Brief Report: Developmental Trajectories of Adaptive Behavior in Children and Adolescents with ASD / A. T. MEYER in Journal of Autism and Developmental Disorders, 48-8 (August 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-8 (August 2018) . - p.2870-2878 Titre : Brief Report: Developmental Trajectories of Adaptive Behavior in Children and Adolescents with ASD Type de document : Texte imprimé et/ou numérique Auteurs : A. T. MEYER, Auteur ; Patrick S. POWELL, Auteur ; N. BUTERA, Auteur ; M. R. KLINGER, Auteur ; L. G. KLINGER, Auteur Article en page(s) : p.2870-2878 Langues : Anglais (eng) Mots-clés : Adaptive behavior  Autism  Developmental trajectories Index. décimale : PER Périodiques Résumé : Research suggests that individuals with autism spectrum disorder (ASD) have significant difficulties with adaptive behavior skills including daily living and functional communication skills. Few studies have examined the developmental trajectory of adaptive behavior across childhood and adolescence. The present study examined longitudinal trajectories of adaptive behavior in a community-based clinic sample of 186 individuals with ASD. The overall pattern indicated an initial increase in adaptive behavior during early childhood followed by a plateau in skills during adolescence for individuals of all IQ groups. Given the importance of adaptive behavior for employment and quality of life, this study emphasizes the importance of targeting adaptive behavior during adolescence to insure continued gains. En ligne : http://dx.doi.org/10.1007/s10803-018-3538-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367 [article] Brief Report: Developmental Trajectories of Adaptive Behavior in Children and Adolescents with ASD [Texte imprimé et/ou numérique] / A. T. MEYER, Auteur ; Patrick S. POWELL, Auteur ; N. BUTERA, Auteur ; M. R. KLINGER, Auteur ; L. G. KLINGER, Auteur . - p.2870-2878. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-8 (August 2018) . - p.2870-2878 Mots-clés : Adaptive behavior  Autism  Developmental trajectories Index. décimale : PER Périodiques Résumé : Research suggests that individuals with autism spectrum disorder (ASD) have significant difficulties with adaptive behavior skills including daily living and functional communication skills. Few studies have examined the developmental trajectory of adaptive behavior across childhood and adolescence. The present study examined longitudinal trajectories of adaptive behavior in a community-based clinic sample of 186 individuals with ASD. The overall pattern indicated an initial increase in adaptive behavior during early childhood followed by a plateau in skills during adolescence for individuals of all IQ groups. Given the importance of adaptive behavior for employment and quality of life, this study emphasizes the importance of targeting adaptive behavior during adolescence to insure continued gains. En ligne : http://dx.doi.org/10.1007/s10803-018-3538-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367

Difficulties with multi-sensory fear conditioning in individuals with autism spectrum disorder / Patrick S. POWELL in Research in Autism Spectrum Disorders, 25 (May 2016)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 25 (May 2016) . - p.137-146 Titre : Difficulties with multi-sensory fear conditioning in individuals with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Patrick S. POWELL, Auteur ; Brittany G. TRAVERS, Auteur ; Laura G. KLINGER, Auteur ; Mark R. KLINGER, Auteur Article en page(s) : p.137-146 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Conditioning  Associative learning  Emotion learning Index. décimale : PER Périodiques Résumé : AbstractBackground Classical conditioning represents a fundamental aspect of learning, allowing us to infer relationships between coinciding events in our environment. However, recent evidence has suggested this fundamental form of learning may be compromised in individuals with autism spectrum disorder (ASD). The present study utilized galvanic skin responses to examine classical conditioning in individuals with ASD across sensory modalities. Method Fifteen individuals diagnosed with ASD and 16 age-, gender-, and IQ-matched individuals with typical development participated in this study. Using a differential fear conditioning paradigm, participants were presented with a series of colors and sounds. A subset of these colors and sounds was paired with an aversive loud noise. Learning the contingency between the color and/or sound and the aversive noise was measured by changes in skin conductance. Following this task, an explicit-knowledge test probed participant’s awareness of these contingencies. Results Results indicated that individuals with ASD had a general impairment in fear conditioning compared to individuals with typical development. Additionally, participants with ASD who showed greater explicit awareness of the contingencies showed conditioned responses more similar to participants with typical development. Conclusions Implications for theories of the neurobiological mechanisms associated with learning and social impairments in ASD are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2016.02.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=285 [article] Difficulties with multi-sensory fear conditioning in individuals with autism spectrum disorder [Texte imprimé et/ou numérique] / Patrick S. POWELL, Auteur ; Brittany G. TRAVERS, Auteur ; Laura G. KLINGER, Auteur ; Mark R. KLINGER, Auteur . - p.137-146. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 25 (May 2016) . - p.137-146 Mots-clés : Autism spectrum disorder  Conditioning  Associative learning  Emotion learning Index. décimale : PER Périodiques Résumé : AbstractBackground Classical conditioning represents a fundamental aspect of learning, allowing us to infer relationships between coinciding events in our environment. However, recent evidence has suggested this fundamental form of learning may be compromised in individuals with autism spectrum disorder (ASD). The present study utilized galvanic skin responses to examine classical conditioning in individuals with ASD across sensory modalities. Method Fifteen individuals diagnosed with ASD and 16 age-, gender-, and IQ-matched individuals with typical development participated in this study. Using a differential fear conditioning paradigm, participants were presented with a series of colors and sounds. A subset of these colors and sounds was paired with an aversive loud noise. Learning the contingency between the color and/or sound and the aversive noise was measured by changes in skin conductance. Following this task, an explicit-knowledge test probed participant’s awareness of these contingencies. Results Results indicated that individuals with ASD had a general impairment in fear conditioning compared to individuals with typical development. Additionally, participants with ASD who showed greater explicit awareness of the contingencies showed conditioned responses more similar to participants with typical development. Conclusions Implications for theories of the neurobiological mechanisms associated with learning and social impairments in ASD are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2016.02.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=285

Motor Difficulties in Autism Spectrum Disorder: Linking Symptom Severity and Postural Stability / Brittany G. TRAVERS in Journal of Autism and Developmental Disorders, 43-7 (July 2013)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 43-7 (July 2013) . - p.1568-1583 Titre : Motor Difficulties in Autism Spectrum Disorder: Linking Symptom Severity and Postural Stability Type de document : Texte imprimé et/ou numérique Auteurs : Brittany G. TRAVERS, Auteur ; Patrick S. POWELL, Auteur ; Laura G. KLINGER, Auteur ; Mark R. KLINGER, Auteur Année de publication : 2013 Article en page(s) : p.1568-1583 Langues : Anglais (eng) Mots-clés : Autism  Motor development  Postural stability  Balance Index. décimale : PER Périodiques Résumé : Postural stability is a fundamental aspect of motor ability that allows individuals to sustain and maintain the desired physical position of one’s body. The present study examined postural stability in average-IQ adolescents and adults with Autism Spectrum Disorder (ASD). Twenty-six individuals with ASD and 26 age-and-IQ-matched individuals with typical development stood on one leg or two legs with eyes opened or closed on a Wii balance board. Results indicated significant group differences in postural stability during one-legged standing, but there were no significant group differences during two-legged standing. This suggests that static balance during more complex standing postures is impaired in average-IQ individuals with ASD. Further, current ASD symptoms were related to postural stability during two-legged standing in individuals with ASD. Future directions and clinical implications are discussed. En ligne : http://dx.doi.org/10.1007/s10803-012-1702-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=202 [article] Motor Difficulties in Autism Spectrum Disorder: Linking Symptom Severity and Postural Stability [Texte imprimé et/ou numérique] / Brittany G. TRAVERS, Auteur ; Patrick S. POWELL, Auteur ; Laura G. KLINGER, Auteur ; Mark R. KLINGER, Auteur . - 2013 . - p.1568-1583. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 43-7 (July 2013) . - p.1568-1583 Mots-clés : Autism  Motor development  Postural stability  Balance Index. décimale : PER Périodiques Résumé : Postural stability is a fundamental aspect of motor ability that allows individuals to sustain and maintain the desired physical position of one’s body. The present study examined postural stability in average-IQ adolescents and adults with Autism Spectrum Disorder (ASD). Twenty-six individuals with ASD and 26 age-and-IQ-matched individuals with typical development stood on one leg or two legs with eyes opened or closed on a Wii balance board. Results indicated significant group differences in postural stability during one-legged standing, but there were no significant group differences during two-legged standing. This suggests that static balance during more complex standing postures is impaired in average-IQ individuals with ASD. Further, current ASD symptoms were related to postural stability during two-legged standing in individuals with ASD. Future directions and clinical implications are discussed. En ligne : http://dx.doi.org/10.1007/s10803-012-1702-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=202

Patterns of Age-Related Cognitive Differences in Adults with Autism Spectrum Disorder / Patrick S. POWELL in Journal of Autism and Developmental Disorders, 47-10 (October 2017)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 47-10 (October 2017) . - p.3204-3219 Titre : Patterns of Age-Related Cognitive Differences in Adults with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Patrick S. POWELL, Auteur ; Laura G. KLINGER, Auteur ; Mark R. KLINGER, Auteur Article en page(s) : p.3204-3219 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Aging  Cognition  Memory  Processing speed  Executive functioning Index. décimale : PER Périodiques Résumé : Little is known about age-related cognitive differences in autism spectrum disorder (ASD). However, given the overlap in cognitive impairments in ASD to those seen in typical aging, it is possible that adults with ASD will face even greater cognitive difficulties as they age. The current study used a cross-sectional design to examine age-related cognitive differences in adults with ASD and age and IQ-matched adults with typical development (age range 30–67 years). Results indicated that both age and diagnosis were related to poorer cognitive performance. However, adults with ASD exhibited pronounced age effects on measures related to executive functioning compared to adults with typical development, suggesting that aging in ASD may disproportionately affect specific cognitive processes. En ligne : https://doi.org/10.1007/s10803-017-3238-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=319 [article] Patterns of Age-Related Cognitive Differences in Adults with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Patrick S. POWELL, Auteur ; Laura G. KLINGER, Auteur ; Mark R. KLINGER, Auteur . - p.3204-3219. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 47-10 (October 2017) . - p.3204-3219 Mots-clés : Autism spectrum disorder  Aging  Cognition  Memory  Processing speed  Executive functioning Index. décimale : PER Périodiques Résumé : Little is known about age-related cognitive differences in autism spectrum disorder (ASD). However, given the overlap in cognitive impairments in ASD to those seen in typical aging, it is possible that adults with ASD will face even greater cognitive difficulties as they age. The current study used a cross-sectional design to examine age-related cognitive differences in adults with ASD and age and IQ-matched adults with typical development (age range 30–67 years). Results indicated that both age and diagnosis were related to poorer cognitive performance. However, adults with ASD exhibited pronounced age effects on measures related to executive functioning compared to adults with typical development, suggesting that aging in ASD may disproportionately affect specific cognitive processes. En ligne : https://doi.org/10.1007/s10803-017-3238-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=319

Spatial and Identity Cues Differentially Affect Implicit Contextual Cueing in Adolescents and Adults with Autism Spectrum Disorder / Brittany G. TRAVERS in Journal of Autism and Developmental Disorders, 43-10 (October 2013)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 43-10 (October 2013) . - p.2393-2404 Titre : Spatial and Identity Cues Differentially Affect Implicit Contextual Cueing in Adolescents and Adults with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Brittany G. TRAVERS, Auteur ; Patrick S. POWELL, Auteur ; Joanna L. MUSSEY, Auteur ; Laura G. KLINGER, Auteur ; Megan E. CRISLER, Auteur ; Mark R. KLINGER, Auteur Article en page(s) : p.2393-2404 Langues : Anglais (eng) Mots-clés : Implicit learning  Contextual cueing  Attention  Learning  Autism Index. décimale : PER Périodiques Résumé : The present studies examined implicit contextual cueing in adolescents and adults with Autism Spectrum Disorder (ASD). In Study 1, 16 individuals with ASD and 20 matched individuals with typical development completed a contextual cueing task using stimulus-identity cues. In Study 2, 12 individuals with ASD and 16 individuals with typical development completed a revised version of the contextual cueing task, using both stimulus-identity cues and global spatial-configuration cues. The results suggest that when only stimulus-identity cues were provided, individuals with ASD had difficulty with implicit contextual cueing (Study 1). However, when both stimulus-identity and spatial-configuration contextual cues were provided, individuals with ASD demonstrated successful contextual cueing (Study 2). Nuances in implicit learning and clinical implications are discussed. En ligne : http://dx.doi.org/10.1007/s10803-013-1787-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=215 [article] Spatial and Identity Cues Differentially Affect Implicit Contextual Cueing in Adolescents and Adults with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Brittany G. TRAVERS, Auteur ; Patrick S. POWELL, Auteur ; Joanna L. MUSSEY, Auteur ; Laura G. KLINGER, Auteur ; Megan E. CRISLER, Auteur ; Mark R. KLINGER, Auteur . - p.2393-2404. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 43-10 (October 2013) . - p.2393-2404 Mots-clés : Implicit learning  Contextual cueing  Attention  Learning  Autism Index. décimale : PER Périodiques Résumé : The present studies examined implicit contextual cueing in adolescents and adults with Autism Spectrum Disorder (ASD). In Study 1, 16 individuals with ASD and 20 matched individuals with typical development completed a contextual cueing task using stimulus-identity cues. In Study 2, 12 individuals with ASD and 16 individuals with typical development completed a revised version of the contextual cueing task, using both stimulus-identity cues and global spatial-configuration cues. The results suggest that when only stimulus-identity cues were provided, individuals with ASD had difficulty with implicit contextual cueing (Study 1). However, when both stimulus-identity and spatial-configuration contextual cues were provided, individuals with ASD demonstrated successful contextual cueing (Study 2). Nuances in implicit learning and clinical implications are discussed. En ligne : http://dx.doi.org/10.1007/s10803-013-1787-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=215

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