Free Classification as a Window on Executive Functioning in Autism Spectrum Disorders / Margaret MCGONIGLE-CHALMERS in Journal of Autism and Developmental Disorders, 40-7 (July 2010)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 40-7 (July 2010) . - p.844-857 Titre : Free Classification as a Window on Executive Functioning in Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Margaret MCGONIGLE-CHALMERS, Auteur ; Ben ALDERSON-DAY, Auteur Année de publication : 2010 Article en page(s) : p.844-857 Langues : Anglais (eng) Mots-clés : Classification Sequencing Spontaneous-organization Top–down-processing Autism Index. décimale : PER Périodiques Résumé : Spontaneous classification was assessed using a free serial search task in 18 school-aged children at the high functioning end of the autistic spectrum and compared with results from age-matched typically developing controls. The task required participants to touch shapes in an exhaustive non-repetitive sequence. The positions of the items varied randomly between touches. The objective was to measure the extent to which children with autism and Asperger’s syndrome could spontaneously utilise category information such as shape and color to organise their search. There were no group differences on measures of sequential control and levels of categorization once age and IQ had been partialled out. The results are contrasted with findings from the same lab using a size seriation task. En ligne : http://dx.doi.org/10.1007/s10803-010-0947-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=107 [article] Free Classification as a Window on Executive Functioning in Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Margaret MCGONIGLE-CHALMERS, Auteur ; Ben ALDERSON-DAY, Auteur . - 2010 . - p.844-857. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 40-7 (July 2010) . - p.844-857 Mots-clés : Classification Sequencing Spontaneous-organization Top–down-processing Autism Index. décimale : PER Périodiques Résumé : Spontaneous classification was assessed using a free serial search task in 18 school-aged children at the high functioning end of the autistic spectrum and compared with results from age-matched typically developing controls. The task required participants to touch shapes in an exhaustive non-repetitive sequence. The positions of the items varied randomly between touches. The objective was to measure the extent to which children with autism and Asperger’s syndrome could spontaneously utilise category information such as shape and color to organise their search. There were no group differences on measures of sequential control and levels of categorization once age and IQ had been partialled out. The results are contrasted with findings from the same lab using a size seriation task. En ligne : http://dx.doi.org/10.1007/s10803-010-0947-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=107

Is It a Bird? Is It a Plane? Category Use in Problem-solving in Children with Autism Spectrum Disorders / Ben ALDERSON-DAY in Journal of Autism and Developmental Disorders, 41-5 (May 2011)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 41-5 (May 2011) . - p.555-565 Titre : Is It a Bird? Is It a Plane? Category Use in Problem-solving in Children with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Ben ALDERSON-DAY, Auteur ; Margaret MCGONIGLE-CHALMERS, Auteur Année de publication : 2011 Article en page(s) : p.555-565 Langues : Anglais (eng) Mots-clés : Autism  Categorisation  Problem-solving  Executive functioning Index. décimale : PER Périodiques Résumé : Fourteen children with autism spectrum disorders (ASD) and fourteen age-matched typically-developing (TD) controls were tested on an adapted version of the Twenty Questions Task (Mosher and Hornsby in Studies in cognitive growth. Wiley, New York, pp 86–102, 1966) to examine effects of content, executive and verbal IQ factors on category use in problem-solving (age range 8–17). Across conditions participants with ASD asked questions that focussed on smaller categories than controls. Specific group differences were observed in the handling of abstract content and response to additional working memory demands. In addition, post hoc regression analysis indicated that VIQ predicted performance in ASD but not TD participants. The implications for theories of category processing in autism are discussed. En ligne : http://dx.doi.org/10.1007/s10803-010-1077-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=121 [article] Is It a Bird? Is It a Plane? Category Use in Problem-solving in Children with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Ben ALDERSON-DAY, Auteur ; Margaret MCGONIGLE-CHALMERS, Auteur . - 2011 . - p.555-565. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 41-5 (May 2011) . - p.555-565 Mots-clés : Autism  Categorisation  Problem-solving  Executive functioning Index. décimale : PER Périodiques Résumé : Fourteen children with autism spectrum disorders (ASD) and fourteen age-matched typically-developing (TD) controls were tested on an adapted version of the Twenty Questions Task (Mosher and Hornsby in Studies in cognitive growth. Wiley, New York, pp 86–102, 1966) to examine effects of content, executive and verbal IQ factors on category use in problem-solving (age range 8–17). Across conditions participants with ASD asked questions that focussed on smaller categories than controls. Specific group differences were observed in the handling of abstract content and response to additional working memory demands. In addition, post hoc regression analysis indicated that VIQ predicted performance in ASD but not TD participants. The implications for theories of category processing in autism are discussed. En ligne : http://dx.doi.org/10.1007/s10803-010-1077-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=121

Melatonin Versus Placebo in Children with Autism Spectrum Conditions and Severe Sleep Problems Not Amenable to Behaviour Management Strategies: A Randomised Controlled Crossover Trial / Barry WRIGHT in Journal of Autism and Developmental Disorders, 41-2 (February 2011)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 41-2 (February 2011) . - p.175-184 Titre : Melatonin Versus Placebo in Children with Autism Spectrum Conditions and Severe Sleep Problems Not Amenable to Behaviour Management Strategies: A Randomised Controlled Crossover Trial Type de document : Texte imprimé et/ou numérique Auteurs : Barry WRIGHT, Auteur ; David SIMS, Auteur ; Siobhan SMART, Auteur ; Ahmed ALWAZEER, Auteur ; Ben ALDERSON-DAY, Auteur ; Victoria ALLGAR, Auteur ; Clare WHITTON, Auteur ; Heather TOMLINSON, Auteur ; Sophie D. BENNETT, Auteur ; Jenni JARDINE, Auteur ; Nicola MCAFFREY, Auteur ; Charlotte LEYLAND, Auteur ; Christine JAKEMAN, Auteur ; Jeremy N.V. MILES, Auteur Année de publication : 2011 Article en page(s) : p.175-184 Langues : Anglais (eng) Mots-clés : Melatonin  Sleep  Autism spectrum disorders  Dysomnia Index. décimale : PER Périodiques Résumé : Twenty-two children with autism spectrum disorders who had not responded to supported behaviour management strategies for severe dysomnias entered a double blind, randomised, controlled crossover trial involving 3 months of placebo versus 3 months of melatonin to a maximum dose of 10 mg. 17 children completed the study. There were no significant differences between sleep variables at baseline. Melatonin significantly improved sleep latency (by an average of 47 min) and total sleep (by an average of 52 min) compared to placebo, but not number of night wakenings. The side effect profile was low and not significantly different between the two arms. En ligne : http://dx.doi.org/10.1007/s10803-010-1036-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=117 [article] Melatonin Versus Placebo in Children with Autism Spectrum Conditions and Severe Sleep Problems Not Amenable to Behaviour Management Strategies: A Randomised Controlled Crossover Trial [Texte imprimé et/ou numérique] / Barry WRIGHT, Auteur ; David SIMS, Auteur ; Siobhan SMART, Auteur ; Ahmed ALWAZEER, Auteur ; Ben ALDERSON-DAY, Auteur ; Victoria ALLGAR, Auteur ; Clare WHITTON, Auteur ; Heather TOMLINSON, Auteur ; Sophie D. BENNETT, Auteur ; Jenni JARDINE, Auteur ; Nicola MCAFFREY, Auteur ; Charlotte LEYLAND, Auteur ; Christine JAKEMAN, Auteur ; Jeremy N.V. MILES, Auteur . - 2011 . - p.175-184. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 41-2 (February 2011) . - p.175-184 Mots-clés : Melatonin  Sleep  Autism spectrum disorders  Dysomnia Index. décimale : PER Périodiques Résumé : Twenty-two children with autism spectrum disorders who had not responded to supported behaviour management strategies for severe dysomnias entered a double blind, randomised, controlled crossover trial involving 3 months of placebo versus 3 months of melatonin to a maximum dose of 10 mg. 17 children completed the study. There were no significant differences between sleep variables at baseline. Melatonin significantly improved sleep latency (by an average of 47 min) and total sleep (by an average of 52 min) compared to placebo, but not number of night wakenings. The side effect profile was low and not significantly different between the two arms. En ligne : http://dx.doi.org/10.1007/s10803-010-1036-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=117

Profound Expressive Language Impairment in Low Functioning Children with Autism: An Investigation of Syntactic Awareness Using a Computerised Learning Task / Maggie MCGONIGLE-CHALMERS in Journal of Autism and Developmental Disorders, 43-9 (September 2013)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 43-9 (September 2013) . - p.2062-2081 Titre : Profound Expressive Language Impairment in Low Functioning Children with Autism: An Investigation of Syntactic Awareness Using a Computerised Learning Task Type de document : Texte imprimé et/ou numérique Auteurs : Maggie MCGONIGLE-CHALMERS, Auteur ; Ben ALDERSON-DAY, Auteur ; Joanna FLEMING, Auteur ; Karl MONSEN, Auteur Article en page(s) : p.2062-2081 Langues : Anglais (eng) Mots-clés : Expressive language impairment  Low-functioning autism  Syntax  Executive control Index. décimale : PER Périodiques Résumé : Nine low-functioning children with profound expressive language impairment and autism were studied in terms of their responsiveness to a computer-based learning program designed to assess syntactic awareness. The children learned to touch words on a screen in the correct sequence in order to see a corresponding animation, such as ‘monkey flies’. The game progressed in levels from 2 to 4 word sequences, contingent upon success at each stage. Although performance was highly variable across participants, a detailed review of their learning profiles suggested that no child lacked syntactic awareness and that elementary syntactic control in a non-speech domain was superior to that manifest in their spoken language. The reasons for production failures at the level of speech in children with autism are discussed. En ligne : http://dx.doi.org/10.1007/s10803-012-1753-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=212 [article] Profound Expressive Language Impairment in Low Functioning Children with Autism: An Investigation of Syntactic Awareness Using a Computerised Learning Task [Texte imprimé et/ou numérique] / Maggie MCGONIGLE-CHALMERS, Auteur ; Ben ALDERSON-DAY, Auteur ; Joanna FLEMING, Auteur ; Karl MONSEN, Auteur . - p.2062-2081. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 43-9 (September 2013) . - p.2062-2081 Mots-clés : Expressive language impairment  Low-functioning autism  Syntax  Executive control Index. décimale : PER Périodiques Résumé : Nine low-functioning children with profound expressive language impairment and autism were studied in terms of their responsiveness to a computer-based learning program designed to assess syntactic awareness. The children learned to touch words on a screen in the correct sequence in order to see a corresponding animation, such as ‘monkey flies’. The game progressed in levels from 2 to 4 word sequences, contingent upon success at each stage. Although performance was highly variable across participants, a detailed review of their learning profiles suggested that no child lacked syntactic awareness and that elementary syntactic control in a non-speech domain was superior to that manifest in their spoken language. The reasons for production failures at the level of speech in children with autism are discussed. En ligne : http://dx.doi.org/10.1007/s10803-012-1753-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=212

Verbal Problem-Solving Difficulties in Autism Spectrum Disorders and Atypical Language Development / Ben ALDERSON-DAY in Autism Research, 7-6 (December 2014)  

Public ISBD [article]  inAutism Research > 7-6 (December 2014) . - p.720-730 Titre : Verbal Problem-Solving Difficulties in Autism Spectrum Disorders and Atypical Language Development Type de document : Texte imprimé et/ou numérique Auteurs : Ben ALDERSON-DAY, Auteur Article en page(s) : p.720-730 Langues : Anglais (eng) Mots-clés : developmental psychology  language development  executive function  problem solving  inner speech Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorders (ASDs) adopt less efficient strategies than typically developing (TD) peers on the Twenty Questions Task (TQT), a measure of verbal problem-solving skills. Although problems with the TQT are typically associated with executive dysfunction, they have also been reported in children who are deaf, suggesting a role for atypical language development. To test the contribution of language history to ASD problem solving, TQT performance was compared in children with high-functioning autism (HFA), children with Asperger syndrome (AS) and TD children. The HFA group used significantly less efficient strategies than both AS and TD children. No group differences were evident on tests of question understanding, planning or verbal fluency. Potential explanations for differences in verbal problem-solving skill are discussed with reference to the development of inner speech and use of visual strategies in ASD. En ligne : http://dx.doi.org/10.1002/aur.1424 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=256 [article] Verbal Problem-Solving Difficulties in Autism Spectrum Disorders and Atypical Language Development [Texte imprimé et/ou numérique] / Ben ALDERSON-DAY, Auteur . - p.720-730. Langues : Anglais (eng) in Autism Research > 7-6 (December 2014) . - p.720-730 Mots-clés : developmental psychology  language development  executive function  problem solving  inner speech Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorders (ASDs) adopt less efficient strategies than typically developing (TD) peers on the Twenty Questions Task (TQT), a measure of verbal problem-solving skills. Although problems with the TQT are typically associated with executive dysfunction, they have also been reported in children who are deaf, suggesting a role for atypical language development. To test the contribution of language history to ASD problem solving, TQT performance was compared in children with high-functioning autism (HFA), children with Asperger syndrome (AS) and TD children. The HFA group used significantly less efficient strategies than both AS and TD children. No group differences were evident on tests of question understanding, planning or verbal fluency. Potential explanations for differences in verbal problem-solving skill are discussed with reference to the development of inner speech and use of visual strategies in ASD. En ligne : http://dx.doi.org/10.1002/aur.1424 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=256

Verbal problem-solving in autism spectrum disorders: A problem of plan construction? / Ben ALDERSON-DAY in Autism Research, 4-6 (December 2011)  

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