Age differences in broader autism phenotype traits from young adulthood to older adulthood / W. J. CHOPIK in Autism Research, 14-7 (July 2021)  

Public ISBD [article]  inAutism Research > 14-7 (July 2021) . - p.1456-1471 Titre : Age differences in broader autism phenotype traits from young adulthood to older adulthood Type de document : Texte imprimé et/ou numérique Auteurs : W. J. CHOPIK, Auteur ; J. OH, Auteur ; A. K. NUTTALL, Auteur ; K. N. THAKKAR, Auteur ; Brooke R. INGERSOLL, Auteur Article en page(s) : p.1456-1471 Langues : Anglais (eng) Mots-clés : Adult  Aged  Autism Spectrum Disorder  Autistic Disorder  Cross-Sectional Studies  Female  Humans  Male  Middle Aged  Phenotype  Surveys and Questionnaires  Young Adult  age differences  autism spectrum disorders  broader autism phenotype  lifespan development  personality Index. décimale : PER Périodiques Résumé : Much of past research has been dedicated to refining the operationalization and correlates of the broader autism phenotype (BAP) and less on how the BAP differs by socio-demographic characteristics, like age-particularly after midlife. This gap is important because other nonclinical trait-like characteristics (e.g., personality) have shown considerable age differences, leading to work assessing the malleability of psychological characteristics and improving outcomes for individuals and their significant others. In the current study, we examined cross-sectional age differences in the BAP in a large sample of adults ranging in age from 18 to 85. We recruited a sample of 2966 adults ranging in age from 18 to 85 (M(age) = 36.53, SD = 12.61; 58.9% Female; 1.1% with an ASD diagnosis) recruited from an online survey service. We found that total BAP scores were higher in younger adults and lower among older adults. These differences were particularly true for pragmatic language difficulties, with this component of the BAP showing the most dramatic age differences. Aloofness showed similar negative associations with age, albeit much smaller. Rigidity was not significantly associated with age. The results are consistent with other research showing an abatement of symptoms among individuals with autism spectrum disorders (ASDs) across early life and theories predicting changes in other psychological characteristics (e.g., personality). The results are discussed in the context of the malleability of ASD and BAP traits across life, the clinical implications of these changes, and the origins and consequences for lifespan differences in BAP. LAY SUMMARY: Little is known about how subclinical autistic-like traits among middle-aged and older adults compare to younger adults. We found that these subclinical traits were highest in young adults and lowest in older adults. Knowing how these traits differ by age can provide researchers and clinicians with a sense of how much these traits might change across life, if the traits might be sensitive to interventions, and when in development it might be best to intervene. En ligne : http://dx.doi.org/10.1002/aur.2504 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=449 [article] Age differences in broader autism phenotype traits from young adulthood to older adulthood [Texte imprimé et/ou numérique] / W. J. CHOPIK, Auteur ; J. OH, Auteur ; A. K. NUTTALL, Auteur ; K. N. THAKKAR, Auteur ; Brooke R. INGERSOLL, Auteur . - p.1456-1471. Langues : Anglais (eng) in Autism Research > 14-7 (July 2021) . - p.1456-1471 Mots-clés : Adult  Aged  Autism Spectrum Disorder  Autistic Disorder  Cross-Sectional Studies  Female  Humans  Male  Middle Aged  Phenotype  Surveys and Questionnaires  Young Adult  age differences  autism spectrum disorders  broader autism phenotype  lifespan development  personality Index. décimale : PER Périodiques Résumé : Much of past research has been dedicated to refining the operationalization and correlates of the broader autism phenotype (BAP) and less on how the BAP differs by socio-demographic characteristics, like age-particularly after midlife. This gap is important because other nonclinical trait-like characteristics (e.g., personality) have shown considerable age differences, leading to work assessing the malleability of psychological characteristics and improving outcomes for individuals and their significant others. In the current study, we examined cross-sectional age differences in the BAP in a large sample of adults ranging in age from 18 to 85. We recruited a sample of 2966 adults ranging in age from 18 to 85 (M(age) = 36.53, SD = 12.61; 58.9% Female; 1.1% with an ASD diagnosis) recruited from an online survey service. We found that total BAP scores were higher in younger adults and lower among older adults. These differences were particularly true for pragmatic language difficulties, with this component of the BAP showing the most dramatic age differences. Aloofness showed similar negative associations with age, albeit much smaller. Rigidity was not significantly associated with age. The results are consistent with other research showing an abatement of symptoms among individuals with autism spectrum disorders (ASDs) across early life and theories predicting changes in other psychological characteristics (e.g., personality). The results are discussed in the context of the malleability of ASD and BAP traits across life, the clinical implications of these changes, and the origins and consequences for lifespan differences in BAP. LAY SUMMARY: Little is known about how subclinical autistic-like traits among middle-aged and older adults compare to younger adults. We found that these subclinical traits were highest in young adults and lowest in older adults. Knowing how these traits differ by age can provide researchers and clinicians with a sense of how much these traits might change across life, if the traits might be sensitive to interventions, and when in development it might be best to intervene. En ligne : http://dx.doi.org/10.1002/aur.2504 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=449

An Evaluation of Imitation Recognition Abilities in Typically Developing Children and Young Children with Autism Spectrum Disorder / Natalie I. BERGER in Autism Research, 8-4 (August 2015)  

Public ISBD [article]  inAutism Research > 8-4 (August 2015) . - p.442-453 Titre : An Evaluation of Imitation Recognition Abilities in Typically Developing Children and Young Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Natalie I. BERGER, Auteur ; Brooke R. INGERSOLL, Auteur Article en page(s) : p.442-453 Langues : Anglais (eng) Mots-clés : autism  autism spectrum disorder  imitation  imitation recognition  social cognition Index. décimale : PER Périodiques Résumé : Previous work has indicated that both typically developing children and children with Autism Spectrum Disorder (ASD) display a range of imitation recognition behaviors in response to a contingent adult imitator. However, it is unknown how the two groups perform comparatively on this construct. In this study, imitation recognition behaviors for children with ASD and typically developing children were observed during periods of contingent imitation imbedded in a naturalistic imitation task. Results from this study indicate that children with ASD are impaired in their ability to recognize being imitated relative to typically developing peers as demonstrated both by behaviors representing basic social attention and more mature imitation recognition. Display of imitation recognition behaviors was independent of length of contingent imitation period in typically developing children, but rate of engagement in imitation recognition behaviors was positively correlated with length of contingent imitation period in children with ASD. Exploratory findings also suggest a link between the ability to demonstrate recognition of being imitated and ASD symptom severity, language, and object imitation for young children with ASD. Autism Res 2015, 8: 442–453. © 2015 International Society for Autism Research, Wiley Periodicals, Inc. En ligne : http://dx.doi.org/10.1002/aur.1462 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=268 [article] An Evaluation of Imitation Recognition Abilities in Typically Developing Children and Young Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Natalie I. BERGER, Auteur ; Brooke R. INGERSOLL, Auteur . - p.442-453. Langues : Anglais (eng) in Autism Research > 8-4 (August 2015) . - p.442-453 Mots-clés : autism  autism spectrum disorder  imitation  imitation recognition  social cognition Index. décimale : PER Périodiques Résumé : Previous work has indicated that both typically developing children and children with Autism Spectrum Disorder (ASD) display a range of imitation recognition behaviors in response to a contingent adult imitator. However, it is unknown how the two groups perform comparatively on this construct. In this study, imitation recognition behaviors for children with ASD and typically developing children were observed during periods of contingent imitation imbedded in a naturalistic imitation task. Results from this study indicate that children with ASD are impaired in their ability to recognize being imitated relative to typically developing peers as demonstrated both by behaviors representing basic social attention and more mature imitation recognition. Display of imitation recognition behaviors was independent of length of contingent imitation period in typically developing children, but rate of engagement in imitation recognition behaviors was positively correlated with length of contingent imitation period in children with ASD. Exploratory findings also suggest a link between the ability to demonstrate recognition of being imitated and ASD symptom severity, language, and object imitation for young children with ASD. Autism Res 2015, 8: 442–453. © 2015 International Society for Autism Research, Wiley Periodicals, Inc. En ligne : http://dx.doi.org/10.1002/aur.1462 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=268

An Exploration of Imitation Recognition in Young Children With Autism Spectrum Disorders / Natalie I. BERGER in Autism Research, 6-5 (October 2013)  

Public ISBD [article]  inAutism Research > 6-5 (October 2013) . - p.411-416 Titre : An Exploration of Imitation Recognition in Young Children With Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Natalie I. BERGER, Auteur ; Brooke R. INGERSOLL, Auteur Article en page(s) : p.411-416 Langues : Anglais (eng) Mots-clés : autism  imitation  imitation recognition  social cognition Index. décimale : PER Périodiques Résumé : The ability to recognize when one is being imitated has been hypothesized to be an important developmental process related to the emergence of more advanced social-cognitive skills. While a series of behaviors indicating progressively more mature imitation recognition (IR) skills has been assessed in typically developing children, empirical work with children with autism spectrum disorders (ASDs) has largely focused on basic social responses to an imitative adult (e.g. increases in eye contact). Limited work has explored more mature IR behaviors in this population. This study compared the degree to which children with ASD engage in different behaviors thought to be indicative of IR during a naturalistic imitation task and the relationship between different types of IR behaviors and social-cognitive skills (i.e. imitation, language, social reciprocity, and joint attention). Thirty children with ASD were administered standardized measures of cognitive level, language, joint attention, social reciprocity, and imitation. IR behaviors were observed during periods of contingent imitation by an adult. Participants engaged more frequently in less mature (e.g. looking at the experimenter's toy or face) than more mature IR behaviors (e.g. testing the experimenter's intent to imitate). After controlling for developmental level, social reciprocity, object imitation, and gesture imitation were positively correlated with more mature IR. These findings suggest that the development of more mature IR skills is related to the development of other social-cognitive skills in children with ASD and provide additional empirical support for reports of more mature IR observed in this population. En ligne : http://dx.doi.org/10.1002/aur.1303 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=218 [article] An Exploration of Imitation Recognition in Young Children With Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Natalie I. BERGER, Auteur ; Brooke R. INGERSOLL, Auteur . - p.411-416. Langues : Anglais (eng) in Autism Research > 6-5 (October 2013) . - p.411-416 Mots-clés : autism  imitation  imitation recognition  social cognition Index. décimale : PER Périodiques Résumé : The ability to recognize when one is being imitated has been hypothesized to be an important developmental process related to the emergence of more advanced social-cognitive skills. While a series of behaviors indicating progressively more mature imitation recognition (IR) skills has been assessed in typically developing children, empirical work with children with autism spectrum disorders (ASDs) has largely focused on basic social responses to an imitative adult (e.g. increases in eye contact). Limited work has explored more mature IR behaviors in this population. This study compared the degree to which children with ASD engage in different behaviors thought to be indicative of IR during a naturalistic imitation task and the relationship between different types of IR behaviors and social-cognitive skills (i.e. imitation, language, social reciprocity, and joint attention). Thirty children with ASD were administered standardized measures of cognitive level, language, joint attention, social reciprocity, and imitation. IR behaviors were observed during periods of contingent imitation by an adult. Participants engaged more frequently in less mature (e.g. looking at the experimenter's toy or face) than more mature IR behaviors (e.g. testing the experimenter's intent to imitate). After controlling for developmental level, social reciprocity, object imitation, and gesture imitation were positively correlated with more mature IR. These findings suggest that the development of more mature IR skills is related to the development of other social-cognitive skills in children with ASD and provide additional empirical support for reports of more mature IR observed in this population. En ligne : http://dx.doi.org/10.1002/aur.1303 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=218

Balancing Fidelity and Flexibility: Usual Care for Young Children With an Increased Likelihood of Having Autism Spectrum Disorder Within an Early Intervention System / Hannah MELLMAN ; Kyle FROST ; Judy REAVEN ; Brooke R. INGERSOLL in Journal of Autism and Developmental Disorders, 53-2 (February 2023)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 53-2 (February 2023) . - p.656-668 Titre : Balancing Fidelity and Flexibility: Usual Care for Young Children With an Increased Likelihood of Having Autism Spectrum Disorder Within an Early Intervention System Type de document : Texte imprimé et/ou numérique Auteurs : Hannah MELLMAN, Auteur ; Kyle FROST, Auteur ; Judy REAVEN, Auteur ; Brooke R. INGERSOLL, Auteur Article en page(s) : p.656-668 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Naturalistic developmental behavioral interventions (NDBIs) are evidence-based interventions for young children with autism spectrum disorder. There has been growing interest in implementing manualized NDBIs within the early intervention (EI) system without a clear understanding of how these programs and the broader strategies encompassed within them are already used by EI providers. This study examined the use of manualized NDBI programs and broader NDBI strategies within an EI system and factors that impacted their use. Eighty-eight EI providers completed a measure of NDBI program and strategy use. Thirty-three providers participated in a supplemental focus group or interview. Overall, providers described using broader NDBI strategies and the need to adapt manualized NDBI programs. Provider-, intervention-, and organization-level factors impacted their use of NDBI programs and strategies. En ligne : https://doi.org/10.1007/s10803-021-04882-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=495 [article] Balancing Fidelity and Flexibility: Usual Care for Young Children With an Increased Likelihood of Having Autism Spectrum Disorder Within an Early Intervention System [Texte imprimé et/ou numérique] / Hannah MELLMAN, Auteur ; Kyle FROST, Auteur ; Judy REAVEN, Auteur ; Brooke R. INGERSOLL, Auteur . - p.656-668. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 53-2 (February 2023) . - p.656-668 Index. décimale : PER Périodiques Résumé : Naturalistic developmental behavioral interventions (NDBIs) are evidence-based interventions for young children with autism spectrum disorder. There has been growing interest in implementing manualized NDBIs within the early intervention (EI) system without a clear understanding of how these programs and the broader strategies encompassed within them are already used by EI providers. This study examined the use of manualized NDBI programs and broader NDBI strategies within an EI system and factors that impacted their use. Eighty-eight EI providers completed a measure of NDBI program and strategy use. Thirty-three providers participated in a supplemental focus group or interview. Overall, providers described using broader NDBI strategies and the need to adapt manualized NDBI programs. Provider-, intervention-, and organization-level factors impacted their use of NDBI programs and strategies. En ligne : https://doi.org/10.1007/s10803-021-04882-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=495

Behavioral Approaches to Promoting Play / Aubyn C. STAHMER in Autism, 7-4 (December 2003)  

Public ISBD [article]  inAutism > 7-4 (December 2003) . - p.401-413 Titre : Behavioral Approaches to Promoting Play Type de document : Texte imprimé et/ou numérique Auteurs : Aubyn C. STAHMER, Auteur ; Brooke R. INGERSOLL, Auteur ; Cynthia CARTER, Auteur Article en page(s) : p.401-413 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : A variety of techniques grounded in behavioral psychology, and more specifically in applied behavior analysis, have been established to increase and improve play skills in children with autistic spectrum disorders. This article introduces a set of efficacious methods, which range from highly structured techniques to more naturalistic strategies. It focuses on object play as other authors in the issue discuss social play in greater depth. Behavioral techniques that are reviewed include: discrete trial training, use of stereotyped behaviors to increase play skills, pivotal response training, reciprocal imitation training, differential reinforcement of appropriate behavior, in vivo modeling and play scripts, and video modeling. A discussion of expanding behavior techniques to teach more complex play as well as training in varied environments is also presented. References are provided to allow the reader to obtain more in-depth information about each technique. En ligne : http://dx.doi.org/10.1177/1362361303007004006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=210 [article] Behavioral Approaches to Promoting Play [Texte imprimé et/ou numérique] / Aubyn C. STAHMER, Auteur ; Brooke R. INGERSOLL, Auteur ; Cynthia CARTER, Auteur . - p.401-413. Langues : Anglais (eng) in Autism > 7-4 (December 2003) . - p.401-413 Index. décimale : PER Périodiques Résumé : A variety of techniques grounded in behavioral psychology, and more specifically in applied behavior analysis, have been established to increase and improve play skills in children with autistic spectrum disorders. This article introduces a set of efficacious methods, which range from highly structured techniques to more naturalistic strategies. It focuses on object play as other authors in the issue discuss social play in greater depth. Behavioral techniques that are reviewed include: discrete trial training, use of stereotyped behaviors to increase play skills, pivotal response training, reciprocal imitation training, differential reinforcement of appropriate behavior, in vivo modeling and play scripts, and video modeling. A discussion of expanding behavior techniques to teach more complex play as well as training in varied environments is also presented. References are provided to allow the reader to obtain more in-depth information about each technique. En ligne : http://dx.doi.org/10.1177/1362361303007004006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=210

Behavioral Interventions to Promote Learning in Individuals with Autism / Laura SCHREIBMAN

Permalink

Brief Report: Effect of a Focused Imitation Intervention on Social Functioning in Children with Autism / Brooke R. INGERSOLL in Journal of Autism and Developmental Disorders, 42-8 (August 2012)  

Permalink

Brief Report: High and Low Level Initiations of Joint Attention, and Response to Joint Attention: Differential Relationships with Language and Imitation / Katherine E. PICKARD in Journal of Autism and Developmental Disorders, 45-1 (January 2015)  

Permalink

Brief Report: Pilot Randomized Controlled Trial of Reciprocal Imitation Training for Teaching Elicited and Spontaneous Imitation to Children with Autism / Brooke R. INGERSOLL in Journal of Autism and Developmental Disorders, 40-9 (September 2010)  

Permalink

Brief Report: The Preliminary Psychometric Properties of the Social Communication Checklist / Allison L. WAINER in Journal of Autism and Developmental Disorders, 47-4 (April 2017)  

Permalink

Broader Autism Phenotype and Nonverbal Sensitivity: Evidence for an Association in the General Population / Brooke R. INGERSOLL in Journal of Autism and Developmental Disorders, 40-5 (May 2010)  

Permalink

Characterizing Available Tools for Synchronous Virtual Assessment of Toddlers with Suspected Autism Spectrum Disorder: A Brief Report / Natalie I. BERGER in Journal of Autism and Developmental Disorders, 52-1 (January 2022)  

Permalink

Comparison of a Self-Directed and Therapist-Assisted Telehealth Parent-Mediated Intervention for Children with ASD: A Pilot RCT / Brooke R. INGERSOLL in Journal of Autism and Developmental Disorders, 46-7 (July 2016)  

Permalink

A Comparison of Three Self-Report Measures of the Broader Autism Phenotype in a Non-Clinical Sample / Brooke R. INGERSOLL in Journal of Autism and Developmental Disorders, 41-12 (December 2011)  

Permalink

Disseminating ASD Interventions: A Pilot Study of a Distance Learning Program for Parents and Professionals / Allison L. WAINER in Journal of Autism and Developmental Disorders, 43-1 (January 2013)  

Permalink

---

1 2 3 4 (1 - 15 / 59) Par page : 25 50 Tout afficher