Executive functioning as a predictor of peer victimization in adolescents with and without an Autism Spectrum Disorder / Patricia H. KLOOSTERMAN in Research in Autism Spectrum Disorders, 8-3 (March 2014)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 8-3 (March 2014) . - p.244-254 Titre : Executive functioning as a predictor of peer victimization in adolescents with and without an Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Patricia H. KLOOSTERMAN, Auteur ; Elizabeth A. KELLEY, Auteur ; James D. A. PARKER, Auteur ; Wendy M. CRAIG, Auteur Article en page(s) : p.244-254 Langues : Anglais (eng) Mots-clés : Autism  Adolescence  Bullying  Victimization  Executive function  Pragmatic language Index. décimale : PER Périodiques Résumé : Abstract The present study examined pragmatic language and executive functions (EF) as predictors of peer victimization in three groups: high-functioning adolescent boys with an Autism Spectrum Disorder (ASD) (n = 30); typically developing adolescent boys (n = 40); and adolescent boys (n = 22) without ASD with special education needs (SN). Controlling for age and bullying others, regression analyses revealed EF as measured by the Behavior Rating Inventory of Executive Functioning (Gioia et al., 2000) to be a significant predictor across all types of peer victimization (physical, social, and verbal) regardless of group membership. It is concluded that EF may play a pivotal role in explaining why some SN adolescents with and without ASD are at-risk for peer victimization. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.12.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=224 [article] Executive functioning as a predictor of peer victimization in adolescents with and without an Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Patricia H. KLOOSTERMAN, Auteur ; Elizabeth A. KELLEY, Auteur ; James D. A. PARKER, Auteur ; Wendy M. CRAIG, Auteur . - p.244-254. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 8-3 (March 2014) . - p.244-254 Mots-clés : Autism  Adolescence  Bullying  Victimization  Executive function  Pragmatic language Index. décimale : PER Périodiques Résumé : Abstract The present study examined pragmatic language and executive functions (EF) as predictors of peer victimization in three groups: high-functioning adolescent boys with an Autism Spectrum Disorder (ASD) (n = 30); typically developing adolescent boys (n = 40); and adolescent boys (n = 22) without ASD with special education needs (SN). Controlling for age and bullying others, regression analyses revealed EF as measured by the Behavior Rating Inventory of Executive Functioning (Gioia et al., 2000) to be a significant predictor across all types of peer victimization (physical, social, and verbal) regardless of group membership. It is concluded that EF may play a pivotal role in explaining why some SN adolescents with and without ASD are at-risk for peer victimization. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.12.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=224

Self-perception of competencies in adolescents with autism spectrum disorders / Rosaria FURLANO in Autism Research, 8-6 (December 2015)  

Public ISBD [article]  inAutism Research > 8-6 (December 2015) . - p.761-770 Titre : Self-perception of competencies in adolescents with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Rosaria FURLANO, Auteur ; Elizabeth A. KELLEY, Auteur ; Layla HALL, Auteur ; Daryl E. WILSON, Auteur Article en page(s) : p.761-770 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  self-perceptions  cognitive development  academic functioning  metacognition  self-concept Index. décimale : PER Périodiques Résumé : Research has demonstrated that, despite difficulties in multiple domains, children with autism spectrum disorders (ASD) show a lack of awareness of these difficulties. A misunderstanding of poor competencies may make it difficult for individuals to adjust their behaviour in accordance with feedback and may lead to greater impairments over time. This study examined self-perceptions of adolescents with ASD (n?=?19) and typically developing (TD) mental-age-matched controls (n?=?22) using actual performance on objective academic tasks as the basis for ratings. Before completing the tasks, participants were asked how well they thought they would do (pre-task prediction). After completing each task, they were asked how well they thought they did (immediate post-performance) and how well they would do in the future (hypothetical future post-performance). Adolescents with ASD had more positively biased self-perceptions of competence than TD controls. The ASD group tended to overestimate their performance on all ratings of self-perceptions (pre-task prediction, immediate, and hypothetical future post-performance). In contrast, while the TD group was quite accurate at estimating their performance immediately before and after performing the task, they showed some tendency to overestimate their future performance. Future investigation is needed to systematically examine possible mechanisms that may be contributing to these biased self-perceptions. Autism Res 2015, 8: 761–770. © 2015 International Society for Autism Research, Wiley Periodicals, Inc. En ligne : http://dx.doi.org/10.1002/aur.1491 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=278 [article] Self-perception of competencies in adolescents with autism spectrum disorders [Texte imprimé et/ou numérique] / Rosaria FURLANO, Auteur ; Elizabeth A. KELLEY, Auteur ; Layla HALL, Auteur ; Daryl E. WILSON, Auteur . - p.761-770. Langues : Anglais (eng) in Autism Research > 8-6 (December 2015) . - p.761-770 Mots-clés : autism spectrum disorders  self-perceptions  cognitive development  academic functioning  metacognition  self-concept Index. décimale : PER Périodiques Résumé : Research has demonstrated that, despite difficulties in multiple domains, children with autism spectrum disorders (ASD) show a lack of awareness of these difficulties. A misunderstanding of poor competencies may make it difficult for individuals to adjust their behaviour in accordance with feedback and may lead to greater impairments over time. This study examined self-perceptions of adolescents with ASD (n?=?19) and typically developing (TD) mental-age-matched controls (n?=?22) using actual performance on objective academic tasks as the basis for ratings. Before completing the tasks, participants were asked how well they thought they would do (pre-task prediction). After completing each task, they were asked how well they thought they did (immediate post-performance) and how well they would do in the future (hypothetical future post-performance). Adolescents with ASD had more positively biased self-perceptions of competence than TD controls. The ASD group tended to overestimate their performance on all ratings of self-perceptions (pre-task prediction, immediate, and hypothetical future post-performance). In contrast, while the TD group was quite accurate at estimating their performance immediately before and after performing the task, they showed some tendency to overestimate their future performance. Future investigation is needed to systematically examine possible mechanisms that may be contributing to these biased self-perceptions. Autism Res 2015, 8: 761–770. © 2015 International Society for Autism Research, Wiley Periodicals, Inc. En ligne : http://dx.doi.org/10.1002/aur.1491 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=278

Types and experiences of bullying in adolescents with an autism spectrum disorder / Patricia H. KLOOSTERMAN in Research in Autism Spectrum Disorders, 7-7 (July 2013)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 7-7 (July 2013) . - p.824-832 Titre : Types and experiences of bullying in adolescents with an autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Patricia H. KLOOSTERMAN, Auteur ; Elizabeth A. KELLEY, Auteur ; Wendy M. CRAIG, Auteur ; James D. A. PARKER, Auteur ; Christine JAVIER, Auteur Article en page(s) : p.824-832 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  Parental reports  Self-report  Bullying  Victimization Index. décimale : PER Périodiques Résumé : Being victimized by one's peers is a major problem in adolescence, and research has suggested that individuals with autism spectrum disorders (ASD) may experience higher rates of bullying than their typically-developing (TD) peers. However, it is currently unclear whether adolescents with ASD are victimized more by their peers simply because they are ‘different’. This study was designed to examine percentage rates across different types of bullying behaviour in adolescents with an ASD (n = 24), in comparison to a group of special-needs adolescents without an ASD (n = 22), and a group of typically developing peers (n = 24), to determine whether simply being ‘different’ leads to higher rates of victimization. We also examined the agreement between parental and self-reports of bullying behaviour experienced by these groups. Overall, more adolescents with ASD reported victimization than adolescents in the other two groups. In addition, those with ASD reported more social bullying in comparison to the other two groups and more physical bullying than the TD group. No difference was found between parental and self-reports for the bullying experienced by the adolescents with ASD or special needs; however, TD adolescents reported higher levels of victimization than their parents reported for them. Contributing factors for the victimization experienced by adolescents with an ASD are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.02.013 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200 [article] Types and experiences of bullying in adolescents with an autism spectrum disorder [Texte imprimé et/ou numérique] / Patricia H. KLOOSTERMAN, Auteur ; Elizabeth A. KELLEY, Auteur ; Wendy M. CRAIG, Auteur ; James D. A. PARKER, Auteur ; Christine JAVIER, Auteur . - p.824-832. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 7-7 (July 2013) . - p.824-832 Mots-clés : Autism spectrum disorders  Parental reports  Self-report  Bullying  Victimization Index. décimale : PER Périodiques Résumé : Being victimized by one's peers is a major problem in adolescence, and research has suggested that individuals with autism spectrum disorders (ASD) may experience higher rates of bullying than their typically-developing (TD) peers. However, it is currently unclear whether adolescents with ASD are victimized more by their peers simply because they are ‘different’. This study was designed to examine percentage rates across different types of bullying behaviour in adolescents with an ASD (n = 24), in comparison to a group of special-needs adolescents without an ASD (n = 22), and a group of typically developing peers (n = 24), to determine whether simply being ‘different’ leads to higher rates of victimization. We also examined the agreement between parental and self-reports of bullying behaviour experienced by these groups. Overall, more adolescents with ASD reported victimization than adolescents in the other two groups. In addition, those with ASD reported more social bullying in comparison to the other two groups and more physical bullying than the TD group. No difference was found between parental and self-reports for the bullying experienced by the adolescents with ASD or special needs; however, TD adolescents reported higher levels of victimization than their parents reported for them. Contributing factors for the victimization experienced by adolescents with an ASD are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.02.013 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200

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