Are males and females with autism spectrum disorder more similar than we thought? / Joanna L. MUSSEY in Autism, 21-6 (August 2017)  

Public ISBD [article]  inAutism > 21-6 (August 2017) . - p.733-737 Titre : Are males and females with autism spectrum disorder more similar than we thought? Type de document : Texte imprimé et/ou numérique Auteurs : Joanna L. MUSSEY, Auteur ; Nicole C. GINN, Auteur ; Laura G. KLINGER, Auteur Article en page(s) : p.733-737 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Differences in behavioral and cognitive profiles have been suggested to potentially impact the presentation of social and communication symptoms in females with autism spectrum disorder. This study examined gender differences in age of diagnosis, cognitive profiles, social communication symptomatology, and autism spectrum disorder symptom severity in a community-based sample of 566 males and 113 females with autism spectrum disorder ranging in age from 1?year, 9?months to 56?years, 4?months. Results suggest either very small or no gender differences in age at diagnosis, intelligence quotient, cognitive profiles, or autism spectrum disorder symptom severity. This is a departure from clinical lore that females with autism spectrum disorder are more likely to have lower intelligence quotient and more severe impairments. There is a slight difference in symptom severity with females having higher average total Childhood Autism Rating Scale scores, but this difference is likely of minimal clinical significance. In contrast, on the Autism Diagnostic Observation Schedule?Generic, females were found to receive lower scores than males particularly on modules 2 and 3. Across males and females, individuals with stronger verbal problem-solving skills were found to receive lower Autism Diagnostic Observation Schedule?Generic module 3 scores. Given the language demands of this module, additional attention may be warranted when evaluating older children and adolescents for autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361316682621 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=311 [article] Are males and females with autism spectrum disorder more similar than we thought? [Texte imprimé et/ou numérique] / Joanna L. MUSSEY, Auteur ; Nicole C. GINN, Auteur ; Laura G. KLINGER, Auteur . - p.733-737. Langues : Anglais (eng) in Autism > 21-6 (August 2017) . - p.733-737 Index. décimale : PER Périodiques Résumé : Differences in behavioral and cognitive profiles have been suggested to potentially impact the presentation of social and communication symptoms in females with autism spectrum disorder. This study examined gender differences in age of diagnosis, cognitive profiles, social communication symptomatology, and autism spectrum disorder symptom severity in a community-based sample of 566 males and 113 females with autism spectrum disorder ranging in age from 1?year, 9?months to 56?years, 4?months. Results suggest either very small or no gender differences in age at diagnosis, intelligence quotient, cognitive profiles, or autism spectrum disorder symptom severity. This is a departure from clinical lore that females with autism spectrum disorder are more likely to have lower intelligence quotient and more severe impairments. There is a slight difference in symptom severity with females having higher average total Childhood Autism Rating Scale scores, but this difference is likely of minimal clinical significance. In contrast, on the Autism Diagnostic Observation Schedule?Generic, females were found to receive lower scores than males particularly on modules 2 and 3. Across males and females, individuals with stronger verbal problem-solving skills were found to receive lower Autism Diagnostic Observation Schedule?Generic module 3 scores. Given the language demands of this module, additional attention may be warranted when evaluating older children and adolescents for autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361316682621 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=311

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

Motor Learning in Individuals With Autism Spectrum Disorder: Activation in Superior Parietal Lobule Related to Learning and Repetitive Behaviors / Brittany G. TRAVERS in Autism Research, 8-1 (February 2015)  

Public ISBD [article]  inAutism Research > 8-1 (February 2015) . - p.38-51 Titre : Motor Learning in Individuals With Autism Spectrum Disorder: Activation in Superior Parietal Lobule Related to Learning and Repetitive Behaviors Type de document : Texte imprimé et/ou numérique Auteurs : Brittany G. TRAVERS, Auteur ; Rajesh K. KANA, Auteur ; Laura G. KLINGER, Auteur ; Christopher L. KLEIN, Auteur ; Mark R. KLINGER, Auteur Article en page(s) : p.38-51 Langues : Anglais (eng) Mots-clés : autism  motor learning  implicit learning  procedural learning  superior parietal  repetitive behaviors Index. décimale : PER Périodiques Résumé : Motor-linked implicit learning is the learning of a sequence of movements without conscious awareness. Although motor symptoms are frequently reported in individuals with autism spectrum disorder (ASD), recent behavioral studies have suggested that motor-linked implicit learning may be intact in ASD. The serial reaction time (SRT) task is one of the most common measures of motor-linked implicit learning. The present study used a 3T functional magnetic resonance imaging scanner to examine the behavioral and neural correlates of real-time motor sequence learning in adolescents and adults with ASD (n?=?15) compared with age- and intelligence quotient-matched individuals with typical development (n?=?15) during an SRT task. Behavioral results suggested less robust motor sequence learning in individuals with ASD. Group differences in brain activation suggested that individuals with ASD, relative to individuals with typical development, showed decreased activation in the right superior parietal lobule (SPL) and right precuneus (Brodmann areas 5 and 7, and extending into the intraparietal sulcus) during learning. Activation in these areas (and in areas such as the right putamen and right supramarginal gyrus) was found to be significantly related to behavioral learning in this task. Additionally, individuals with ASD who had more severe repetitive behavior/restricted interest symptoms demonstrated greater decreased activation in these regions during motor learning. In conjunction, these results suggest that the SPL may play an important role in motor learning and repetitive behavior in individuals with ASD. Autism Res 2015, 8: 38–51. © 2014 International Society for Autism Research, Wiley Periodicals, Inc. En ligne : http://dx.doi.org/10.1002/aur.1403 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=256 [article] Motor Learning in Individuals With Autism Spectrum Disorder: Activation in Superior Parietal Lobule Related to Learning and Repetitive Behaviors [Texte imprimé et/ou numérique] / Brittany G. TRAVERS, Auteur ; Rajesh K. KANA, Auteur ; Laura G. KLINGER, Auteur ; Christopher L. KLEIN, Auteur ; Mark R. KLINGER, Auteur . - p.38-51. Langues : Anglais (eng) in Autism Research > 8-1 (February 2015) . - p.38-51 Mots-clés : autism  motor learning  implicit learning  procedural learning  superior parietal  repetitive behaviors Index. décimale : PER Périodiques Résumé : Motor-linked implicit learning is the learning of a sequence of movements without conscious awareness. Although motor symptoms are frequently reported in individuals with autism spectrum disorder (ASD), recent behavioral studies have suggested that motor-linked implicit learning may be intact in ASD. The serial reaction time (SRT) task is one of the most common measures of motor-linked implicit learning. The present study used a 3T functional magnetic resonance imaging scanner to examine the behavioral and neural correlates of real-time motor sequence learning in adolescents and adults with ASD (n?=?15) compared with age- and intelligence quotient-matched individuals with typical development (n?=?15) during an SRT task. Behavioral results suggested less robust motor sequence learning in individuals with ASD. Group differences in brain activation suggested that individuals with ASD, relative to individuals with typical development, showed decreased activation in the right superior parietal lobule (SPL) and right precuneus (Brodmann areas 5 and 7, and extending into the intraparietal sulcus) during learning. Activation in these areas (and in areas such as the right putamen and right supramarginal gyrus) was found to be significantly related to behavioral learning in this task. Additionally, individuals with ASD who had more severe repetitive behavior/restricted interest symptoms demonstrated greater decreased activation in these regions during motor learning. In conjunction, these results suggest that the SPL may play an important role in motor learning and repetitive behavior in individuals with ASD. Autism Res 2015, 8: 38–51. © 2014 International Society for Autism Research, Wiley Periodicals, Inc. En ligne : http://dx.doi.org/10.1002/aur.1403 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=256

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

Play Assessments and Developmental Skills in Young Children With Autism Spectrum Disorders / Jillian M. PIERUCCI in Focus on Autism and Other Developmental Disabilities, 30-1 (March 2015)  

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Self-Determination in Autistic Transition-Aged Youth without Intellectual Disability / Brianne TOMASZEWSKI in Journal of Autism and Developmental Disorders, 52-9 (September 2022)  

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Self-reported cognitive decline among middle and older age autistic adults / Claire B. KLEIN in Autism Research, 16-3 (March 2023)  

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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)  

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Suicide risk in transition-aged autistic youth: The link among executive function, depression, and autistic traits / Brianne TOMASZEWSKI ; Elena LAMARCHE ; Karrah BOWMAN ; Claire B. KLEIN ; Sara STAHL ; Laura G. KLINGER in Autism, 28-9 (September 2024)  

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The role of mirroring and mentalizing networks in mediating action intentions in autism / Lauren E. LIBERO in Molecular Autism, (October 2014)  

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