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Auteur Hilde M. GEURTS |
Documents disponibles écrits par cet auteur (31)
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The role of interstimulus interval and “Stimulus-type” in prepotent response inhibition abilities in people with ASD: A quantitative and qualitative review / Marieke W. M. KUIPER in Autism Research, 9-11 (November 2016)
[article]
Titre : The role of interstimulus interval and “Stimulus-type” in prepotent response inhibition abilities in people with ASD: A quantitative and qualitative review Type de document : Texte imprimé et/ou numérique Auteurs : Marieke W. M. KUIPER, Auteur ; Elisabeth W. M. VERHOEVEN, Auteur ; Hilde M. GEURTS, Auteur Article en page(s) : p.1124-1141 Langues : Anglais (eng) Mots-clés : autism spectrum disorders autism prepotent response inhibition interstimulus interval cognitive control meta-analysis Index. décimale : PER Périodiques Résumé : Autism spectrum disorders (ASD) are associated with prepotent response inhibition difficulties. However, the large variation between studies suggests that understudied factors, such as interstimulus interval (ISI) and “stimulus-type” (both hypothesized proxies of stressors influencing arousal), might influence the inhibitory abilities of people with ASD. Using meta-analysis, we tested whether differences in prepotent response inhibition between people with and without ASD was influenced by ISI. There was not enough variation in “stimulus-type” between the studies to include it as a moderator. Thirty-seven studies met inclusion criteria, with a combined sample size of 950 people with ASD and 966 typically developing controls. Additionally, a qualitative review including studies comparing a neutral and an arousing condition in one experiment was performed to examine whether fast ISI or specific arousing stimuli directly influence prepotent response inhibition. The meta-analysis indicated that ISI was not a relevant moderator. The qualitative review showed that ISI and “stimulus-type” had the same effect for both groups. Although all studies regarding ISI indicated that fast ISI worsened performance, different types of stimuli had either a positive or a negative influence. This could suggest that distinctive stimuli might affect arousal differently. While we replicated the inhibition difficulties in people with ASD (g = .51), our results do not show strong ASD-specific effects of ISI or “stimulus-type” on inhibition. Nonetheless, ISI and “stimulus-type” do seem to influence performance. Future research focusing on potential underlying factors (e.g., baseline physiological arousal) is needed to examine why this is the case. En ligne : http://dx.doi.org/10.1002/aur.1631 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297
in Autism Research > 9-11 (November 2016) . - p.1124-1141[article] The role of interstimulus interval and “Stimulus-type” in prepotent response inhibition abilities in people with ASD: A quantitative and qualitative review [Texte imprimé et/ou numérique] / Marieke W. M. KUIPER, Auteur ; Elisabeth W. M. VERHOEVEN, Auteur ; Hilde M. GEURTS, Auteur . - p.1124-1141.
Langues : Anglais (eng)
in Autism Research > 9-11 (November 2016) . - p.1124-1141
Mots-clés : autism spectrum disorders autism prepotent response inhibition interstimulus interval cognitive control meta-analysis Index. décimale : PER Périodiques Résumé : Autism spectrum disorders (ASD) are associated with prepotent response inhibition difficulties. However, the large variation between studies suggests that understudied factors, such as interstimulus interval (ISI) and “stimulus-type” (both hypothesized proxies of stressors influencing arousal), might influence the inhibitory abilities of people with ASD. Using meta-analysis, we tested whether differences in prepotent response inhibition between people with and without ASD was influenced by ISI. There was not enough variation in “stimulus-type” between the studies to include it as a moderator. Thirty-seven studies met inclusion criteria, with a combined sample size of 950 people with ASD and 966 typically developing controls. Additionally, a qualitative review including studies comparing a neutral and an arousing condition in one experiment was performed to examine whether fast ISI or specific arousing stimuli directly influence prepotent response inhibition. The meta-analysis indicated that ISI was not a relevant moderator. The qualitative review showed that ISI and “stimulus-type” had the same effect for both groups. Although all studies regarding ISI indicated that fast ISI worsened performance, different types of stimuli had either a positive or a negative influence. This could suggest that distinctive stimuli might affect arousal differently. While we replicated the inhibition difficulties in people with ASD (g = .51), our results do not show strong ASD-specific effects of ISI or “stimulus-type” on inhibition. Nonetheless, ISI and “stimulus-type” do seem to influence performance. Future research focusing on potential underlying factors (e.g., baseline physiological arousal) is needed to examine why this is the case. En ligne : http://dx.doi.org/10.1002/aur.1631 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297 The Social Support Network of Adults with an Autism Spectrum Condition: An Exploration Using the Network in Action-Questionnaire / Rinske M. VAN DEN HEUVEL in Journal of Autism and Developmental Disorders, 53-5 (May 2023)
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Titre : The Social Support Network of Adults with an Autism Spectrum Condition: An Exploration Using the Network in Action-Questionnaire Type de document : Texte imprimé et/ou numérique Auteurs : Rinske M. VAN DEN HEUVEL, Auteur ; Michel WENSING, Auteur ; Hilde M. GEURTS, Auteur ; Jan-Pieter TEUNISSE, Auteur Article en page(s) : p.1974-1988 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Actively involving the network during treatment, as recommended in Autism Spectrum Condition (ASC) guidelines, can be facilitated with the Network in Action-Questionnaire (NiA-Q), which identifies the current and potential sources of social support. The aims of this study were to (1) examine the factor structure of the NiA-Q and (2) to explore the self- and proxy-report on the social network. Before the start of treatment in a mental health institution, 193 adults with an ASC diagnosis and 84 proxies completed the NiA-Q. Factor analysis showed two factors: positive social support and interpersonal distress. Self- and proxy-report on the NiA-Q did not differ for most variables, except for social network wishes. The NiA-Q provides a basis for network involvement and strengthening. En ligne : https://doi.org/10.1007/s10803-022-05467-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=501
in Journal of Autism and Developmental Disorders > 53-5 (May 2023) . - p.1974-1988[article] The Social Support Network of Adults with an Autism Spectrum Condition: An Exploration Using the Network in Action-Questionnaire [Texte imprimé et/ou numérique] / Rinske M. VAN DEN HEUVEL, Auteur ; Michel WENSING, Auteur ; Hilde M. GEURTS, Auteur ; Jan-Pieter TEUNISSE, Auteur . - p.1974-1988.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 53-5 (May 2023) . - p.1974-1988
Index. décimale : PER Périodiques Résumé : Actively involving the network during treatment, as recommended in Autism Spectrum Condition (ASC) guidelines, can be facilitated with the Network in Action-Questionnaire (NiA-Q), which identifies the current and potential sources of social support. The aims of this study were to (1) examine the factor structure of the NiA-Q and (2) to explore the self- and proxy-report on the social network. Before the start of treatment in a mental health institution, 193 adults with an ASC diagnosis and 84 proxies completed the NiA-Q. Factor analysis showed two factors: positive social support and interpersonal distress. Self- and proxy-report on the NiA-Q did not differ for most variables, except for social network wishes. The NiA-Q provides a basis for network involvement and strengthening. En ligne : https://doi.org/10.1007/s10803-022-05467-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=501 Verbal fluency in children with autism spectrum disorders: Clustering and switching strategies / Sander BEGEER in Autism, 18-8 (November 2014)
[article]
Titre : Verbal fluency in children with autism spectrum disorders: Clustering and switching strategies Type de document : Texte imprimé et/ou numérique Auteurs : Sander BEGEER, Auteur ; Marlies WIERDA, Auteur ; Anke M. SCHEEREN, Auteur ; Jan-Pieter TEUNISSE, Auteur ; Hans M. KOOT, Auteur ; Hilde M. GEURTS, Auteur Article en page(s) : p.1014-1018 Langues : Anglais (eng) Mots-clés : autism spectrum disorders clustering cognitive flexibility fluency switching Index. décimale : PER Périodiques Résumé : This study highlights differences in cognitive strategies in children and adolescents with and without autism spectrum disorders (n = 52) on a verbal fluency task (naming as many words as possible (e.g. animals) within 60 s). The ability to form clusters of words (e.g. farm animals like “cow–horse–goat”) or to switch between unrelated words (e.g. “snake” and “cat”) was analyzed using a coding method that more stringently differentiates between these strategies. Results indicated that children and adolescents with autism spectrum disorders switched less frequently, but produced slightly larger clusters than the comparison group, resulting in equal numbers of total words produced. The currently used measures of cognitive flexibility suggest atypical, but possibly equally efficient, fluency styles used by individuals with autism spectrum disorders. En ligne : http://dx.doi.org/10.1177/1362361313500381 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=242
in Autism > 18-8 (November 2014) . - p.1014-1018[article] Verbal fluency in children with autism spectrum disorders: Clustering and switching strategies [Texte imprimé et/ou numérique] / Sander BEGEER, Auteur ; Marlies WIERDA, Auteur ; Anke M. SCHEEREN, Auteur ; Jan-Pieter TEUNISSE, Auteur ; Hans M. KOOT, Auteur ; Hilde M. GEURTS, Auteur . - p.1014-1018.
Langues : Anglais (eng)
in Autism > 18-8 (November 2014) . - p.1014-1018
Mots-clés : autism spectrum disorders clustering cognitive flexibility fluency switching Index. décimale : PER Périodiques Résumé : This study highlights differences in cognitive strategies in children and adolescents with and without autism spectrum disorders (n = 52) on a verbal fluency task (naming as many words as possible (e.g. animals) within 60 s). The ability to form clusters of words (e.g. farm animals like “cow–horse–goat”) or to switch between unrelated words (e.g. “snake” and “cat”) was analyzed using a coding method that more stringently differentiates between these strategies. Results indicated that children and adolescents with autism spectrum disorders switched less frequently, but produced slightly larger clusters than the comparison group, resulting in equal numbers of total words produced. The currently used measures of cognitive flexibility suggest atypical, but possibly equally efficient, fluency styles used by individuals with autism spectrum disorders. En ligne : http://dx.doi.org/10.1177/1362361313500381 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=242 What's in a game: the effect of social motivation on interference control in boys with ADHD and autism spectrum disorders / Hilde M. GEURTS in Journal of Child Psychology and Psychiatry, 49-8 (August 2008)
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Titre : What's in a game: the effect of social motivation on interference control in boys with ADHD and autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Hilde M. GEURTS, Auteur ; Marjolein LUMAN, Auteur ; Catharina S. VAN MEEL, Auteur Année de publication : 2008 Article en page(s) : p.848 - 857 Langues : Anglais (eng) Mots-clés : Autism ADHD motivation cognitive-control Index. décimale : PER Périodiques Résumé : Background: Children with attention deficit hyperactivity disorder (ADHD) and with autism spectrum disorders (ASD) are known to have cognitive control deficits. Some studies suggest that such deficits may be reduced when motivation is increased through tangible reinforcers. Whether these deficits can also be modulated by non-tangible reinforcers has hardly been studied.
Methods: Therefore, the effect of social motivation on the ability to suppress irrelevant information (i.e., interference control) was investigated in 22 ADHD boys, 22 ASD boys, and 33 typically developing (TD) boys. An adapted Eriksen Flanker task was administered under a motivational condition in which the boys were told that they were competing with peers, and under a neutral condition in which standard instructions were given.
Results: In comparison with TD boys, boys with ADHD were impaired even when no interference was present, while this was not the case for the ASD boys. All groups benefited from the motivation manipulation, i.e., their performance increased when they thought they were competing with peers. Although the boys with ADHD were still slower than TD boys when motivated, they performed as accurately as TD boys. Children with ASD also improved slightly in accuracy and response speed, but this did not reach significance.
Conclusion: Children with ADHD are able to exert sufficient cognitive control when they are motivated, which is in line with the current models of ADHD. However, motivation seems to have a general effect on performance and is not solely related to cognitive control abilities. In contrast, this effect was not obtained in children with ASD.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2008.01916.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=542
in Journal of Child Psychology and Psychiatry > 49-8 (August 2008) . - p.848 - 857[article] What's in a game: the effect of social motivation on interference control in boys with ADHD and autism spectrum disorders [Texte imprimé et/ou numérique] / Hilde M. GEURTS, Auteur ; Marjolein LUMAN, Auteur ; Catharina S. VAN MEEL, Auteur . - 2008 . - p.848 - 857.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 49-8 (August 2008) . - p.848 - 857
Mots-clés : Autism ADHD motivation cognitive-control Index. décimale : PER Périodiques Résumé : Background: Children with attention deficit hyperactivity disorder (ADHD) and with autism spectrum disorders (ASD) are known to have cognitive control deficits. Some studies suggest that such deficits may be reduced when motivation is increased through tangible reinforcers. Whether these deficits can also be modulated by non-tangible reinforcers has hardly been studied.
Methods: Therefore, the effect of social motivation on the ability to suppress irrelevant information (i.e., interference control) was investigated in 22 ADHD boys, 22 ASD boys, and 33 typically developing (TD) boys. An adapted Eriksen Flanker task was administered under a motivational condition in which the boys were told that they were competing with peers, and under a neutral condition in which standard instructions were given.
Results: In comparison with TD boys, boys with ADHD were impaired even when no interference was present, while this was not the case for the ASD boys. All groups benefited from the motivation manipulation, i.e., their performance increased when they thought they were competing with peers. Although the boys with ADHD were still slower than TD boys when motivated, they performed as accurately as TD boys. Children with ASD also improved slightly in accuracy and response speed, but this did not reach significance.
Conclusion: Children with ADHD are able to exert sufficient cognitive control when they are motivated, which is in line with the current models of ADHD. However, motivation seems to have a general effect on performance and is not solely related to cognitive control abilities. In contrast, this effect was not obtained in children with ASD.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2008.01916.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=542 Working memory and cognitive flexibility-training for children with an autism spectrum disorder: a randomized controlled trial / Marieke DE VRIES in Journal of Child Psychology and Psychiatry, 56-5 (May 2015)
[article]
Titre : Working memory and cognitive flexibility-training for children with an autism spectrum disorder: a randomized controlled trial Type de document : Texte imprimé et/ou numérique Auteurs : Marieke DE VRIES, Auteur ; Pier J. M. PRINS, Auteur ; Ben A. SCHMAND, Auteur ; Hilde M. GEURTS, Auteur Article en page(s) : p.566-576 Langues : Anglais (eng) Mots-clés : Executive functioning working memory flexibility cognitive training autism Index. décimale : PER Périodiques Résumé : Background People with autism spectrum disorders (ASDs) experience executive function (EF) deficits. There is an urgent need for effective interventions, but in spite of the increasing research focus on computerized cognitive training, this has not been studied in ASD. Hence, we investigated two EF training conditions in children with ASD. Methods In a randomized controlled trial, children with ASD (n = 121, 8–12 years, IQ > 80) were randomly assigned to an adaptive working memory (WM) training, an adaptive cognitive flexibility-training, or a non-adaptive control training (mock-training). Braingame Brian, a computerized EF-training with game-elements, was used. Outcome measures (pretraining, post-training, and 6-week-follow-up) were near-transfer to trained EFs, far-transfer to other EFs (sustained attention and inhibition), and parent's ratings of daily life EFs, social behavior, attention deficit hyperactivity disorder (ADHD)-behavior, and quality of life. Results Attrition-rate was 26%. Children in all conditions who completed the training improved in WM, cognitive flexibility, attention, and on parent's ratings, but not in inhibition. There were no significant differential intervention effects, although children in the WM condition showed a trend toward improvement on near-transfer WM and ADHD-behavior, and children in the cognitive flexibility condition showed a trend toward improvement on near-transfer flexibility. Conclusion Although children in the WM condition tended to improve more in WM and ADHD-behavior, the lack of differential improvement on most outcome measures, the absence of a clear effect of the adaptive training compared to the mock-training, and the high attrition rate suggest that the training in its present form is probably not suitable for children with ASD. En ligne : http://dx.doi.org/10.1111/jcpp.12324 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=260
in Journal of Child Psychology and Psychiatry > 56-5 (May 2015) . - p.566-576[article] Working memory and cognitive flexibility-training for children with an autism spectrum disorder: a randomized controlled trial [Texte imprimé et/ou numérique] / Marieke DE VRIES, Auteur ; Pier J. M. PRINS, Auteur ; Ben A. SCHMAND, Auteur ; Hilde M. GEURTS, Auteur . - p.566-576.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 56-5 (May 2015) . - p.566-576
Mots-clés : Executive functioning working memory flexibility cognitive training autism Index. décimale : PER Périodiques Résumé : Background People with autism spectrum disorders (ASDs) experience executive function (EF) deficits. There is an urgent need for effective interventions, but in spite of the increasing research focus on computerized cognitive training, this has not been studied in ASD. Hence, we investigated two EF training conditions in children with ASD. Methods In a randomized controlled trial, children with ASD (n = 121, 8–12 years, IQ > 80) were randomly assigned to an adaptive working memory (WM) training, an adaptive cognitive flexibility-training, or a non-adaptive control training (mock-training). Braingame Brian, a computerized EF-training with game-elements, was used. Outcome measures (pretraining, post-training, and 6-week-follow-up) were near-transfer to trained EFs, far-transfer to other EFs (sustained attention and inhibition), and parent's ratings of daily life EFs, social behavior, attention deficit hyperactivity disorder (ADHD)-behavior, and quality of life. Results Attrition-rate was 26%. Children in all conditions who completed the training improved in WM, cognitive flexibility, attention, and on parent's ratings, but not in inhibition. There were no significant differential intervention effects, although children in the WM condition showed a trend toward improvement on near-transfer WM and ADHD-behavior, and children in the cognitive flexibility condition showed a trend toward improvement on near-transfer flexibility. Conclusion Although children in the WM condition tended to improve more in WM and ADHD-behavior, the lack of differential improvement on most outcome measures, the absence of a clear effect of the adaptive training compared to the mock-training, and the high attrition rate suggest that the training in its present form is probably not suitable for children with ASD. En ligne : http://dx.doi.org/10.1111/jcpp.12324 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=260