
- <Centre d'Information et de documentation du CRA Rhône-Alpes
- CRA
- Informations pratiques
-
Adresse
Centre d'information et de documentation
Horaires
du CRA Rhône-Alpes
Centre Hospitalier le Vinatier
bât 211
95, Bd Pinel
69678 Bron CedexLundi au Vendredi
Contact
9h00-12h00 13h30-16h00Tél: +33(0)4 37 91 54 65
Mail
Fax: +33(0)4 37 91 54 37
-
Adresse
Détail de l'auteur
Auteur Laura Grofer KLINGER |
Documents disponibles écrits par cet auteur (3)



Decision-Making Skills in ASD: Performance on the Iowa Gambling Task / Joanna L. MUSSEY in Autism Research, 8-1 (February 2015)
![]()
[article]
Titre : Decision-Making Skills in ASD: Performance on the Iowa Gambling Task Type de document : Texte imprimé et/ou numérique Auteurs : Joanna L. MUSSEY, Auteur ; Brittany G. TRAVERS, Auteur ; Laura Grofer KLINGER, Auteur ; Mark R. KLINGER, Auteur Article en page(s) : p.105-114 Langues : Anglais (eng) Mots-clés : autism spectrum disorder decision making Iowa Gambling Task implicit learning Index. décimale : PER Périodiques Résumé : Decision making plays a key role in daily function, but little is known regarding how individuals with autism spectrum disorder (ASD) make decisions. The present studies examined decision making in persons with ASD using the Iowa Gambling Task (IGT), a computerized card game with the goal of earning money by deciding among decks of cards. To be successful, players need to figure out which decks are associated with winning and which are associated with losing money in the long run. Results of Study 1 indicated that participants with ASD made poorer decisions and showed slower learning of which decks earned more money compared with participants with typical development. Additionally, they made more frequent shifts between decks compared with participants with typical development. In Study 2, undergraduate students with typical development completed the IGT to examine whether instructing them to make frequent shifts between decks early in the IGT would negatively impact their decision making. Results of Study 2 suggested that when participants with typical development were required to make frequent shifts, they exhibited a slower rate of learning and poorer decision making, thus emulating participants with ASD in Study 1. The combined results suggest that the way that persons with ASD explore and attend to their environment may be related to poor decision making. Implications for cognitive learning styles are discussed. Autism Res 2015, 8: 105–114. En ligne : http://dx.doi.org/10.1002/aur.1429 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=256
in Autism Research > 8-1 (February 2015) . - p.105-114[article] Decision-Making Skills in ASD: Performance on the Iowa Gambling Task [Texte imprimé et/ou numérique] / Joanna L. MUSSEY, Auteur ; Brittany G. TRAVERS, Auteur ; Laura Grofer KLINGER, Auteur ; Mark R. KLINGER, Auteur . - p.105-114.
Langues : Anglais (eng)
in Autism Research > 8-1 (February 2015) . - p.105-114
Mots-clés : autism spectrum disorder decision making Iowa Gambling Task implicit learning Index. décimale : PER Périodiques Résumé : Decision making plays a key role in daily function, but little is known regarding how individuals with autism spectrum disorder (ASD) make decisions. The present studies examined decision making in persons with ASD using the Iowa Gambling Task (IGT), a computerized card game with the goal of earning money by deciding among decks of cards. To be successful, players need to figure out which decks are associated with winning and which are associated with losing money in the long run. Results of Study 1 indicated that participants with ASD made poorer decisions and showed slower learning of which decks earned more money compared with participants with typical development. Additionally, they made more frequent shifts between decks compared with participants with typical development. In Study 2, undergraduate students with typical development completed the IGT to examine whether instructing them to make frequent shifts between decks early in the IGT would negatively impact their decision making. Results of Study 2 suggested that when participants with typical development were required to make frequent shifts, they exhibited a slower rate of learning and poorer decision making, thus emulating participants with ASD in Study 1. The combined results suggest that the way that persons with ASD explore and attend to their environment may be related to poor decision making. Implications for cognitive learning styles are discussed. Autism Res 2015, 8: 105–114. En ligne : http://dx.doi.org/10.1002/aur.1429 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=256 Easing the Transition to Adulthood / Laura Grofer KLINGER ; Glenna OSBORNE ; Claire Brito KLEIN ; Debbie SPAIN ; Francisco M. MUSICH ; Susan W. WHITE
Titre : Easing the Transition to Adulthood Type de document : Texte imprimé et/ou numérique Auteurs : Laura Grofer KLINGER, Auteur ; Glenna OSBORNE, Auteur ; Claire Brito KLEIN, Auteur ; Debbie SPAIN, Auteur ; Francisco M. MUSICH, Auteur ; Susan W. WHITE, Auteur Année de publication : 2022 Importance : p.31-49 Langues : Anglais (eng) Index. décimale : AUT-E AUT-E - L'Autisme - Accompagnement et Qualité de Vie Résumé : The majority of autistic adolescents transitioning to adulthood have average (or higher) intellectual skills. However, outcome research suggests that even those who earn general education high school diplomas struggle with a successful transition from school to postsecondary and employment settings. This chapter reviews the autism-specific challenges that may lead to poor postsecondary and employment outcomes including executive functioning, emotion regulation, social skills, adaptive behavior, and self-determination. While there are few randomized control trials providing an evidence base for transition interventions, there are a growing number of pilot programs targeting these skills. This chapter reviews the current literature and provides a case study outlining the challenges faced by autistic transition-aged youth. Additionally, future recommendations are provided for creating comprehensive transition programs, capitalizing on recent United States federal government mandates for transition-aged services. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=527 Easing the Transition to Adulthood [Texte imprimé et/ou numérique] / Laura Grofer KLINGER, Auteur ; Glenna OSBORNE, Auteur ; Claire Brito KLEIN, Auteur ; Debbie SPAIN, Auteur ; Francisco M. MUSICH, Auteur ; Susan W. WHITE, Auteur . - 2022 . - p.31-49.
Langues : Anglais (eng)
Index. décimale : AUT-E AUT-E - L'Autisme - Accompagnement et Qualité de Vie Résumé : The majority of autistic adolescents transitioning to adulthood have average (or higher) intellectual skills. However, outcome research suggests that even those who earn general education high school diplomas struggle with a successful transition from school to postsecondary and employment settings. This chapter reviews the autism-specific challenges that may lead to poor postsecondary and employment outcomes including executive functioning, emotion regulation, social skills, adaptive behavior, and self-determination. While there are few randomized control trials providing an evidence base for transition interventions, there are a growing number of pilot programs targeting these skills. This chapter reviews the current literature and provides a case study outlining the challenges faced by autistic transition-aged youth. Additionally, future recommendations are provided for creating comprehensive transition programs, capitalizing on recent United States federal government mandates for transition-aged services. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=527 Exemplaires
Code-barres Cote Support Localisation Section Disponibilité aucun exemplaire Imitation in ASD: Performance on an imitation choice task / Joanna L. MUSSEY in Research in Autism Spectrum Disorders, 73 (May 2019)
![]()
[article]
Titre : Imitation in ASD: Performance on an imitation choice task Type de document : Texte imprimé et/ou numérique Auteurs : Joanna L. MUSSEY, Auteur ; Laura Grofer KLINGER, Auteur Article en page(s) : 101530 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Imitation Toddler Index. décimale : PER Périodiques Résumé : Background Previous research has demonstrated mixed results with regard to the profile of imitation abilities in children with Autism Spectrum Disorder (ASD). While most research has examined the question of “do” children with ASD imitate, little research has examined “what” they imitate. The answer to these questions is not always the same. Method Twenty-five children with a diagnosis of ASD and 41 children with typical development participated in an imitation task with an exact imitation condition (i.e., child could directly imitate the examiner’s actions) and a choice imitation condition (i.e., direct imitation was precluded). In the choice imitation condition, children could choose to imitate either the end result (goal) of the examiner’s action or the direction of the examiner’s action (path). Additionally, the way the action was performed (manner) was evaluated across both conditions. Results Results revealed that children with ASD and children with typical development showed similar proportions of path and goal imitation during the exact imitation condition. However, children with ASD showed less imitation of the manner component than the children with typical development. In the choice imitation condition, children with ASD demonstrated neither a path nor a goal preference while children with typical development showed a path preference. Conclusions Overall, the results suggest that what children with ASD choose to imitate differs from those that children with typical development choose; suggesting that children with ASD do imitate, but what they imitate is different. Implications for assessment of imitation and interventions that use imitation are discussed. En ligne : https://doi.org/10.1016/j.rasd.2020.101530 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=421
in Research in Autism Spectrum Disorders > 73 (May 2019) . - 101530[article] Imitation in ASD: Performance on an imitation choice task [Texte imprimé et/ou numérique] / Joanna L. MUSSEY, Auteur ; Laura Grofer KLINGER, Auteur . - 101530.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 73 (May 2019) . - 101530
Mots-clés : Autism spectrum disorder Imitation Toddler Index. décimale : PER Périodiques Résumé : Background Previous research has demonstrated mixed results with regard to the profile of imitation abilities in children with Autism Spectrum Disorder (ASD). While most research has examined the question of “do” children with ASD imitate, little research has examined “what” they imitate. The answer to these questions is not always the same. Method Twenty-five children with a diagnosis of ASD and 41 children with typical development participated in an imitation task with an exact imitation condition (i.e., child could directly imitate the examiner’s actions) and a choice imitation condition (i.e., direct imitation was precluded). In the choice imitation condition, children could choose to imitate either the end result (goal) of the examiner’s action or the direction of the examiner’s action (path). Additionally, the way the action was performed (manner) was evaluated across both conditions. Results Results revealed that children with ASD and children with typical development showed similar proportions of path and goal imitation during the exact imitation condition. However, children with ASD showed less imitation of the manner component than the children with typical development. In the choice imitation condition, children with ASD demonstrated neither a path nor a goal preference while children with typical development showed a path preference. Conclusions Overall, the results suggest that what children with ASD choose to imitate differs from those that children with typical development choose; suggesting that children with ASD do imitate, but what they imitate is different. Implications for assessment of imitation and interventions that use imitation are discussed. En ligne : https://doi.org/10.1016/j.rasd.2020.101530 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=421