Clinical and Cognitive Characteristics Associated with Mathematics Problem Solving in Adolescents with Autism Spectrum Disorder / Tasha M. OSWALD in Autism Research, 9-4 (April 2016)  

Public ISBD [article]  inAutism Research > 9-4 (April 2016) . - p.480-490 Titre : Clinical and Cognitive Characteristics Associated with Mathematics Problem Solving in Adolescents with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Tasha M. OSWALD, Auteur ; Jonathan S. BECK, Auteur ; Ana-Maria IOSIF, Auteur ; James B. MCCAULEY, Auteur ; Leslie J. GILHOOLY, Auteur ; John C. MATTER, Auteur ; Marjorie SOLOMON, Auteur Article en page(s) : p.480-490 Langues : Anglais (eng) Mots-clés : adolescents  mathematics problem solving  anxiety  working memory  perceptual reasoning Index. décimale : PER Périodiques Résumé : Mathematics achievement in autism spectrum disorder (ASD) has been understudied. However, the ability to solve applied math problems is associated with academic achievement, everyday problem-solving abilities, and vocational outcomes. The paucity of research on math achievement in ASD may be partly explained by the widely-held belief that most individuals with ASD are mathematically gifted, despite emerging evidence to the contrary. The purpose of the study was twofold: to assess the relative proportions of youth with ASD who demonstrate giftedness versus disability on applied math problems, and to examine which cognitive (i.e., perceptual reasoning, verbal ability, working memory) and clinical (i.e., test anxiety) characteristics best predict achievement on applied math problems in ASD relative to typically developing peers. Twenty-seven high-functioning adolescents with ASD and 27 age- and Full Scale IQ-matched typically developing controls were assessed on standardized measures of math problem solving, perceptual reasoning, verbal ability, and test anxiety. Results indicated that 22% of the ASD sample evidenced a mathematics learning disability, while only 4% exhibited mathematical giftedness. The parsimonious linear regression model revealed that the strongest predictor of math problem solving was perceptual reasoning, followed by verbal ability and test anxiety, then diagnosis of ASD. These results inform our theories of math ability in ASD and highlight possible targets of intervention for students with ASD struggling with mathematics. Autism Res 2016, 9: 480–490. © 2015 International Society for Autism Research, Wiley Periodicals, Inc. En ligne : http://dx.doi.org/10.1002/aur.1524 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=287 [article] Clinical and Cognitive Characteristics Associated with Mathematics Problem Solving in Adolescents with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Tasha M. OSWALD, Auteur ; Jonathan S. BECK, Auteur ; Ana-Maria IOSIF, Auteur ; James B. MCCAULEY, Auteur ; Leslie J. GILHOOLY, Auteur ; John C. MATTER, Auteur ; Marjorie SOLOMON, Auteur . - p.480-490. Langues : Anglais (eng) in Autism Research > 9-4 (April 2016) . - p.480-490 Mots-clés : adolescents  mathematics problem solving  anxiety  working memory  perceptual reasoning Index. décimale : PER Périodiques Résumé : Mathematics achievement in autism spectrum disorder (ASD) has been understudied. However, the ability to solve applied math problems is associated with academic achievement, everyday problem-solving abilities, and vocational outcomes. The paucity of research on math achievement in ASD may be partly explained by the widely-held belief that most individuals with ASD are mathematically gifted, despite emerging evidence to the contrary. The purpose of the study was twofold: to assess the relative proportions of youth with ASD who demonstrate giftedness versus disability on applied math problems, and to examine which cognitive (i.e., perceptual reasoning, verbal ability, working memory) and clinical (i.e., test anxiety) characteristics best predict achievement on applied math problems in ASD relative to typically developing peers. Twenty-seven high-functioning adolescents with ASD and 27 age- and Full Scale IQ-matched typically developing controls were assessed on standardized measures of math problem solving, perceptual reasoning, verbal ability, and test anxiety. Results indicated that 22% of the ASD sample evidenced a mathematics learning disability, while only 4% exhibited mathematical giftedness. The parsimonious linear regression model revealed that the strongest predictor of math problem solving was perceptual reasoning, followed by verbal ability and test anxiety, then diagnosis of ASD. These results inform our theories of math ability in ASD and highlight possible targets of intervention for students with ASD struggling with mathematics. Autism Res 2016, 9: 480–490. © 2015 International Society for Autism Research, Wiley Periodicals, Inc. En ligne : http://dx.doi.org/10.1002/aur.1524 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=287

Sex Differences in Internalizing Problems During Adolescence in Autism Spectrum Disorder / Tasha M. OSWALD in Journal of Autism and Developmental Disorders, 46-2 (February 2016)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 46-2 (February 2016) . - p.624-636 Titre : Sex Differences in Internalizing Problems During Adolescence in Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Tasha M. OSWALD, Auteur ; Mary Ann WINTER-MESSIERS, Auteur ; Brandon GIBSON, Auteur ; Alexandra M. SCHMIDT, Auteur ; Cynthia M. HERR, Auteur ; Marjorie SOLOMON, Auteur Année de publication : 2016 Article en page(s) : p.624-636 Langues : Anglais (eng) Mots-clés : Autisme féminin  Autism  Sex differences  Adolescence  Depression Anxiety Index. décimale : PER Périodiques Résumé : We hypothesized that the double hit conferred by sex and diagnosis increases the risk for internalizing disorders in adolescent females with autism spectrum disorder (ASD). In a sample of 32 adolescents with ASD and 32 controls, we examined the effects of sex, diagnostic factors, and developmental stages on depression and anxiety. A 3-way interaction revealed that females with ASD exhibited greater depressive symptoms than males with ASD and female controls particularly during early adolescence; therefore, females with ASD might have a unique combination of genetic, hormonal, and psychosocial vulnerabilities that heighten their risk for depression during early adolescence. Additionally, the ASD group reported high levels of separation anxiety and panic in late adolescence, possibly indicating atypical development of independence. En ligne : http://dx.doi.org/10.1007/s10803-015-2608-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=280 [article] Sex Differences in Internalizing Problems During Adolescence in Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Tasha M. OSWALD, Auteur ; Mary Ann WINTER-MESSIERS, Auteur ; Brandon GIBSON, Auteur ; Alexandra M. SCHMIDT, Auteur ; Cynthia M. HERR, Auteur ; Marjorie SOLOMON, Auteur . - 2016 . - p.624-636. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 46-2 (February 2016) . - p.624-636 Mots-clés : Autisme féminin  Autism  Sex differences  Adolescence  Depression Anxiety Index. décimale : PER Périodiques Résumé : We hypothesized that the double hit conferred by sex and diagnosis increases the risk for internalizing disorders in adolescent females with autism spectrum disorder (ASD). In a sample of 32 adolescents with ASD and 32 controls, we examined the effects of sex, diagnostic factors, and developmental stages on depression and anxiety. A 3-way interaction revealed that females with ASD exhibited greater depressive symptoms than males with ASD and female controls particularly during early adolescence; therefore, females with ASD might have a unique combination of genetic, hormonal, and psychosocial vulnerabilities that heighten their risk for depression during early adolescence. Additionally, the ASD group reported high levels of separation anxiety and panic in late adolescence, possibly indicating atypical development of independence. En ligne : http://dx.doi.org/10.1007/s10803-015-2608-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=280

Social cognition and Reading comprehension in children and adolescents with autism spectrum disorders or typical development / Nancy S. MCINTYRE in Research in Autism Spectrum Disorders, 54 (October 2018)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 54 (October 2018) . - p.9-20 Titre : Social cognition and Reading comprehension in children and adolescents with autism spectrum disorders or typical development Type de document : Texte imprimé et/ou numérique Auteurs : Nancy S. MCINTYRE, Auteur ; Tasha M. OSWALD, Auteur ; Emily J. SOLARI, Auteur ; Matthew ZAJIC, Auteur ; Lindsay E. LERRO, Auteur ; Claire HUGHES, Auteur ; Rory T. DEVINE, Auteur ; Peter C. MUNDY, Auteur Article en page(s) : p.9-20 Langues : Anglais (eng) Mots-clés : ASD  Social cognition  Theory of mind  Oral language  Reading comprehension Index. décimale : PER Périodiques Résumé : Background Many individuals with autism spectrum disorders (ASD) exhibit social cognitive impairments in the development of theory of mind (ToM), or the ability to attribute mental states to oneself and others. ToM has been shown to relate to reading comprehension for children and adolescents with typical development (TD) and with ASD. This study examined the relation between reading comprehension, word recognition, oral language, and ToM for higher-functioning children and adolescents with ASD (HFASD) as compared to those with TD. Method 70 children with HFASD and 40 children with TD, aged 9–17 years, participated in the study. In order to describe the HFASD as compared to the TD sample, a series of ANOVAs and ANCOVAs were conducted. Multiple regression analyses were conducted with reading comprehension as the outcome variable. Separate regression models (TD & HFASD) were run with IQ, word recognition, oral language, and two ToM measures (Happé’s Strange Stories and the Silent Films Task) as predictors. Results The TD group performed better than the HFASD group on all standardized and experimental measures. Regression analyses revealed that after controlling for IQ, word recognition, and oral language, both ToM measures predicted unique variance in reading comprehension in the HFASD, but not the TD, sample. Furthermore, the TD and HFASD groups displayed different patterns of significant predictors of reading comprehension. Conclusions This study suggests that in addition to oral language and higher-order linguistic comprehension, social cognition is an important factor to consider when designing reading interventions for students with ASD. En ligne : https://doi.org/10.1016/j.rasd.2018.06.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=368 [article] Social cognition and Reading comprehension in children and adolescents with autism spectrum disorders or typical development [Texte imprimé et/ou numérique] / Nancy S. MCINTYRE, Auteur ; Tasha M. OSWALD, Auteur ; Emily J. SOLARI, Auteur ; Matthew ZAJIC, Auteur ; Lindsay E. LERRO, Auteur ; Claire HUGHES, Auteur ; Rory T. DEVINE, Auteur ; Peter C. MUNDY, Auteur . - p.9-20. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 54 (October 2018) . - p.9-20 Mots-clés : ASD  Social cognition  Theory of mind  Oral language  Reading comprehension Index. décimale : PER Périodiques Résumé : Background Many individuals with autism spectrum disorders (ASD) exhibit social cognitive impairments in the development of theory of mind (ToM), or the ability to attribute mental states to oneself and others. ToM has been shown to relate to reading comprehension for children and adolescents with typical development (TD) and with ASD. This study examined the relation between reading comprehension, word recognition, oral language, and ToM for higher-functioning children and adolescents with ASD (HFASD) as compared to those with TD. Method 70 children with HFASD and 40 children with TD, aged 9–17 years, participated in the study. In order to describe the HFASD as compared to the TD sample, a series of ANOVAs and ANCOVAs were conducted. Multiple regression analyses were conducted with reading comprehension as the outcome variable. Separate regression models (TD & HFASD) were run with IQ, word recognition, oral language, and two ToM measures (Happé’s Strange Stories and the Silent Films Task) as predictors. Results The TD group performed better than the HFASD group on all standardized and experimental measures. Regression analyses revealed that after controlling for IQ, word recognition, and oral language, both ToM measures predicted unique variance in reading comprehension in the HFASD, but not the TD, sample. Furthermore, the TD and HFASD groups displayed different patterns of significant predictors of reading comprehension. Conclusions This study suggests that in addition to oral language and higher-order linguistic comprehension, social cognition is an important factor to consider when designing reading interventions for students with ASD. En ligne : https://doi.org/10.1016/j.rasd.2018.06.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=368

The Scope and Nature of Reading Comprehension Impairments in School-Aged Children with Higher-Functioning Autism Spectrum Disorder / Nancy S. MCINTYRE in Journal of Autism and Developmental Disorders, 47-9 (September 2017)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 47-9 (September 2017) . - p.2838-2860 Titre : The Scope and Nature of Reading Comprehension Impairments in School-Aged Children with Higher-Functioning Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Nancy S. MCINTYRE, Auteur ; Emily J. SOLARI, Auteur ; Joseph E. GONZALES, Auteur ; Marjorie SOLOMON, Auteur ; Lindsay E. LERRO, Auteur ; Stephanie NOVOTNY, Auteur ; Tasha M. OSWALD, Auteur ; Peter C. MUNDY, Auteur Article en page(s) : p.2838-2860 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Reading comprehensio;n Word recognition  Oral language  Social communication  ADHD Index. décimale : PER Périodiques Résumé : This study of 8-16-year-olds was designed to test the hypothesis that reading comprehension impairments are part of the social communication phenotype for many higher-functioning students with autism spectrum disorder (HFASD). Students with HFASD (n?=?81) were compared to those with high attention-deficit/hyperactivity disorder symptomatology (ADHD; n?=?39), or typical development (TD; n?=?44), on a comprehensive battery of oral language, word recognition, and reading comprehension measures. Results indicated that students with HFASD performed significantly lower on the majority of the reading and language tasks as compared to TD and ADHD groups. Structural equation models suggested that greater ASD symptomatology was related to poorer reading comprehension outcomes; further analyses suggested that this relation was mediated by oral language skills. En ligne : https://doi.org/10.1007/s10803-017-3209-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=316 [article] The Scope and Nature of Reading Comprehension Impairments in School-Aged Children with Higher-Functioning Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Nancy S. MCINTYRE, Auteur ; Emily J. SOLARI, Auteur ; Joseph E. GONZALES, Auteur ; Marjorie SOLOMON, Auteur ; Lindsay E. LERRO, Auteur ; Stephanie NOVOTNY, Auteur ; Tasha M. OSWALD, Auteur ; Peter C. MUNDY, Auteur . - p.2838-2860. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 47-9 (September 2017) . - p.2838-2860 Mots-clés : Autism spectrum disorder  Reading comprehensio;n Word recognition  Oral language  Social communication  ADHD Index. décimale : PER Périodiques Résumé : This study of 8-16-year-olds was designed to test the hypothesis that reading comprehension impairments are part of the social communication phenotype for many higher-functioning students with autism spectrum disorder (HFASD). Students with HFASD (n?=?81) were compared to those with high attention-deficit/hyperactivity disorder symptomatology (ADHD; n?=?39), or typical development (TD; n?=?44), on a comprehensive battery of oral language, word recognition, and reading comprehension measures. Results indicated that students with HFASD performed significantly lower on the majority of the reading and language tasks as compared to TD and ADHD groups. Structural equation models suggested that greater ASD symptomatology was related to poorer reading comprehension outcomes; further analyses suggested that this relation was mediated by oral language skills. En ligne : https://doi.org/10.1007/s10803-017-3209-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=316

---

1 (1 - 4 / 4)