - p.443-453. Langues : Anglais (eng) in Development and Psychopathology > 36-1 (February 2024) . - p.443-453 Mots-clés : autism  depression  educational achievement  failure model  irritability  peer relationships Index. décimale : PER Périodiques Résumé : In the general population, irritability is associated with later depression. Despite irritability being more prevalent in autistic children, the long-term sequelae are not well explored. We tested whether irritability in early childhood predicted depression symptoms in autistic adolescents, and whether associations could be explained by difficulties in peer relationships and lower educational engagement. Analyses tested the longitudinal associations between early childhood irritability (ages 3-5) and adolescent depression symptoms (age 14) in a prospective inception cohort of autistic children (N = 390), followed from early in development shortly after they received a clinical diagnosis. Mediators were measured in mid-childhood (age 10) by a combination of measures, from which latent factors for peer relationships and educational engagement were estimated. Results showed early childhood irritability was positively associated with adolescent depression symptoms, and this association remained when adjusting for baseline depression. A significant indirect pathway through peer relationships was found, which accounted for around 13% of the association between early childhood irritability and adolescent depression, suggesting peer problems may partially mediate the association between irritability and later depression. No mediation effects were found for education engagement. Results highlight the importance of early screening and intervention for co-occurring irritability and peer problems in young autistic children. En ligne : https://dx.doi.org/10.1017/S0954579422001316 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=523

Measurement equivalence of the autism symptom phenotype in children and youth / Eric DUKU in Journal of Child Psychology and Psychiatry, 54-12 (December 2013)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 54-12 (December 2013) . - p.1346-1355 Titre : Measurement equivalence of the autism symptom phenotype in children and youth Type de document : texte imprimé Auteurs : Eric DUKU, Auteur ; Peter SZATMARI, Auteur ; Tracy VAILLANCOURT, Auteur ; Stelios GEORGIADES, Auteur ; Ann THOMPSON, Auteur ; Xiao-Qing LIU, Auteur ; Andrew D. PATERSON, Auteur ; Terry BENNETT, Auteur Article en page(s) : p.1346-1355 Langues : Anglais (eng) Mots-clés : Autism Diagnostic Interview-Revised  measurement equivalence  autism spectrum disorder  confirmatory factor analysis  structural equation modelling Index. décimale : PER Périodiques Résumé : Background The Autism Diagnostic Interview-Revised (ADI-R) is a gold standard assessment of Autism Spectrum Disorder (ASD) symptoms and behaviours. A key underlying assumption of studies using the ADI-R is that it measures the same phenotypic constructs across different populations (i.e. males/females, younger/older, verbal/nonverbal). The objectives of this study were to evaluate alternative measurement models for the autism symptom phenotype based on the ADI-R algorithm items and to examine the measurement equivalence of the most parsimonious and best fitting model across subgroups of interest. Methods Data came from the Autism Genome Project consortium and consisted of 3,628 children aged 4–18 years (84.2% boys and 75% verbal). Twenty-eight algorithm items applicable to both verbal and nonverbal participants were used in the analysis. Measurement equivalence of the autism phenotype was examined using categorical confirmatory factor analysis. Results A second-order model resembling the proposed DSM-5 two-factor structure of the phenotype showed good overall fit, but not for all the subgroups. The autism symptom phenotype was best indexed by the first-order, six-factor measurement model proposed by Liu et al. (2011). This model was well fitting and measurement equivalent across subgroups of participants (age, verbal ability and sex). Conclusions The autism symptom phenotype is adequately characterized by a six-factor measurement model; this model appears to be measurement equivalent across subgroups of children and youth with ASD that differ in age, sex and verbal ability. The two-factor model provides equally good fit for the sample as a whole, but comparison of these two dimensions between subgroups that might differ in terms of age, sex or verbal ability is challenged by lack of measurement equivalence. En ligne : http://dx.doi.org/10.1111/jcpp.12103 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=219 [article] Measurement equivalence of the autism symptom phenotype in children and youth [texte imprimé] / Eric DUKU, Auteur ; Peter SZATMARI, Auteur ; Tracy VAILLANCOURT, Auteur ; Stelios GEORGIADES, Auteur ; Ann THOMPSON, Auteur ; Xiao-Qing LIU, Auteur ; Andrew D. PATERSON, Auteur ; Terry BENNETT, Auteur . - p.1346-1355. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 54-12 (December 2013) . - p.1346-1355 Mots-clés : Autism Diagnostic Interview-Revised  measurement equivalence  autism spectrum disorder  confirmatory factor analysis  structural equation modelling Index. décimale : PER Périodiques Résumé : Background The Autism Diagnostic Interview-Revised (ADI-R) is a gold standard assessment of Autism Spectrum Disorder (ASD) symptoms and behaviours. A key underlying assumption of studies using the ADI-R is that it measures the same phenotypic constructs across different populations (i.e. males/females, younger/older, verbal/nonverbal). The objectives of this study were to evaluate alternative measurement models for the autism symptom phenotype based on the ADI-R algorithm items and to examine the measurement equivalence of the most parsimonious and best fitting model across subgroups of interest. Methods Data came from the Autism Genome Project consortium and consisted of 3,628 children aged 4–18 years (84.2% boys and 75% verbal). Twenty-eight algorithm items applicable to both verbal and nonverbal participants were used in the analysis. Measurement equivalence of the autism phenotype was examined using categorical confirmatory factor analysis. Results A second-order model resembling the proposed DSM-5 two-factor structure of the phenotype showed good overall fit, but not for all the subgroups. The autism symptom phenotype was best indexed by the first-order, six-factor measurement model proposed by Liu et al. (2011). This model was well fitting and measurement equivalent across subgroups of participants (age, verbal ability and sex). Conclusions The autism symptom phenotype is adequately characterized by a six-factor measurement model; this model appears to be measurement equivalent across subgroups of children and youth with ASD that differ in age, sex and verbal ability. The two-factor model provides equally good fit for the sample as a whole, but comparison of these two dimensions between subgroups that might differ in terms of age, sex or verbal ability is challenged by lack of measurement equivalence. En ligne : http://dx.doi.org/10.1111/jcpp.12103 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=219

Methodological challenges and opportunities when studying the course of autism / Peter SZATMARI ; Stelios GEORGIADES ; Stephen J. GENTLES ; Jessica GIRAULT ; Patricia HOWLIN ; Meng-Chuan LAI ; Virginia CARTER LENO ; Catherine LORD ; Katie MADGETT ; Stephen J. SHEINKOPF ; Emily SIMONOFF ; Zachary J WILLIAMS ; Lonnie ZWAIGENBAUM ; Alycia K. HALLADAY in Autism, 29-10 (October 2025)  

Public ISBD [article]  inAutism > 29-10 (October 2025) . - p.2618-2631 Titre : Methodological challenges and opportunities when studying the course of autism Type de document : texte imprimé Auteurs : Peter SZATMARI, Auteur ; Stelios GEORGIADES, Auteur ; Stephen J. GENTLES, Auteur ; Jessica GIRAULT, Auteur ; Patricia HOWLIN, Auteur ; Meng-Chuan LAI, Auteur ; Virginia CARTER LENO, Auteur ; Catherine LORD, Auteur ; Katie MADGETT, Auteur ; Stephen J. SHEINKOPF, Auteur ; Emily SIMONOFF, Auteur ; Zachary J WILLIAMS, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Alycia K. HALLADAY, Auteur Article en page(s) : p.2618-2631 Langues : Anglais (eng) Mots-clés : commentary  design  longitudinal  methodology Index. décimale : PER Périodiques Résumé : Longitudinal research in autism has contributed a wealth of knowledge about etiological factors, development from childhood through adulthood, life course changes and needs, as well as longer-term adult outcomes for individuals on the spectrum and their family members. This research is essential to better understand the needs of individuals as they age. However, along with the as yet unrealized opportunities to understand an individual in more nuanced ways across time, there are challenges to utilizing this research design that should be considered. These include sample and measurement diversity, retention, outcome measures, analysis, and funding considerations. This article outlines some of the most pressing challenges together with potential solutions to maximize the value of longitudinal research designs that can help address questions that are of high priority to the autism community.Lay Abstract Longitudinal research has been critical to understand the life course of people with autism, including factors which increase the probability of an autism diagnosis, the emergence of early markers, co-occurring psychiatric conditions, predication of future educational and support needs across childhood and adulthood, and understanding what makes each person unique and contributes to the well-being of autistic people and their families. However, these studies take time, patience, investment of families and individuals, scientists and are challenging to all involved. This article will outline some of the issues that have occurred in the past and provide potential solutions to improve the quality of these studies to both the scientific and autistic communities. They include sample and measurement diversity, retention, outcome measures, analysis, and funding considerations. This understanding of the field is important for both scientific research and community engagement in the studies that include the autistic community. En ligne : https://dx.doi.org/10.1177/13623613251341012 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=567 [article] Methodological challenges and opportunities when studying the course of autism [texte imprimé] / Peter SZATMARI, Auteur ; Stelios GEORGIADES, Auteur ; Stephen J. GENTLES, Auteur ; Jessica GIRAULT, Auteur ; Patricia HOWLIN, Auteur ; Meng-Chuan LAI, Auteur ; Virginia CARTER LENO, Auteur ; Catherine LORD, Auteur ; Katie MADGETT, Auteur ; Stephen J. SHEINKOPF, Auteur ; Emily SIMONOFF, Auteur ; Zachary J WILLIAMS, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Alycia K. HALLADAY, Auteur . - p.2618-2631. Langues : Anglais (eng) in Autism > 29-10 (October 2025) . - p.2618-2631 Mots-clés : commentary  design  longitudinal  methodology Index. décimale : PER Périodiques Résumé : Longitudinal research in autism has contributed a wealth of knowledge about etiological factors, development from childhood through adulthood, life course changes and needs, as well as longer-term adult outcomes for individuals on the spectrum and their family members. This research is essential to better understand the needs of individuals as they age. However, along with the as yet unrealized opportunities to understand an individual in more nuanced ways across time, there are challenges to utilizing this research design that should be considered. These include sample and measurement diversity, retention, outcome measures, analysis, and funding considerations. This article outlines some of the most pressing challenges together with potential solutions to maximize the value of longitudinal research designs that can help address questions that are of high priority to the autism community.Lay Abstract Longitudinal research has been critical to understand the life course of people with autism, including factors which increase the probability of an autism diagnosis, the emergence of early markers, co-occurring psychiatric conditions, predication of future educational and support needs across childhood and adulthood, and understanding what makes each person unique and contributes to the well-being of autistic people and their families. However, these studies take time, patience, investment of families and individuals, scientists and are challenging to all involved. This article will outline some of the issues that have occurred in the past and provide potential solutions to improve the quality of these studies to both the scientific and autistic communities. They include sample and measurement diversity, retention, outcome measures, analysis, and funding considerations. This understanding of the field is important for both scientific research and community engagement in the studies that include the autistic community. En ligne : https://dx.doi.org/10.1177/13623613251341012 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=567

Middle-childhood executive functioning mediates associations between early-childhood autism symptoms and adolescent mental health, academic and functional outcomes in autistic children / Stephanie H. AMEIS in Journal of Child Psychology and Psychiatry, 63-5 (May 2022)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 63-5 (May 2022) . - p.553-562 Titre : Middle-childhood executive functioning mediates associations between early-childhood autism symptoms and adolescent mental health, academic and functional outcomes in autistic children Type de document : texte imprimé Auteurs : Stephanie H. AMEIS, Auteur ; John D. HALTIGAN, Auteur ; Rachael E. LYON, Auteur ; Amanda SAWYER, Auteur ; Pat MIRENDA, Auteur ; Connor M. KERNS, Auteur ; Isabel M. SMITH, Auteur ; Tracy VAILLANCOURT, Auteur ; Joanne VOLDEN, Auteur ; Charlotte WADDELL, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Teresa BENNETT, Auteur ; Eric DUKU, Auteur ; Mayada ELSABBAGH, Auteur ; Stelios GEORGIADES, Auteur ; Wendy J. UNGAR, Auteur ; Anat ZAIDMAN-ZAIT, Auteur ; Meng-Chuan LAI, Auteur ; Peter SZATMARI, Auteur Article en page(s) : p.553-562 Langues : Anglais (eng) Mots-clés : Adolescent  Autism Spectrum Disorder  Autistic Disorder/complications  Child  Executive Function  Humans  Mental Health  Parents  academic performance  adaptive functioning  internalizing/externalizing behavior  longitudinal studies Index. décimale : PER Périodiques Résumé : BACKGROUND: Executive functioning (EF) varies in children with autism spectrum disorder (ASD) and is associated with clinical symptoms, academic, and adaptive functioning. Here, we examined whether middle-childhood EF mediates associations between early-childhood autism symptoms and adolescent outcomes in children with ASD. METHODS: The Pathways in ASD Cohort comprising children recruited at the time of ASD diagnosis (at 2-4 years-of-age) and followed prospectively across eight subsequent timepoints over ~10 years was used. A subset of Pathways participants (n=250) with Behavior Rating Inventory of Executive Function (BRIEF)-Parent Form data from at least one timepoint when participants were school-aged was analyzed. A mediation framework was used to examine whether BRIEF-measured EF across age 7-10 years (middle-childhood) mediated associations between early-childhood autism symptoms (measured using the parent-report Social Responsiveness Scale across age 2-6 years) and clinical, academic, and functional outcomes, indexed at age >10-11.8 years (early-adolescence) using the Child Behavior Checklist (CBCL)-Internalizing and Externalizing Scales, Academic Performance from the Teacher's Report Form, and Vineland Adaptive Behavior Scales. Models were rerun substituting clinician-rated and teacher-rated measures, where possible. RESULTS: Mediation models indicated a significant indirect effect of middle-childhood EF on associations between early-childhood autism symptoms and externalizing behavior, academic performance, or adaptive functioning in early adolescence; kappa squared (?(2) ) effect sizes ranged from large to small. Model findings were stable across raters. Middle-childhood EF did not mediate associations between early-childhood autism symptoms and adolescent internalizing behavior. CONCLUSIONS: Among children with an ASD diagnosis, middle-childhood EF may be one pathway through which early-childhood autism symptoms influence a variety of outcomes in early-adolescence. An experimental study targeting middle-childhood EF to improve adolescent academic, emotional/behavioral, and adaptive functioning is needed to evaluate the clinical meaningfulness of these findings. En ligne : http://dx.doi.org/10.1111/jcpp.13493 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=476 [article] Middle-childhood executive functioning mediates associations between early-childhood autism symptoms and adolescent mental health, academic and functional outcomes in autistic children [texte imprimé] / Stephanie H. AMEIS, Auteur ; John D. HALTIGAN, Auteur ; Rachael E. LYON, Auteur ; Amanda SAWYER, Auteur ; Pat MIRENDA, Auteur ; Connor M. KERNS, Auteur ; Isabel M. SMITH, Auteur ; Tracy VAILLANCOURT, Auteur ; Joanne VOLDEN, Auteur ; Charlotte WADDELL, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Teresa BENNETT, Auteur ; Eric DUKU, Auteur ; Mayada ELSABBAGH, Auteur ; Stelios GEORGIADES, Auteur ; Wendy J. UNGAR, Auteur ; Anat ZAIDMAN-ZAIT, Auteur ; Meng-Chuan LAI, Auteur ; Peter SZATMARI, Auteur . - p.553-562. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 63-5 (May 2022) . - p.553-562 Mots-clés : Adolescent  Autism Spectrum Disorder  Autistic Disorder/complications  Child  Executive Function  Humans  Mental Health  Parents  academic performance  adaptive functioning  internalizing/externalizing behavior  longitudinal studies Index. décimale : PER Périodiques Résumé : BACKGROUND: Executive functioning (EF) varies in children with autism spectrum disorder (ASD) and is associated with clinical symptoms, academic, and adaptive functioning. Here, we examined whether middle-childhood EF mediates associations between early-childhood autism symptoms and adolescent outcomes in children with ASD. METHODS: The Pathways in ASD Cohort comprising children recruited at the time of ASD diagnosis (at 2-4 years-of-age) and followed prospectively across eight subsequent timepoints over ~10 years was used. A subset of Pathways participants (n=250) with Behavior Rating Inventory of Executive Function (BRIEF)-Parent Form data from at least one timepoint when participants were school-aged was analyzed. A mediation framework was used to examine whether BRIEF-measured EF across age 7-10 years (middle-childhood) mediated associations between early-childhood autism symptoms (measured using the parent-report Social Responsiveness Scale across age 2-6 years) and clinical, academic, and functional outcomes, indexed at age >10-11.8 years (early-adolescence) using the Child Behavior Checklist (CBCL)-Internalizing and Externalizing Scales, Academic Performance from the Teacher's Report Form, and Vineland Adaptive Behavior Scales. Models were rerun substituting clinician-rated and teacher-rated measures, where possible. RESULTS: Mediation models indicated a significant indirect effect of middle-childhood EF on associations between early-childhood autism symptoms and externalizing behavior, academic performance, or adaptive functioning in early adolescence; kappa squared (?(2) ) effect sizes ranged from large to small. Model findings were stable across raters. Middle-childhood EF did not mediate associations between early-childhood autism symptoms and adolescent internalizing behavior. CONCLUSIONS: Among children with an ASD diagnosis, middle-childhood EF may be one pathway through which early-childhood autism symptoms influence a variety of outcomes in early-adolescence. An experimental study targeting middle-childhood EF to improve adolescent academic, emotional/behavioral, and adaptive functioning is needed to evaluate the clinical meaningfulness of these findings. En ligne : http://dx.doi.org/10.1111/jcpp.13493 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=476

Modeling the Phenotypic Architecture of Autism Symptoms from Time of Diagnosis to Age 6 / Stelios GEORGIADES in Journal of Autism and Developmental Disorders, 44-12 (December 2014)  

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Non-ASD outcomes at 36 months in siblings at familial risk for autism spectrum disorder (ASD): A baby siblings research consortium (BSRC) study / Tony CHARMAN in Autism Research, 10-1 (January 2017)  

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Non-verbal IQ and change in restricted and repetitive behavior throughout childhood in autism: a longitudinal study using the Autism Diagnostic Interview-Revised / Valérie COURCHESNE in Molecular Autism, 12 (2021)  

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Obsessive-compulsive disorder in children and youth: neurocognitive function in clinic and community samples / Russell SCHACHAR in Journal of Child Psychology and Psychiatry, 63-8 (August 2022)  

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Parent-Reported Rates and Clinical Correlates of Suicidality in Children with Autism Spectrum Disorder: A Longitudinal Study / Michelle C. HUNSCHE in Journal of Autism and Developmental Disorders, 50-10 (October 2020)  

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Phenotypic Overlap Between Core Diagnostic Features and Emotional/Behavioral Problems in Preschool Children with Autism Spectrum Disorder / Stelios GEORGIADES in Journal of Autism and Developmental Disorders, 41-10 (October 2011)  

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Pilot randomized controlled trial of a Functional Behavior Skills Training program for young children with Autism Spectrum Disorder who have significant early learning skill impairments and their families / J. REITZEL in Research in Autism Spectrum Disorders, 7-11 (November 2013)  

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Predictors of language regression and its association with subsequent communication development in children with autism / Andrew PICKLES in Journal of Child Psychology and Psychiatry, 63-11 (November 2022)  

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Predictors of longer-term development of expressive language in two independent longitudinal cohorts of language-delayed preschoolers with Autism Spectrum Disorder / Vanessa H. BAL in Journal of Child Psychology and Psychiatry, 61-7 (July 2020)  

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Profiles of Social and Coping Resources in Families of Children with Autism Spectrum Disorder: Relations to Parent and Child Outcomes / Anat ZAIDMAN-ZAIT in Journal of Autism and Developmental Disorders, 48-6 (June 2018)  

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