Abstract Analogical Reasoning in High-Functioning Children with Autism Spectrum Disorders / Adam E. GREEN in Autism Research, 7-6 (December 2014)  

Public ISBD [article]  inAutism Research > 7-6 (December 2014) . - p.677-686 Titre : Abstract Analogical Reasoning in High-Functioning Children with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Adam E. GREEN, Auteur ; Lauren KENWORTHY, Auteur ; Maya G. MOSNER, Auteur ; Natalie M. GALLAGHER, Auteur ; Edward W. FEARON, Auteur ; Carlos D. BALHANA, Auteur ; Benjamin E. YERYS, Auteur Article en page(s) : p.677-686 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  analogical reasoning  development  social cognition Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorders (ASD) exhibit a deficit in spontaneously recognizing abstract similarities that are crucial for generalizing learning to new situations. This may contribute to deficits in the development of appropriate schemas for navigating novel situations, including social interactions. Analogical reasoning is the central cognitive mechanism that enables typically developing children to understand abstract similarities between different situations. Intriguingly, studies of high-functioning children with ASD point to a relative cognitive strength in basic, nonabstract forms of analogical reasoning. If this analogical reasoning ability extends to abstract analogical reasoning (i.e., between superficially dissimilar situations), it may provide a bridge between a cognitive capability and core ASD deficits in areas such as generalization and categorization. This study tested whether preserved analogical reasoning abilities in ASD can be extended to abstract analogical reasoning, using photographs of real-world items and situations. Abstractness of the analogies was determined via a quantitative measure of semantic distance derived from latent semantic analysis. Children with ASD performed as well as typically developing children at identifying abstract analogical similarities when explicitly instructed to apply analogical reasoning. Individual differences in abstract analogical reasoning ability predicted individual differences in a measure of social function in the ASD group. Preliminary analyses indicated that children with ASD, but not typically developing children, showed an effect of age on abstract analogical reasoning. These results provide new evidence that children with ASD are capable of identifying abstract similarities through analogical reasoning, pointing to abstract analogical reasoning as a potential lever for improving generalization skills and social function in ASD. En ligne : http://dx.doi.org/10.1002/aur.1411 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=256 [article] Abstract Analogical Reasoning in High-Functioning Children with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Adam E. GREEN, Auteur ; Lauren KENWORTHY, Auteur ; Maya G. MOSNER, Auteur ; Natalie M. GALLAGHER, Auteur ; Edward W. FEARON, Auteur ; Carlos D. BALHANA, Auteur ; Benjamin E. YERYS, Auteur . - p.677-686. Langues : Anglais (eng) in Autism Research > 7-6 (December 2014) . - p.677-686 Mots-clés : autism spectrum disorders  analogical reasoning  development  social cognition Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorders (ASD) exhibit a deficit in spontaneously recognizing abstract similarities that are crucial for generalizing learning to new situations. This may contribute to deficits in the development of appropriate schemas for navigating novel situations, including social interactions. Analogical reasoning is the central cognitive mechanism that enables typically developing children to understand abstract similarities between different situations. Intriguingly, studies of high-functioning children with ASD point to a relative cognitive strength in basic, nonabstract forms of analogical reasoning. If this analogical reasoning ability extends to abstract analogical reasoning (i.e., between superficially dissimilar situations), it may provide a bridge between a cognitive capability and core ASD deficits in areas such as generalization and categorization. This study tested whether preserved analogical reasoning abilities in ASD can be extended to abstract analogical reasoning, using photographs of real-world items and situations. Abstractness of the analogies was determined via a quantitative measure of semantic distance derived from latent semantic analysis. Children with ASD performed as well as typically developing children at identifying abstract analogical similarities when explicitly instructed to apply analogical reasoning. Individual differences in abstract analogical reasoning ability predicted individual differences in a measure of social function in the ASD group. Preliminary analyses indicated that children with ASD, but not typically developing children, showed an effect of age on abstract analogical reasoning. These results provide new evidence that children with ASD are capable of identifying abstract similarities through analogical reasoning, pointing to abstract analogical reasoning as a potential lever for improving generalization skills and social function in ASD. En ligne : http://dx.doi.org/10.1002/aur.1411 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=256

Adaptive Behavior in Youth with Autism Spectrum Disorder: The Role of Flexibility / Jennifer R. BERTOLLO in Journal of Autism and Developmental Disorders, 50-1 (January 2020)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 50-1 (January 2020) . - p.42-50 Titre : Adaptive Behavior in Youth with Autism Spectrum Disorder: The Role of Flexibility Type de document : Texte imprimé et/ou numérique Auteurs : Jennifer R. BERTOLLO, Auteur ; John F. STRANG, Auteur ; Laura G. ANTHONY, Auteur ; Lauren KENWORTHY, Auteur ; Gregory L. WALLACE, Auteur ; Benjamin E YERYS, Auteur Article en page(s) : p.42-50 Langues : Anglais (eng) Mots-clés : Adaptive behavior  Autism spectrum disorder  Executive function  Flexibility Index. décimale : PER Périodiques Résumé : Cognitive and behavioral flexibility are important predictors of adaptive behavior in school-age autistic youth. While prior research has utilized broad measures of flexibility, the current study uses the multi-dimensional Flexibility Scale-Revised to examine which specific flexibility skills relate to adaptive functioning. Through parent-report measures on 216 autistic youth, flexibility explained 22.2% of variance in adaptive socialization skills (p < 0.001). Specifically, Social Flexibility accounted for significant variance in adaptive socialization skills, while Transitions/Change approached significance. In exploratory analyses, flexibility explained 11.5% of variance in Communication skills (p < 0.001). This pattern remained after controlling for co-occurring ADHD symptoms. The current study helps to refine the relationship between flexibility and adaptive behavior, which may ultimately help to inform more targeted interventions. En ligne : http://dx.doi.org/10.1007/s10803-019-04220-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=414 [article] Adaptive Behavior in Youth with Autism Spectrum Disorder: The Role of Flexibility [Texte imprimé et/ou numérique] / Jennifer R. BERTOLLO, Auteur ; John F. STRANG, Auteur ; Laura G. ANTHONY, Auteur ; Lauren KENWORTHY, Auteur ; Gregory L. WALLACE, Auteur ; Benjamin E YERYS, Auteur . - p.42-50. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 50-1 (January 2020) . - p.42-50 Mots-clés : Adaptive behavior  Autism spectrum disorder  Executive function  Flexibility Index. décimale : PER Périodiques Résumé : Cognitive and behavioral flexibility are important predictors of adaptive behavior in school-age autistic youth. While prior research has utilized broad measures of flexibility, the current study uses the multi-dimensional Flexibility Scale-Revised to examine which specific flexibility skills relate to adaptive functioning. Through parent-report measures on 216 autistic youth, flexibility explained 22.2% of variance in adaptive socialization skills (p < 0.001). Specifically, Social Flexibility accounted for significant variance in adaptive socialization skills, while Transitions/Change approached significance. In exploratory analyses, flexibility explained 11.5% of variance in Communication skills (p < 0.001). This pattern remained after controlling for co-occurring ADHD symptoms. The current study helps to refine the relationship between flexibility and adaptive behavior, which may ultimately help to inform more targeted interventions. En ligne : http://dx.doi.org/10.1007/s10803-019-04220-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=414

Anxiety relates to classroom executive function problems in students with ASD, but not ADHD / Mary F. S. DIECKHAUS in Research in Autism Spectrum Disorders, 82 (April 2021)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 82 (April 2021) . - 101739 Titre : Anxiety relates to classroom executive function problems in students with ASD, but not ADHD Type de document : Texte imprimé et/ou numérique Auteurs : Mary F. S. DIECKHAUS, Auteur ; Kristina K. HARDY, Auteur ; Laura GUTERMUTH ANTHONY, Auteur ; Alyssa VERBALIS, Auteur ; Lauren KENWORTHY, Auteur ; Cara E. PUGLIESE, Auteur Article en page(s) : 101739 Langues : Anglais (eng) Mots-clés : Autism  Attention-deficit/hyperactivity disorder  Anxiety  Executive function  Flexibility Index. décimale : PER Périodiques Résumé : Background Anxiety occurs at elevated rates in developmental disorders and has been linked to executive functioning (EF) deficits. EF is strongly related to academic outcomes, but the relationship between anxiety and EF in the classroom has not been examined. Method We explored this relationship in two neurodevelopmental disorders, autism spectrum disorders (ASD) and attention-deficit/hyperactivity disorder (ADHD), in order to evaluate the specificity of associations between parent-reported anxiety and teacher-reported EF deficits in the classroom setting. Results Greater anxiety was associated with more classroom EF-related problems in the ASD group, but not in the ADHD group. Item-level analysis of classroom EF problems in the ASD group revealed associations between anxiety and difficulties with task initiation, attention, and completion. Anxiety was not related to total or item-level teacher-reported EF problems in the ADHD group. Conclusion Further investigation into disorder-specific mechanisms that lead to the manifestation of anxiety symptoms may pave the way for more effective treatment and favorable academic outcome. Anxiety is related to poor EF in the classroom for students with ASD, which has implications for treating anxiety to promote positive academic outcomes and incorporating EF supports and training into treatment models for anxiety. The lack of association between anxiety and EF for students with ADHD was unexpected and warrants further exploration. En ligne : https://doi.org/10.1016/j.rasd.2021.101739 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=443 [article] Anxiety relates to classroom executive function problems in students with ASD, but not ADHD [Texte imprimé et/ou numérique] / Mary F. S. DIECKHAUS, Auteur ; Kristina K. HARDY, Auteur ; Laura GUTERMUTH ANTHONY, Auteur ; Alyssa VERBALIS, Auteur ; Lauren KENWORTHY, Auteur ; Cara E. PUGLIESE, Auteur . - 101739. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 82 (April 2021) . - 101739 Mots-clés : Autism  Attention-deficit/hyperactivity disorder  Anxiety  Executive function  Flexibility Index. décimale : PER Périodiques Résumé : Background Anxiety occurs at elevated rates in developmental disorders and has been linked to executive functioning (EF) deficits. EF is strongly related to academic outcomes, but the relationship between anxiety and EF in the classroom has not been examined. Method We explored this relationship in two neurodevelopmental disorders, autism spectrum disorders (ASD) and attention-deficit/hyperactivity disorder (ADHD), in order to evaluate the specificity of associations between parent-reported anxiety and teacher-reported EF deficits in the classroom setting. Results Greater anxiety was associated with more classroom EF-related problems in the ASD group, but not in the ADHD group. Item-level analysis of classroom EF problems in the ASD group revealed associations between anxiety and difficulties with task initiation, attention, and completion. Anxiety was not related to total or item-level teacher-reported EF problems in the ADHD group. Conclusion Further investigation into disorder-specific mechanisms that lead to the manifestation of anxiety symptoms may pave the way for more effective treatment and favorable academic outcome. Anxiety is related to poor EF in the classroom for students with ASD, which has implications for treating anxiety to promote positive academic outcomes and incorporating EF supports and training into treatment models for anxiety. The lack of association between anxiety and EF for students with ADHD was unexpected and warrants further exploration. En ligne : https://doi.org/10.1016/j.rasd.2021.101739 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=443

Are Non-intellectually Disabled Black Youth with ASD Less Impaired on Parent Report than Their White Peers? / Allison B. RATTO in Journal of Autism and Developmental Disorders, 46-3 (March 2016)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 46-3 (March 2016) . - p.773-781 Titre : Are Non-intellectually Disabled Black Youth with ASD Less Impaired on Parent Report than Their White Peers? Type de document : Texte imprimé et/ou numérique Auteurs : Allison B. RATTO, Auteur ; Bruno J. ANTHONY, Auteur ; Lauren KENWORTHY, Auteur ; Anna Chelsea ARMOUR, Auteur ; Katerina DUDLEY, Auteur ; Laura GUTERMUTH ANTHONY, Auteur Article en page(s) : p.773-781 Langues : Anglais (eng) Mots-clés : Race/ethnicity  Black/African-American  ASD  Executive function  Adaptive behavior  Social–emotional functioning Index. décimale : PER Périodiques Résumé : There is a lack of research examining differences in functioning in autism spectrum disorder (ASD) across ethnicity, particularly among those without intellectual disability (ID). This study investigated ethnic differences in parent-reported impairment in executive function, adaptive behavior, and social–emotional functioning. White and Black youth (n = 64; ages 6–17) with ASD without ID were compared on each of these domains. Black youth had significantly lower levels of impairment on all three domains. Findings may reflect better daily functioning among Black youth with ASD and/or cultural differences in parent response to questionnaires. Regardless, these findings raise concern about the sensitivity of commonly used measures for Black children with ASD and the impact of culture on daily functioning and symptom manifestation. En ligne : http://dx.doi.org/10.1007/s10803-015-2614-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=281 [article] Are Non-intellectually Disabled Black Youth with ASD Less Impaired on Parent Report than Their White Peers? [Texte imprimé et/ou numérique] / Allison B. RATTO, Auteur ; Bruno J. ANTHONY, Auteur ; Lauren KENWORTHY, Auteur ; Anna Chelsea ARMOUR, Auteur ; Katerina DUDLEY, Auteur ; Laura GUTERMUTH ANTHONY, Auteur . - p.773-781. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 46-3 (March 2016) . - p.773-781 Mots-clés : Race/ethnicity  Black/African-American  ASD  Executive function  Adaptive behavior  Social–emotional functioning Index. décimale : PER Périodiques Résumé : There is a lack of research examining differences in functioning in autism spectrum disorder (ASD) across ethnicity, particularly among those without intellectual disability (ID). This study investigated ethnic differences in parent-reported impairment in executive function, adaptive behavior, and social–emotional functioning. White and Black youth (n = 64; ages 6–17) with ASD without ID were compared on each of these domains. Black youth had significantly lower levels of impairment on all three domains. Findings may reflect better daily functioning among Black youth with ASD and/or cultural differences in parent response to questionnaires. Regardless, these findings raise concern about the sensitivity of commonly used measures for Black children with ASD and the impact of culture on daily functioning and symptom manifestation. En ligne : http://dx.doi.org/10.1007/s10803-015-2614-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=281

Brief Report: Performance-Based Executive Functioning Abilities are Associated with Caregiver Report of Adaptive Functioning in Autism Spectrum Disorder / Manisha D. UDHNANI in Journal of Autism and Developmental Disorders, 50-12 (December 2020)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 50-12 (December 2020) . - p.4541-4547 Titre : Brief Report: Performance-Based Executive Functioning Abilities are Associated with Caregiver Report of Adaptive Functioning in Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Manisha D. UDHNANI, Auteur ; Lauren KENWORTHY, Auteur ; Gregory L. WALLACE, Auteur ; Benjamin E YERYS, Auteur Article en page(s) : p.4541-4547 Langues : Anglais (eng) Mots-clés : Adaptive functioning  Autism  Executive functioning  Working memory  Rating Inventory of Executive Function (BRIEF). Lauren Kenworthy is a co-author of  the BRIEF and receives royalty payments from its publisher, Psychological Assessment  Resources, Inc. Index. décimale : PER Périodiques Résumé : Executive functioning is thought to contribute to adaptive behavior skills development in individuals with autism spectrum disorder (ASD). However, supporting data are largely based on caregiver reports of executive functioning. The current study evaluated whether performance-based measures of executive functioning (working memory and inhibition) explained unique variance in parent-reported adaptive functioning among youth with ASD without an intellectual disability. Both spatial and verbal working memory were associated with adaptive functioning, particularly communication and daily living skills. Our findings demonstrate a robust relationship between working memory and adaptive functioning that translates across different measurement modalities. This preliminary study highlights that targeting executive functioning may be a critical component of an adaptive function training program. En ligne : http://dx.doi.org/10.1007/s10803-020-04505-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=434 [article] Brief Report: Performance-Based Executive Functioning Abilities are Associated with Caregiver Report of Adaptive Functioning in Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Manisha D. UDHNANI, Auteur ; Lauren KENWORTHY, Auteur ; Gregory L. WALLACE, Auteur ; Benjamin E YERYS, Auteur . - p.4541-4547. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 50-12 (December 2020) . - p.4541-4547 Mots-clés : Adaptive functioning  Autism  Executive functioning  Working memory  Rating Inventory of Executive Function (BRIEF). Lauren Kenworthy is a co-author of  the BRIEF and receives royalty payments from its publisher, Psychological Assessment  Resources, Inc. Index. décimale : PER Périodiques Résumé : Executive functioning is thought to contribute to adaptive behavior skills development in individuals with autism spectrum disorder (ASD). However, supporting data are largely based on caregiver reports of executive functioning. The current study evaluated whether performance-based measures of executive functioning (working memory and inhibition) explained unique variance in parent-reported adaptive functioning among youth with ASD without an intellectual disability. Both spatial and verbal working memory were associated with adaptive functioning, particularly communication and daily living skills. Our findings demonstrate a robust relationship between working memory and adaptive functioning that translates across different measurement modalities. This preliminary study highlights that targeting executive functioning may be a critical component of an adaptive function training program. En ligne : http://dx.doi.org/10.1007/s10803-020-04505-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=434

Characterizing the Factor Structure of Parent Reported Executive Function in Autism Spectrum Disorders: The Impact of Cognitive Inflexibility / Yael GRANADER in Journal of Autism and Developmental Disorders, 44-12 (December 2014)  

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Divergence of Age-Related Differences in Social-Communication: Improvements for Typically Developing Youth but Declines for Youth with Autism Spectrum Disorder / Gregory L. WALLACE in Journal of Autism and Developmental Disorders, 47-2 (February 2017)  

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Feasibility of psychosis risk assessment for adolescents diagnosed with autism / Camille S. WILSON in Autism, 24-4 (May 2020)  

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Identifying comorbid ADHD in autism: Attending to the inattentive presentation / Srishti RAU in Research in Autism Spectrum Disorders, 69 (January 2020)  

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Increasing Adaptive Behavior Skill Deficits From Childhood to Adolescence in Autism Spectrum Disorder: Role of Executive Function / Cara E. PUGLIESE in Journal of Autism and Developmental Disorders, 45-6 (June 2015)  

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Insistence on sameness relates to increased covariance of gray matter structure in autism spectrum disorder / Ian W. EISENBERG in Molecular Autism, (October 2015)  

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Lessons learned: Engaging culturally diverse families in neurodevelopmental disorders intervention research / Allison B. RATTO in Autism, 21-5 (July 2017)  

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Leveraging technology to make parent training more accessible: Randomized trial of in-person versus online executive function training for parents of autistic children / Lauren KENWORTHY in Autism, 27-3 (April 2023)  

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Longitudinal Examination of Adaptive Behavior in Autism Spectrum Disorders: Influence of Executive Function / Cara E. PUGLIESE in Journal of Autism and Developmental Disorders, 46-2 (February 2016)  

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Measuring flexibility in autistic adults: Exploring the factor structure of the flexibility scale self report / Goldie A. MCQUAID ; Benjamin E. YERYS ; John F. STRANG ; Laura G. ANTHONY ; Lauren KENWORTHY ; Nancy R. LEE ; Gregory L. WALLACE in Autism Research, 16-11 (November 2023)  

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