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Auteur Emily SIMONOFF |
Documents disponibles écrits par cet auteur (58)
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Severe mood problems in adolescents with autism spectrum disorder / Emily SIMONOFF in Journal of Child Psychology and Psychiatry, 53-11 (November 2012)
[article]
Titre : Severe mood problems in adolescents with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Emily SIMONOFF, Auteur ; Catherine R. G. JONES, Auteur ; Andrew PICKLES, Auteur ; Francesca HAPPE, Auteur ; Gillian BAIRD, Auteur ; Tony CHARMAN, Auteur Année de publication : 2012 Article en page(s) : p.1157-1166 Langues : Anglais (eng) Mots-clés : Severe mood dysregulation mood disorders childhood autism autism spectrum disorder SNAP Trouble de l'humeur Index. décimale : PER Périodiques Résumé : Introduction: Severe mood dysregulation and problems (SMP) in otherwise typically developing youth are recognized as an important mental health problem with a distinct set of clinical features, family history and neurocognitive characteristics. SMP in people with autism spectrum disorders (ASDs) have not previously been explored. Method: We studied a longitudinal, population-based cohort of adolescents with ASD in which we collected parent-reported symptoms of SMP that included rage, low and labile mood and depressive thoughts. Ninety-one adolescents with ASD provided data at age 16 years, of whom 79 had additional data from age 12. We studied whether SMP have similar correlates to those seen in typically developing youth. Results: Severe mood problems were associated with current (parent-rated) and earlier (parent- and teacher-rated) emotional problems. The number of prior psychiatric diagnoses increased the risk of subsequent SMP. Intellectual ability and adaptive functioning did not predict to SMP. Maternal mental health problems rated at 12 and 16 years were associated with SMP. Autism severity as rated by parents was associated with SMP, but the relationship did not hold for clinician ratings of autistic symptoms or diagnosis. SMP were associated with difficulty in identifying the facial expression of surprise, but not with performance recognizing other emotions. Relationships between SMP and tests of executive function (card sort and trail making) were not significant after controlling for IQ. Conclusions: This is the first study of the behavioural and cognitive correlates of severe mood problems in ASD. As in typically developing youth, SMP in adolescents with ASD are related to other affective symptoms and maternal mental health problems. Previously reported links to deficits in emotion recognition and cognitive flexibility were not found in the current sample. Further research is warranted using categorical and validated measures of SMP. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2012.02600.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=182
in Journal of Child Psychology and Psychiatry > 53-11 (November 2012) . - p.1157-1166[article] Severe mood problems in adolescents with autism spectrum disorder [Texte imprimé et/ou numérique] / Emily SIMONOFF, Auteur ; Catherine R. G. JONES, Auteur ; Andrew PICKLES, Auteur ; Francesca HAPPE, Auteur ; Gillian BAIRD, Auteur ; Tony CHARMAN, Auteur . - 2012 . - p.1157-1166.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 53-11 (November 2012) . - p.1157-1166
Mots-clés : Severe mood dysregulation mood disorders childhood autism autism spectrum disorder SNAP Trouble de l'humeur Index. décimale : PER Périodiques Résumé : Introduction: Severe mood dysregulation and problems (SMP) in otherwise typically developing youth are recognized as an important mental health problem with a distinct set of clinical features, family history and neurocognitive characteristics. SMP in people with autism spectrum disorders (ASDs) have not previously been explored. Method: We studied a longitudinal, population-based cohort of adolescents with ASD in which we collected parent-reported symptoms of SMP that included rage, low and labile mood and depressive thoughts. Ninety-one adolescents with ASD provided data at age 16 years, of whom 79 had additional data from age 12. We studied whether SMP have similar correlates to those seen in typically developing youth. Results: Severe mood problems were associated with current (parent-rated) and earlier (parent- and teacher-rated) emotional problems. The number of prior psychiatric diagnoses increased the risk of subsequent SMP. Intellectual ability and adaptive functioning did not predict to SMP. Maternal mental health problems rated at 12 and 16 years were associated with SMP. Autism severity as rated by parents was associated with SMP, but the relationship did not hold for clinician ratings of autistic symptoms or diagnosis. SMP were associated with difficulty in identifying the facial expression of surprise, but not with performance recognizing other emotions. Relationships between SMP and tests of executive function (card sort and trail making) were not significant after controlling for IQ. Conclusions: This is the first study of the behavioural and cognitive correlates of severe mood problems in ASD. As in typically developing youth, SMP in adolescents with ASD are related to other affective symptoms and maternal mental health problems. Previously reported links to deficits in emotion recognition and cognitive flexibility were not found in the current sample. Further research is warranted using categorical and validated measures of SMP. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2012.02600.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=182 The Association Between Social Cognition and Executive Functioning and Symptoms of Anxiety and Depression in Adolescents With Autism Spectrum Disorders / Matthew J. HOLLOCKS in Autism Research, 7-2 (April 2014)
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Titre : The Association Between Social Cognition and Executive Functioning and Symptoms of Anxiety and Depression in Adolescents With Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Matthew J. HOLLOCKS, Auteur ; Catherine R. G. JONES, Auteur ; Andrew PICKLES, Auteur ; Gillian BAIRD, Auteur ; Francesca HAPPE, Auteur ; Tony CHARMAN, Auteur ; Emily SIMONOFF, Auteur Article en page(s) : p.216-228 Mots-clés : anxiety ASD depression executive functions social cognition neuropsychology Index. décimale : PER Périodiques Résumé : While high levels of anxiety and depression are now recognized as major co-occurring problems in children and young people with an autism spectrum disorder (ASD), research examining possible associations with individual differences in neurocognitive functioning has been limited. This study included 90 adolescents with an ASD aged 14–16 years with a full-scale IQ ?50. Using structural equation modeling, we examined the independent relationships between multiple measures of executive functioning and social cognition on severity of anxiety or depressive symptoms. Results indicated a significant association between poorer executive functioning and higher levels of anxiety, but not depression. In contrast, social cognition ability was not associated with either anxiety or depression. This study is the first to report significant associations between executive functions and anxiety in ASD. This may suggest that poor executive functioning is one factor associated with the high prevalence of anxiety disorder in children and adolescents with ASD. En ligne : http://dx.doi.org/10.1002/aur.1361 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=230
in Autism Research > 7-2 (April 2014) . - p.216-228[article] The Association Between Social Cognition and Executive Functioning and Symptoms of Anxiety and Depression in Adolescents With Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Matthew J. HOLLOCKS, Auteur ; Catherine R. G. JONES, Auteur ; Andrew PICKLES, Auteur ; Gillian BAIRD, Auteur ; Francesca HAPPE, Auteur ; Tony CHARMAN, Auteur ; Emily SIMONOFF, Auteur . - p.216-228.
in Autism Research > 7-2 (April 2014) . - p.216-228
Mots-clés : anxiety ASD depression executive functions social cognition neuropsychology Index. décimale : PER Périodiques Résumé : While high levels of anxiety and depression are now recognized as major co-occurring problems in children and young people with an autism spectrum disorder (ASD), research examining possible associations with individual differences in neurocognitive functioning has been limited. This study included 90 adolescents with an ASD aged 14–16 years with a full-scale IQ ?50. Using structural equation modeling, we examined the independent relationships between multiple measures of executive functioning and social cognition on severity of anxiety or depressive symptoms. Results indicated a significant association between poorer executive functioning and higher levels of anxiety, but not depression. In contrast, social cognition ability was not associated with either anxiety or depression. This study is the first to report significant associations between executive functions and anxiety in ASD. This may suggest that poor executive functioning is one factor associated with the high prevalence of anxiety disorder in children and adolescents with ASD. En ligne : http://dx.doi.org/10.1002/aur.1361 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=230 The association between theory of mind, executive function, and the symptoms of autism spectrum disorder / Catherine R. G. JONES in Autism Research, 11-1 (January 2018)
[article]
Titre : The association between theory of mind, executive function, and the symptoms of autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Catherine R. G. JONES, Auteur ; Emily SIMONOFF, Auteur ; Gillian BAIRD, Auteur ; Andrew PICKLES, Auteur ; Anita J. S. MARSDEN, Auteur ; Jenifer TREGAY, Auteur ; Francesca HAPPE, Auteur ; Tony CHARMAN, Auteur Article en page(s) : p.95-109 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : It has been strongly argued that atypical cognitive processes in autism spectrum disorder (ASD) contribute to the expression of behavioural symptoms. Comprehensive investigation of these claims has been limited by small and unrepresentative sample sizes and the absence of wide?ranging task batteries. The current study investigated the cognitive abilities of 100 adolescents with ASD (mean age?=?15 years 6 months), using 10 tasks to measure the domains of theory of mind (ToM) and executive function (EF). We used structural equation modelling as a statistically robust way of exploring the associations between cognition and parent?reported measures of social communication and restricted and repetitive behaviours (RRBs). We found that ToM ability was associated with both social communication symptoms and RRBs. EF was a correlate of ToM but had no direct association with parent?reported symptom expression. Our data suggest that in adolescence ToM ability, but not EF, is directly related to autistic symptom expression. Autism Res 2018, 11: 95–109. © 2017 International Society for Autism Research, Wiley Periodicals, Inc. Lay Summary The behaviours that are common to autism spectrum disorder (ASD) have been linked to differences in thinking ability. We assessed autistic adolescents and found that social communication difficulties and the presence of restricted and repetitive behaviours related to difficulties in understanding other peoples’ minds (theory of mind). In contrast, these behaviours were not associated with the general thinking abilities involved in planning and executing tasks (executive function). En ligne : https://doi.org/10.1002/aur.1873 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=334
in Autism Research > 11-1 (January 2018) . - p.95-109[article] The association between theory of mind, executive function, and the symptoms of autism spectrum disorder [Texte imprimé et/ou numérique] / Catherine R. G. JONES, Auteur ; Emily SIMONOFF, Auteur ; Gillian BAIRD, Auteur ; Andrew PICKLES, Auteur ; Anita J. S. MARSDEN, Auteur ; Jenifer TREGAY, Auteur ; Francesca HAPPE, Auteur ; Tony CHARMAN, Auteur . - p.95-109.
Langues : Anglais (eng)
in Autism Research > 11-1 (January 2018) . - p.95-109
Index. décimale : PER Périodiques Résumé : It has been strongly argued that atypical cognitive processes in autism spectrum disorder (ASD) contribute to the expression of behavioural symptoms. Comprehensive investigation of these claims has been limited by small and unrepresentative sample sizes and the absence of wide?ranging task batteries. The current study investigated the cognitive abilities of 100 adolescents with ASD (mean age?=?15 years 6 months), using 10 tasks to measure the domains of theory of mind (ToM) and executive function (EF). We used structural equation modelling as a statistically robust way of exploring the associations between cognition and parent?reported measures of social communication and restricted and repetitive behaviours (RRBs). We found that ToM ability was associated with both social communication symptoms and RRBs. EF was a correlate of ToM but had no direct association with parent?reported symptom expression. Our data suggest that in adolescence ToM ability, but not EF, is directly related to autistic symptom expression. Autism Res 2018, 11: 95–109. © 2017 International Society for Autism Research, Wiley Periodicals, Inc. Lay Summary The behaviours that are common to autism spectrum disorder (ASD) have been linked to differences in thinking ability. We assessed autistic adolescents and found that social communication difficulties and the presence of restricted and repetitive behaviours related to difficulties in understanding other peoples’ minds (theory of mind). In contrast, these behaviours were not associated with the general thinking abilities involved in planning and executing tasks (executive function). En ligne : https://doi.org/10.1002/aur.1873 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=334 The Croydon Assessment of Learning Study: Prevalence and educational identification of mild mental retardation / Emily SIMONOFF in Journal of Child Psychology and Psychiatry, 47-8 (August 2006)
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Titre : The Croydon Assessment of Learning Study: Prevalence and educational identification of mild mental retardation Type de document : Texte imprimé et/ou numérique Auteurs : Emily SIMONOFF, Auteur ; Huma IQBAL, Auteur ; Nisha KARIA, Auteur ; Julie-Ann MANEY, Auteur ; Siobhan HIGGINS, Auteur ; Nicky WOOD, Auteur ; Paul GRINGRAS, Auteur ; Oliver CHADWICK, Auteur ; Andrew PICKLES, Auteur ; Anne MOORE, Auteur Année de publication : 2006 Article en page(s) : p.828–839 Langues : Anglais (eng) Mots-clés : Mental-retardation prevalence psychological-testing intelligence conduct-disorder emotional-disorder Index. décimale : PER Périodiques Résumé : Background: Mild mental retardation is an enduring and impairing condition. Its prevalence has varied widely across different studies from .5 to over 8%, with higher rates in completely ascertained samples. The current study estimates the prevalence of low IQ in the mental retardation range (intellectual disability) in a population sample and examines the factors that relate to educational identification.
Method: A total of 2,730 children in school years 8 and 9 attending local authority schools were assessed in school with the group-administered Cognitive Abilities Test (CAT). A sample of 304 pupils at high, moderate and low risk of mild mental retardation was selected for in-depth study. This included the individually measured full-scale IQ (WISC-IIIUK), the Wechsler Quicktest of attainments, the Strengths and Difficulties Questionnaire from parents and teachers and an abbreviated version of the Social Communication Questionnaire.
Results: Of those selected for the in-depth study, 204 (67%) participated, with a greater proportion from the low risk group. A range of prevalence estimates were calculated using different imputation methods and assumptions about individuals not screened. Rates of pupils with WISC IQ < 70 varied from 5.8% to 10.6%. There were no significant gender differences. In contrast to the high prevalence estimates using the WISC, the proportion of pupils scoring in the lowest stanine on the CAT was as expected. Only 15% of those with IQ < 70 had a statement of special educational needs or attended a school for moderate learning difficulties. Behaviour, particularly social communication problems, predicted educational identification.
Conclusions: The current study produced a high estimate of the prevalence of mild intellectual disability based on the WISC but not on the CAT. The findings highlight that the majority of mild intellectual disability in the UK would not be detected using registers. Cases that are detected by registers are more behaviourally disturbed than others.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2006.01630.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=769
in Journal of Child Psychology and Psychiatry > 47-8 (August 2006) . - p.828–839[article] The Croydon Assessment of Learning Study: Prevalence and educational identification of mild mental retardation [Texte imprimé et/ou numérique] / Emily SIMONOFF, Auteur ; Huma IQBAL, Auteur ; Nisha KARIA, Auteur ; Julie-Ann MANEY, Auteur ; Siobhan HIGGINS, Auteur ; Nicky WOOD, Auteur ; Paul GRINGRAS, Auteur ; Oliver CHADWICK, Auteur ; Andrew PICKLES, Auteur ; Anne MOORE, Auteur . - 2006 . - p.828–839.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 47-8 (August 2006) . - p.828–839
Mots-clés : Mental-retardation prevalence psychological-testing intelligence conduct-disorder emotional-disorder Index. décimale : PER Périodiques Résumé : Background: Mild mental retardation is an enduring and impairing condition. Its prevalence has varied widely across different studies from .5 to over 8%, with higher rates in completely ascertained samples. The current study estimates the prevalence of low IQ in the mental retardation range (intellectual disability) in a population sample and examines the factors that relate to educational identification.
Method: A total of 2,730 children in school years 8 and 9 attending local authority schools were assessed in school with the group-administered Cognitive Abilities Test (CAT). A sample of 304 pupils at high, moderate and low risk of mild mental retardation was selected for in-depth study. This included the individually measured full-scale IQ (WISC-IIIUK), the Wechsler Quicktest of attainments, the Strengths and Difficulties Questionnaire from parents and teachers and an abbreviated version of the Social Communication Questionnaire.
Results: Of those selected for the in-depth study, 204 (67%) participated, with a greater proportion from the low risk group. A range of prevalence estimates were calculated using different imputation methods and assumptions about individuals not screened. Rates of pupils with WISC IQ < 70 varied from 5.8% to 10.6%. There were no significant gender differences. In contrast to the high prevalence estimates using the WISC, the proportion of pupils scoring in the lowest stanine on the CAT was as expected. Only 15% of those with IQ < 70 had a statement of special educational needs or attended a school for moderate learning difficulties. Behaviour, particularly social communication problems, predicted educational identification.
Conclusions: The current study produced a high estimate of the prevalence of mild intellectual disability based on the WISC but not on the CAT. The findings highlight that the majority of mild intellectual disability in the UK would not be detected using registers. Cases that are detected by registers are more behaviourally disturbed than others.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2006.01630.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=769 The experience of friendship, victimization and bullying in children with an autism spectrum disorder: Associations with child characteristics and school placement / Emma ROWLEY in Research in Autism Spectrum Disorders, 6-3 (July-September 2012)
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Titre : The experience of friendship, victimization and bullying in children with an autism spectrum disorder: Associations with child characteristics and school placement Type de document : Texte imprimé et/ou numérique Auteurs : Emma ROWLEY, Auteur ; Susie CHANDLER, Auteur ; Gillian BAIRD, Auteur ; Emily SIMONOFF, Auteur ; Andrew PICKLES, Auteur ; Tom LOUCAS, Auteur ; Tony CHARMAN, Auteur Année de publication : 2012 Article en page(s) : p.1126-1134 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders Friendship Bullying Victimization School placement Index. décimale : PER Périodiques Résumé : Children with an autism spectrum disorder (ASD) may be vulnerable to social isolation and bullying. We measured the friendship, fighting/bullying and victimization experiences of 10–12-year-old children with an ASD (N = 100) using parent, teacher and child self-report. Parent and teacher reports were compared to an IQ-matched group of children with special educational needs (SEN) without ASD (N = 80) and UK population data. Parents and teachers reported a lower prevalence of friendships compared to population norms and to children with SEN without an ASD. Parents but not teachers reported higher levels of victimization than the SEN group. Half of the children with an ASD reported having friendships that involved mutuality. By teacher report children with an ASD who were less socially impaired in mainstream school experienced higher levels of victimization than more socially impaired children; whereas for more socially impaired children victimization did not vary by school placement. Strategies are required to support and improve the social interaction skills of children with an ASD, to enable them to develop and maintain meaningful peer friendships and avoid victimization. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.03.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=154
in Research in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1126-1134[article] The experience of friendship, victimization and bullying in children with an autism spectrum disorder: Associations with child characteristics and school placement [Texte imprimé et/ou numérique] / Emma ROWLEY, Auteur ; Susie CHANDLER, Auteur ; Gillian BAIRD, Auteur ; Emily SIMONOFF, Auteur ; Andrew PICKLES, Auteur ; Tom LOUCAS, Auteur ; Tony CHARMAN, Auteur . - 2012 . - p.1126-1134.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1126-1134
Mots-clés : Autism spectrum disorders Friendship Bullying Victimization School placement Index. décimale : PER Périodiques Résumé : Children with an autism spectrum disorder (ASD) may be vulnerable to social isolation and bullying. We measured the friendship, fighting/bullying and victimization experiences of 10–12-year-old children with an ASD (N = 100) using parent, teacher and child self-report. Parent and teacher reports were compared to an IQ-matched group of children with special educational needs (SEN) without ASD (N = 80) and UK population data. Parents and teachers reported a lower prevalence of friendships compared to population norms and to children with SEN without an ASD. Parents but not teachers reported higher levels of victimization than the SEN group. Half of the children with an ASD reported having friendships that involved mutuality. By teacher report children with an ASD who were less socially impaired in mainstream school experienced higher levels of victimization than more socially impaired children; whereas for more socially impaired children victimization did not vary by school placement. Strategies are required to support and improve the social interaction skills of children with an ASD, to enable them to develop and maintain meaningful peer friendships and avoid victimization. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.03.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=154 The impact of nonverbal ability on prevalence and clinical presentation of language disorder: evidence from a population study / Courtenay F. NORBURY in Journal of Child Psychology and Psychiatry, 57-11 (November 2016)
PermalinkThe measurement properties of the spence children's anxiety scale-parent version in a large international pooled sample of young people with autism spectrum disorder / Iliana MAGIATI in Autism Research, 10-10 (October 2017)
PermalinkThe persistence and stability of psychiatric problems in adolescents with autism spectrum disorders / Emily SIMONOFF in Journal of Child Psychology and Psychiatry, 54-2 (February 2013)
PermalinkThe Relationship Between Attentional Bias and Anxiety in Children and Adolescents With Autism Spectrum Disorders / Matthew J. HOLLOCKS in Autism Research, 6-4 (August 2013)
PermalinkThe Variation of Psychopharmacological Prescription Rates for People With Autism Spectrum Disorder (ASD) in 30 Countries / Angel Y. S. WONG in Autism Research, 7-5 (October 2014)
PermalinkTrajectories of emotional and behavioral problems from childhood to early adult life / Dominic STRINGER in Autism, 24-4 (May 2020)
PermalinkUnderstanding the heterogeneity of anxiety in autistic youth: A person-centered approach / Emily SPACKMAN in Autism Research, 15-9 (September 2022)
PermalinkYounger children experience lower levels of language competence and academic progress in the first year of school: evidence from a population study / Courtenay F. NORBURY in Journal of Child Psychology and Psychiatry, 57-1 (January 2016)
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