Abstractness and continuity in the syntactic development of young children with autism / Letitia R. NAIGLES in Autism Research, 4-6 (December 2011)  

Public ISBD [article]  inAutism Research > 4-6 (December 2011) . - p.422-437 Titre : Abstractness and continuity in the syntactic development of young children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Letitia R. NAIGLES, Auteur ; Emma KELTY, Auteur ; Rose JAFFERY, Auteur ; Deborah A. FEIN, Auteur Année de publication : 2012 Article en page(s) : p.422-437 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Grammar is frequently considered to be a strength in the cognitive profile of individuals with autism spectrum disorders (ASDs); however, few studies have investigated how abstract (i.e. distinct from specific lexical items) is the grammatical knowledge of individuals with ASD. In this study, we examine the extent to which children with ASD have abstracted the transitive (SVO) frame in English. Participants in a longitudinal study of language acquisition in children with autism (17 children with ASD averaging 41 months of age, 18 TD children averaging 28 months of age) were taught two novel verbs in transitive sentences and asked (via intermodal preferential looking) whether these verbs mapped onto novel causative vs. noncausative actions. Both groups consistently mapped the verbs onto the causative actions (i.e. they engaged in syntactic bootstrapping). Moreover, the children with ASD's performance on this task was significantly and independently predicted by both vocabulary and sentence-processing measures obtained 8 months earlier. We conclude that many children with ASD are able to generalize grammatical patterns, and this ability may derive from earlier lexical and grammatical knowledge. En ligne : http://dx.doi.org/10.1002/aur.223 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=151 [article] Abstractness and continuity in the syntactic development of young children with autism [Texte imprimé et/ou numérique] / Letitia R. NAIGLES, Auteur ; Emma KELTY, Auteur ; Rose JAFFERY, Auteur ; Deborah A. FEIN, Auteur . - 2012 . - p.422-437. Langues : Anglais (eng) in Autism Research > 4-6 (December 2011) . - p.422-437 Index. décimale : PER Périodiques Résumé : Grammar is frequently considered to be a strength in the cognitive profile of individuals with autism spectrum disorders (ASDs); however, few studies have investigated how abstract (i.e. distinct from specific lexical items) is the grammatical knowledge of individuals with ASD. In this study, we examine the extent to which children with ASD have abstracted the transitive (SVO) frame in English. Participants in a longitudinal study of language acquisition in children with autism (17 children with ASD averaging 41 months of age, 18 TD children averaging 28 months of age) were taught two novel verbs in transitive sentences and asked (via intermodal preferential looking) whether these verbs mapped onto novel causative vs. noncausative actions. Both groups consistently mapped the verbs onto the causative actions (i.e. they engaged in syntactic bootstrapping). Moreover, the children with ASD's performance on this task was significantly and independently predicted by both vocabulary and sentence-processing measures obtained 8 months earlier. We conclude that many children with ASD are able to generalize grammatical patterns, and this ability may derive from earlier lexical and grammatical knowledge. En ligne : http://dx.doi.org/10.1002/aur.223 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=151

Academic abilities in children and adolescents with a history of autism spectrum disorders who have achieved optimal outcomes / Eva TROYB in Autism, 18-3 (April 2014)  

Public ISBD [article]  inAutism > 18-3 (April 2014) . - p.233-243 Titre : Academic abilities in children and adolescents with a history of autism spectrum disorders who have achieved optimal outcomes Type de document : Texte imprimé et/ou numérique Auteurs : Eva TROYB, Auteur ; Alyssa ORINSTEIN, Auteur ; Katherine TYSON, Auteur ; Molly HELT, Auteur ; Inge-Marie EIGSTI, Auteur ; Michael C. STEVENS, Auteur ; Deborah A. FEIN, Auteur Article en page(s) : p.233-243 Langues : Anglais (eng) Mots-clés : academic functioning  optimal outcomes  outcomes  autism spectrum disorders  high-functioning autism Index. décimale : PER Périodiques Résumé : This study examines the academic abilities of children and adolescents who were once diagnosed with an autism spectrum disorder, but who no longer meet diagnostic criteria for this disorder. These individuals have achieved social and language skills within the average range for their ages, receive little or no school support, and are referred to as having achieved “optimal outcomes.” Performance of 32 individuals who achieved optimal outcomes, 41 high-functioning individuals with a current autism spectrum disorder diagnosis (high-functioning autism), and 34 typically developing peers was compared on measures of decoding, reading comprehension, mathematical problem solving, and written expression. Groups were matched on age, sex, and nonverbal IQ; however, the high-functioning autism group scored significantly lower than the optimal outcome and typically developing groups on verbal IQ. All three groups performed in the average range on all subtests measured, and no significant differences were found in performance of the optimal outcome and typically developing groups. The high-functioning autism group scored significantly lower on subtests of reading comprehension and mathematical problem solving than the optimal outcome group. These findings suggest that the academic abilities of individuals who achieved optimal outcomes are similar to those of their typically developing peers, even in areas where individuals who have retained their autism spectrum disorder diagnoses exhibit some ongoing difficulty. En ligne : http://dx.doi.org/10.1177/1362361312473519 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=229 [article] Academic abilities in children and adolescents with a history of autism spectrum disorders who have achieved optimal outcomes [Texte imprimé et/ou numérique] / Eva TROYB, Auteur ; Alyssa ORINSTEIN, Auteur ; Katherine TYSON, Auteur ; Molly HELT, Auteur ; Inge-Marie EIGSTI, Auteur ; Michael C. STEVENS, Auteur ; Deborah A. FEIN, Auteur . - p.233-243. Langues : Anglais (eng) in Autism > 18-3 (April 2014) . - p.233-243 Mots-clés : academic functioning  optimal outcomes  outcomes  autism spectrum disorders  high-functioning autism Index. décimale : PER Périodiques Résumé : This study examines the academic abilities of children and adolescents who were once diagnosed with an autism spectrum disorder, but who no longer meet diagnostic criteria for this disorder. These individuals have achieved social and language skills within the average range for their ages, receive little or no school support, and are referred to as having achieved “optimal outcomes.” Performance of 32 individuals who achieved optimal outcomes, 41 high-functioning individuals with a current autism spectrum disorder diagnosis (high-functioning autism), and 34 typically developing peers was compared on measures of decoding, reading comprehension, mathematical problem solving, and written expression. Groups were matched on age, sex, and nonverbal IQ; however, the high-functioning autism group scored significantly lower than the optimal outcome and typically developing groups on verbal IQ. All three groups performed in the average range on all subtests measured, and no significant differences were found in performance of the optimal outcome and typically developing groups. The high-functioning autism group scored significantly lower on subtests of reading comprehension and mathematical problem solving than the optimal outcome group. These findings suggest that the academic abilities of individuals who achieved optimal outcomes are similar to those of their typically developing peers, even in areas where individuals who have retained their autism spectrum disorder diagnoses exhibit some ongoing difficulty. En ligne : http://dx.doi.org/10.1177/1362361312473519 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=229

Accuracy of initial diagnostic impressions of autism in toddlers and behaviors that inform these impressions / Rebecca P. THOMAS in Autism Research, 17-3 (March 2024)  

Public ISBD [article]  inAutism Research > 17-3 (March 2024) . - p.568-583 Titre : Accuracy of initial diagnostic impressions of autism in toddlers and behaviors that inform these impressions Type de document : Texte imprimé et/ou numérique Auteurs : Rebecca P. THOMAS, Auteur ; Ashley DE MARCHENA, Auteur ; Andrea Trubanova WIECKOWSKI, Auteur ; Aubyn STAHMER, Auteur ; Stephanie MILAN, Auteur ; Jeffrey D. BURKE, Auteur ; Marianne L. BARTON, Auteur ; Diana L. ROBINS, Auteur ; Deborah A. FEIN, Auteur Article en page(s) : p.568-583 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Abstract Clinicians form initial impressions about a child's diagnosis based on behavioral features, but research has not yet identified specific behaviors to guide initial diagnostic impressions. Participants were toddlers (N = 55, mean age 22.9?months) from a multi-site early detection study, referred for concern for ASD due to screening or parent/provider concern. Within 5?min of meeting a child, clinicians noted ASD or non-ASD impression, confidence in impression, and behaviors that informed their impression. These clinicians also determined final diagnoses for each child. When a child's final diagnosis was ASD (n = 35), senior clinicians formed an initial impression of ASD in 22 cases (63%) but missed 13 cases (37%). When final diagnosis was non-ASD (n = 20), senior clinicians made an initial impression of non-ASD in all cases (100%). Results were similar among junior clinicians. Senior and junior clinicians used the same behaviors to form accurate impressions of ASD and non-ASD: social reciprocity, nonverbal communication, and eye contact. Senior clinicians additionally used focus of attention when forming accurate impressions of ASD and non-ASD; junior clinicians used this behavior only when forming accurate non-ASD impressions. Clinicians' initial impressions of ASD are very likely to be consistent with final diagnoses, but initial impressions of non-ASD need follow-up. Toddlers who show all four atypical behaviors (social reciprocity, nonverbal communication, eye contact, and focus of attention) might receive expedited ASD diagnoses. However, presence of apparently typical behaviors should not rule out ASD; for some children a longer evaluation is necessary to allow for more opportunities to observe subtle social behavior. En ligne : https://doi.org/10.1002/aur.3088 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=525 [article] Accuracy of initial diagnostic impressions of autism in toddlers and behaviors that inform these impressions [Texte imprimé et/ou numérique] / Rebecca P. THOMAS, Auteur ; Ashley DE MARCHENA, Auteur ; Andrea Trubanova WIECKOWSKI, Auteur ; Aubyn STAHMER, Auteur ; Stephanie MILAN, Auteur ; Jeffrey D. BURKE, Auteur ; Marianne L. BARTON, Auteur ; Diana L. ROBINS, Auteur ; Deborah A. FEIN, Auteur . - p.568-583. Langues : Anglais (eng) in Autism Research > 17-3 (March 2024) . - p.568-583 Index. décimale : PER Périodiques Résumé : Abstract Clinicians form initial impressions about a child's diagnosis based on behavioral features, but research has not yet identified specific behaviors to guide initial diagnostic impressions. Participants were toddlers (N = 55, mean age 22.9?months) from a multi-site early detection study, referred for concern for ASD due to screening or parent/provider concern. Within 5?min of meeting a child, clinicians noted ASD or non-ASD impression, confidence in impression, and behaviors that informed their impression. These clinicians also determined final diagnoses for each child. When a child's final diagnosis was ASD (n = 35), senior clinicians formed an initial impression of ASD in 22 cases (63%) but missed 13 cases (37%). When final diagnosis was non-ASD (n = 20), senior clinicians made an initial impression of non-ASD in all cases (100%). Results were similar among junior clinicians. Senior and junior clinicians used the same behaviors to form accurate impressions of ASD and non-ASD: social reciprocity, nonverbal communication, and eye contact. Senior clinicians additionally used focus of attention when forming accurate impressions of ASD and non-ASD; junior clinicians used this behavior only when forming accurate non-ASD impressions. Clinicians' initial impressions of ASD are very likely to be consistent with final diagnoses, but initial impressions of non-ASD need follow-up. Toddlers who show all four atypical behaviors (social reciprocity, nonverbal communication, eye contact, and focus of attention) might receive expedited ASD diagnoses. However, presence of apparently typical behaviors should not rule out ASD; for some children a longer evaluation is necessary to allow for more opportunities to observe subtle social behavior. En ligne : https://doi.org/10.1002/aur.3088 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=525

Age of First Words Predicts Cognitive Ability and Adaptive Skills in Children with ASD / Jessica MAYO in Journal of Autism and Developmental Disorders, 43-2 (February 2013)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 43-2 (February 2013) . - p.253-264 Titre : Age of First Words Predicts Cognitive Ability and Adaptive Skills in Children with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Jessica MAYO, Auteur ; Colby CHLEBOWSKI, Auteur ; Deborah A. FEIN, Auteur ; Inge-Marie EIGSTI, Auteur Année de publication : 2013 Article en page(s) : p.253-264 Langues : (Eng) Mots-clés : Autism  Autism spectrum disorders  Language acquisition  Language delay  Developmental milestones  Prognosis Index. décimale : PER Périodiques Résumé : Acquiring useful language by age 5 has been identified as a strong predictor of positive outcomes in individuals with Autism Spectrum Disorders (ASD). This study examined the relationship between age of language acquisition and later functioning in children with ASD (n = 119). First word acquisition at a range of ages was probed for its relationship to cognitive ability and adaptive behaviors at 52 months. Results indicated that although producing first words predicted better outcome at every age examined, producing first words by 24 months was a particularly strong predictor of better outcomes. This finding suggests that the historic criterion for positive prognosis (i.e., 'useful language by age 5') can be updated to a more specific criterion with an earlier developmental time point. En ligne : http://dx.doi.org/10.1007/s10803-012-1558-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=187 [article] Age of First Words Predicts Cognitive Ability and Adaptive Skills in Children with ASD [Texte imprimé et/ou numérique] / Jessica MAYO, Auteur ; Colby CHLEBOWSKI, Auteur ; Deborah A. FEIN, Auteur ; Inge-Marie EIGSTI, Auteur . - 2013 . - p.253-264. Langues : (Eng) in Journal of Autism and Developmental Disorders > 43-2 (February 2013) . - p.253-264 Mots-clés : Autism  Autism spectrum disorders  Language acquisition  Language delay  Developmental milestones  Prognosis Index. décimale : PER Périodiques Résumé : Acquiring useful language by age 5 has been identified as a strong predictor of positive outcomes in individuals with Autism Spectrum Disorders (ASD). This study examined the relationship between age of language acquisition and later functioning in children with ASD (n = 119). First word acquisition at a range of ages was probed for its relationship to cognitive ability and adaptive behaviors at 52 months. Results indicated that although producing first words predicted better outcome at every age examined, producing first words by 24 months was a particularly strong predictor of better outcomes. This finding suggests that the historic criterion for positive prognosis (i.e., 'useful language by age 5') can be updated to a more specific criterion with an earlier developmental time point. En ligne : http://dx.doi.org/10.1007/s10803-012-1558-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=187

An in-depth examination of optimal outcome children with a history of autism spectrum disorders / Elizabeth KELLEY in Research in Autism Spectrum Disorders, 4-3 (July-September 2010)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 4-3 (July-September 2010) . - p.526-538 Titre : An in-depth examination of optimal outcome children with a history of autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Elizabeth KELLEY, Auteur ; Letitia R. NAIGLES, Auteur ; Deborah A. FEIN, Auteur Année de publication : 2010 Article en page(s) : p.526-538 Langues : Anglais (eng) Mots-clés : High-functioning-autism Outcome Adaptive-behavior Optimal-outcome Language Index. décimale : PER Périodiques Résumé : Previous research has suggested that some children with autism spectrum disorders (ASD) may improve to such an extent that they lose their diagnosis, yet little research has examined these ‘optimal outcome’ children in depth. We examined multiple aspects of functioning in a group of 13 optimal outcome (OO) children, matched on age, gender, and non-verbal IQ to a group of typically developing children (N = 14) and a group of high-functioning children with ASD who still retained a diagnosis on the autism spectrum (N = 14). These children were tested on average about eight years after they had been diagnosed (OO = 93 months, HFA = 94 months). Unlike their high-functioning peers with ASD, the OO group's adaptive and problem behavior scores fell within the average range. They also showed average language and communication scores on all language measures. The HFA group, however, continued to show pragmatic, linguistic, social, and behavioral difficulties. The OO children tended to have been diagnosed at younger ages and were significantly more likely to have received intensive early intervention. Although the high-functioning children with ASD continued to show difficulties in the behavioral realm, the individuals in the OO group were functioning within the average range on all measures. Future research should address how this optimal outcome is achieved. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.12.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=100 [article] An in-depth examination of optimal outcome children with a history of autism spectrum disorders [Texte imprimé et/ou numérique] / Elizabeth KELLEY, Auteur ; Letitia R. NAIGLES, Auteur ; Deborah A. FEIN, Auteur . - 2010 . - p.526-538. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 4-3 (July-September 2010) . - p.526-538 Mots-clés : High-functioning-autism Outcome Adaptive-behavior Optimal-outcome Language Index. décimale : PER Périodiques Résumé : Previous research has suggested that some children with autism spectrum disorders (ASD) may improve to such an extent that they lose their diagnosis, yet little research has examined these ‘optimal outcome’ children in depth. We examined multiple aspects of functioning in a group of 13 optimal outcome (OO) children, matched on age, gender, and non-verbal IQ to a group of typically developing children (N = 14) and a group of high-functioning children with ASD who still retained a diagnosis on the autism spectrum (N = 14). These children were tested on average about eight years after they had been diagnosed (OO = 93 months, HFA = 94 months). Unlike their high-functioning peers with ASD, the OO group's adaptive and problem behavior scores fell within the average range. They also showed average language and communication scores on all language measures. The HFA group, however, continued to show pragmatic, linguistic, social, and behavioral difficulties. The OO children tended to have been diagnosed at younger ages and were significantly more likely to have received intensive early intervention. Although the high-functioning children with ASD continued to show difficulties in the behavioral realm, the individuals in the OO group were functioning within the average range on all measures. Future research should address how this optimal outcome is achieved. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.12.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=100

Assessment of Neuropsychological Functioning in Autism Spectrum Disorders / Blythe A. CORBETT

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Atypical Lexical/Semantic Processing in High-Functioning Autism Spectrum Disorders without Early Language Delay / Yoko KAMIO in Journal of Autism and Developmental Disorders, 37-6 (July 2007)  

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Autism, social neuroscience, and endophenotypes / Lynn WATERHOUSE

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Autism Spectrum Disorders and Low Mental Age: Diagnostic Stability and Developmental Outcomes in Early Childhood / A. J. HINNEBUSCH in Journal of Autism and Developmental Disorders, 47-12 (December 2017)  

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Brief report: Parent-guided movements during play with children with autism spectrum disorder / Natasha YAMANE in Research in Autism Spectrum Disorders, 94 (June 2022)  

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Brief Report: Sex Differences in Parental Concerns for Toddlers with Autism Risk / R. K. RAMSEY in Journal of Autism and Developmental Disorders, 48-12 (December 2018)  

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Can Autism Resolve? / Juhi PANDEY

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Categorizing and identifying preferred interests in autistic toddlers / Kirsty L. COULTER ; Rebecca P. THOMAS ; Marianne L. BARTON ; Diana L. ROBINS ; Deborah A. FEIN in Autism Research, 17-7 (July 2024)  

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Category structure and processing in 6-year-old children with autism / Allison BEAN ELLAWADI in Autism Research, 10-2 (February 2017)  

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Characteristics of toddlers with early versus later diagnosis of autism spectrum disorder / Lauren E. MILLER in Autism, 25-2 (February 2021)  

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