Driving Simulator Performance in Novice Drivers with Autism Spectrum Disorder: The Role of Executive Functions and Basic Motor Skills / Stephany M. COX in Journal of Autism and Developmental Disorders, 46-4 (April 2016)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 46-4 (April 2016) . - p.1379-1391 Titre : Driving Simulator Performance in Novice Drivers with Autism Spectrum Disorder: The Role of Executive Functions and Basic Motor Skills Type de document : Texte imprimé et/ou numérique Auteurs : Stephany M. COX, Auteur ; Daniel J. COX, Auteur ; Michael J. KOFLER, Auteur ; Matthew A. MONCRIEF, Auteur ; Ronald J. JOHNSON, Auteur ; Ann E. LAMBERT, Auteur ; Sarah A. CAIN, Auteur ; Ronald E. REEVE, Auteur Article en page(s) : p.1379-1391 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Driving  Driving simulator  Executive functions Index. décimale : PER Périodiques Résumé : Previous studies have shown that individuals with autism spectrum disorder (ASD) demonstrate poorer driving performance than their peers and are less likely to obtain a driver’s license. This study aims to examine the relationship between driving performance and executive functioning for novice drivers, with and without ASD, using a driving simulator. Forty-four males (ages 15–23), 17 with ASD and 27 healthy controls, completed paradigms assessing driving skills and executive functioning. ASD drivers demonstrated poorer driving performance overall and the addition of a working memory task resulted in a significant decrement in their performance relative to control drivers. Results suggest that working memory may be a key mechanism underlying difficulties demonstrated by ASD drivers and provides insight for future intervention programs. En ligne : http://dx.doi.org/10.1007/s10803-015-2677-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=284 [article] Driving Simulator Performance in Novice Drivers with Autism Spectrum Disorder: The Role of Executive Functions and Basic Motor Skills [Texte imprimé et/ou numérique] / Stephany M. COX, Auteur ; Daniel J. COX, Auteur ; Michael J. KOFLER, Auteur ; Matthew A. MONCRIEF, Auteur ; Ronald J. JOHNSON, Auteur ; Ann E. LAMBERT, Auteur ; Sarah A. CAIN, Auteur ; Ronald E. REEVE, Auteur . - p.1379-1391. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 46-4 (April 2016) . - p.1379-1391 Mots-clés : Autism spectrum disorder  Driving  Driving simulator  Executive functions Index. décimale : PER Périodiques Résumé : Previous studies have shown that individuals with autism spectrum disorder (ASD) demonstrate poorer driving performance than their peers and are less likely to obtain a driver’s license. This study aims to examine the relationship between driving performance and executive functioning for novice drivers, with and without ASD, using a driving simulator. Forty-four males (ages 15–23), 17 with ASD and 27 healthy controls, completed paradigms assessing driving skills and executive functioning. ASD drivers demonstrated poorer driving performance overall and the addition of a working memory task resulted in a significant decrement in their performance relative to control drivers. Results suggest that working memory may be a key mechanism underlying difficulties demonstrated by ASD drivers and provides insight for future intervention programs. En ligne : http://dx.doi.org/10.1007/s10803-015-2677-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=284

Quantifying ADHD classroom inattentiveness, its moderators, and variability: a meta-analytic review / Michael J. KOFLER in Journal of Child Psychology and Psychiatry, 49-1 (January 2008)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 49-1 (January 2008) . - p.59–69 Titre : Quantifying ADHD classroom inattentiveness, its moderators, and variability: a meta-analytic review Type de document : Texte imprimé et/ou numérique Auteurs : Michael J. KOFLER, Auteur ; Mark D. RAPPORT, Auteur ; R. Matt ALDERSON, Auteur Année de publication : 2007 Article en page(s) : p.59–69 Langues : Anglais (eng) Mots-clés : ADHD classroom-observation attention on-task meta-analysis Index. décimale : PER Périodiques Résumé : Background: Most classroom observation studies have documented significant deficiencies in the classroom attention of children with attention-deficit/hyperactivity disorder (ADHD) compared to their typically developing peers. The magnitude of these differences, however, varies considerably and may be influenced by contextual, sampling, diagnostic, and observational differences. Methods: Meta-analysis of 23 between-group classroom observation studies using weighted regression, publication bias, goodness of fit, best case, and original metric analyses. Results: Across studies, a large effect size (ES = .73) was found prior to consideration of potential moderators. Weighted regression, best case, and original metric estimation indicate that this effect may be an underestimation of the classroom visual attention deficits of children with ADHD. Several methodological factors–classroom environment, sample characteristics, diagnostic procedures, and observational coding schema–differentially affect observed rates of classroom attentive behavior for children with ADHD and typically developing children. After accounting for these factors, children with ADHD were on-task approximately 75% of the time compared to 88% for their classroom peers (ES = 1.40). Children with ADHD were also more variable in their attentive behavior across studies. Conclusions: The present study confirmed that children with ADHD exhibit deficient and more variable visual attending to required stimuli in classroom settings and provided an aggregate estimation of the magnitude of these deficits at the group level. It also demonstrated the impact of situational, sampling, diagnostic, and observational variables on observed rates of on-task behavior. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2007.01809.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=310 [article] Quantifying ADHD classroom inattentiveness, its moderators, and variability: a meta-analytic review [Texte imprimé et/ou numérique] / Michael J. KOFLER, Auteur ; Mark D. RAPPORT, Auteur ; R. Matt ALDERSON, Auteur . - 2007 . - p.59–69. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 49-1 (January 2008) . - p.59–69 Mots-clés : ADHD classroom-observation attention on-task meta-analysis Index. décimale : PER Périodiques Résumé : Background: Most classroom observation studies have documented significant deficiencies in the classroom attention of children with attention-deficit/hyperactivity disorder (ADHD) compared to their typically developing peers. The magnitude of these differences, however, varies considerably and may be influenced by contextual, sampling, diagnostic, and observational differences. Methods: Meta-analysis of 23 between-group classroom observation studies using weighted regression, publication bias, goodness of fit, best case, and original metric analyses. Results: Across studies, a large effect size (ES = .73) was found prior to consideration of potential moderators. Weighted regression, best case, and original metric estimation indicate that this effect may be an underestimation of the classroom visual attention deficits of children with ADHD. Several methodological factors–classroom environment, sample characteristics, diagnostic procedures, and observational coding schema–differentially affect observed rates of classroom attentive behavior for children with ADHD and typically developing children. After accounting for these factors, children with ADHD were on-task approximately 75% of the time compared to 88% for their classroom peers (ES = 1.40). Children with ADHD were also more variable in their attentive behavior across studies. Conclusions: The present study confirmed that children with ADHD exhibit deficient and more variable visual attending to required stimuli in classroom settings and provided an aggregate estimation of the magnitude of these deficits at the group level. It also demonstrated the impact of situational, sampling, diagnostic, and observational variables on observed rates of on-task behavior. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2007.01809.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=310

The emergence of co-occurring adolescent polysubstance use and depressive symptoms: A latent growth modeling approach / Julia W. FELTON in Development and Psychopathology, 27-4 (Part 1) (November 2015)  

Public ISBD [article]  inDevelopment and Psychopathology > 27-4 (Part 1) (November 2015) . - p.1367-1383 Titre : The emergence of co-occurring adolescent polysubstance use and depressive symptoms: A latent growth modeling approach Type de document : Texte imprimé et/ou numérique Auteurs : Julia W. FELTON, Auteur ; Michael J. KOFLER, Auteur ; Cristina M. LOPEZ, Auteur ; Benjamin E. SAUNDERS, Auteur ; Dean G. KILPATRICK, Auteur Année de publication : 2015 Article en page(s) : p.1367-1383 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study tests competing models of the relation between depression and polysubstance use over the course of adolescence. Participants included a nationwide sample of adolescents (N = 3,604), ages 12 to 17 at study Wave 1, assessed annually for 3 years. Models were tested using cohort-sequential latent growth curve modeling to determine whether depressive symptoms at baseline predicted concurrent and age-related changes in drug use, whether drug use at baseline predicted concurrent and age-related changes in depressive symptoms, and whether initial levels of depression predicted changes in substance use significantly better than vice versa. The results suggest a transactional model such that early polysubstance use promotes early depressive symptoms, which in turn convey elevated risk for increasing polysubstance use over time, which in turn conveys additional risk for future depressive symptoms, even after accounting for gender, ethnicity, and household income. In contrast, early drug use did not portend risk for future depressive symptoms. These findings suggest a complicated pattern of interrelations over time and indicate that many current models of co-occurring polysubstance use and depressive symptoms may not fully account for these associations. Instead, the results suggest a developmental cascade, in which symptoms of one disorder promote symptoms of the other across intrapersonal domains. En ligne : http://dx.doi.org/10.1017/S0954579414001473 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=268 [article] The emergence of co-occurring adolescent polysubstance use and depressive symptoms: A latent growth modeling approach [Texte imprimé et/ou numérique] / Julia W. FELTON, Auteur ; Michael J. KOFLER, Auteur ; Cristina M. LOPEZ, Auteur ; Benjamin E. SAUNDERS, Auteur ; Dean G. KILPATRICK, Auteur . - 2015 . - p.1367-1383. Langues : Anglais (eng) in Development and Psychopathology > 27-4 (Part 1) (November 2015) . - p.1367-1383 Index. décimale : PER Périodiques Résumé : This study tests competing models of the relation between depression and polysubstance use over the course of adolescence. Participants included a nationwide sample of adolescents (N = 3,604), ages 12 to 17 at study Wave 1, assessed annually for 3 years. Models were tested using cohort-sequential latent growth curve modeling to determine whether depressive symptoms at baseline predicted concurrent and age-related changes in drug use, whether drug use at baseline predicted concurrent and age-related changes in depressive symptoms, and whether initial levels of depression predicted changes in substance use significantly better than vice versa. The results suggest a transactional model such that early polysubstance use promotes early depressive symptoms, which in turn convey elevated risk for increasing polysubstance use over time, which in turn conveys additional risk for future depressive symptoms, even after accounting for gender, ethnicity, and household income. In contrast, early drug use did not portend risk for future depressive symptoms. These findings suggest a complicated pattern of interrelations over time and indicate that many current models of co-occurring polysubstance use and depressive symptoms may not fully account for these associations. Instead, the results suggest a developmental cascade, in which symptoms of one disorder promote symptoms of the other across intrapersonal domains. En ligne : http://dx.doi.org/10.1017/S0954579414001473 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=268

Working memory and organizational skills problems in ADHD / Michael J. KOFLER in Journal of Child Psychology and Psychiatry, 59-1 (January 2018)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 59-1 (January 2018) . - p.57-67 Titre : Working memory and organizational skills problems in ADHD Type de document : Texte imprimé et/ou numérique Auteurs : Michael J. KOFLER, Auteur ; Dustin E. SARVER, Auteur ; Sherelle L. HARMON, Auteur ; Allison MOLTISANTI, Auteur ; Paula A. ADUEN, Auteur ; Elia F. SOTO, Auteur ; Nicole FERRETTI, Auteur Article en page(s) : p.57-67 Langues : Anglais (eng) Mots-clés : ADHD  working memory  organization  executive functions  functional impairments Index. décimale : PER Périodiques Résumé : Background This study tested model-driven predictions regarding working memory's role in the organizational problems associated with ADHD. Method Children aged 8–13 (M = 10.33, SD = 1.42) with and without ADHD (N = 103; 39 girls; 73% Caucasian/Non-Hispanic) were assessed on multiple, counterbalanced working memory tasks. Parents and teachers completed norm-referenced measures of organizational problems (Children's Organizational Skills Scale; COSS). Results Results confirmed large magnitude working memory deficits (d = 1.24) and organizational problems in ADHD (d = 0.85). Bias-corrected, bootstrapped conditional effects models linked impaired working memory with greater parent- and teacher-reported inattention, hyperactivity/impulsivity, and organizational problems. Working memory predicted organization problems across all parent and teacher COSS subscales (R2 = .19–.23). Approximately 38%–57% of working memory's effect on organization problems was conveyed by working memory's association with inattentive behavior. Unique effects of working memory remained significant for both parent- and teacher-reported task planning, as well as for teacher-reported memory/materials management and overall organization problems. Attention problems uniquely predicted worse organizational skills. Hyperactivity was unrelated to parent-reported organizational skills, but predicted better teacher-reported task planning. Conclusions Children with ADHD exhibit multisetting, broad-based organizational impairment. These impaired organizational skills are attributable in part to performance deficits secondary to working memory dysfunction, both directly and indirectly via working memory's role in regulating attention. Impaired working memory in ADHD renders it extraordinarily difficult for these children to consistently anticipate, plan, enact, and maintain goal-directed actions. En ligne : http://dx.doi.org/10.1111/jcpp.12773 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=327 [article] Working memory and organizational skills problems in ADHD [Texte imprimé et/ou numérique] / Michael J. KOFLER, Auteur ; Dustin E. SARVER, Auteur ; Sherelle L. HARMON, Auteur ; Allison MOLTISANTI, Auteur ; Paula A. ADUEN, Auteur ; Elia F. SOTO, Auteur ; Nicole FERRETTI, Auteur . - p.57-67. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 59-1 (January 2018) . - p.57-67 Mots-clés : ADHD  working memory  organization  executive functions  functional impairments Index. décimale : PER Périodiques Résumé : Background This study tested model-driven predictions regarding working memory's role in the organizational problems associated with ADHD. Method Children aged 8–13 (M = 10.33, SD = 1.42) with and without ADHD (N = 103; 39 girls; 73% Caucasian/Non-Hispanic) were assessed on multiple, counterbalanced working memory tasks. Parents and teachers completed norm-referenced measures of organizational problems (Children's Organizational Skills Scale; COSS). Results Results confirmed large magnitude working memory deficits (d = 1.24) and organizational problems in ADHD (d = 0.85). Bias-corrected, bootstrapped conditional effects models linked impaired working memory with greater parent- and teacher-reported inattention, hyperactivity/impulsivity, and organizational problems. Working memory predicted organization problems across all parent and teacher COSS subscales (R2 = .19–.23). Approximately 38%–57% of working memory's effect on organization problems was conveyed by working memory's association with inattentive behavior. Unique effects of working memory remained significant for both parent- and teacher-reported task planning, as well as for teacher-reported memory/materials management and overall organization problems. Attention problems uniquely predicted worse organizational skills. Hyperactivity was unrelated to parent-reported organizational skills, but predicted better teacher-reported task planning. Conclusions Children with ADHD exhibit multisetting, broad-based organizational impairment. These impaired organizational skills are attributable in part to performance deficits secondary to working memory dysfunction, both directly and indirectly via working memory's role in regulating attention. Impaired working memory in ADHD renders it extraordinarily difficult for these children to consistently anticipate, plan, enact, and maintain goal-directed actions. En ligne : http://dx.doi.org/10.1111/jcpp.12773 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=327

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