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Détail de l'auteur
Auteur Willa VOORHIES |
Documents disponibles écrits par cet auteur (2)
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Neural Responses to a Putative Set-shifting Task in Children with Autism Spectrum Disorder / Bryce DIRKS in Autism Research, 13-9 (September 2020)
[article]
Titre : Neural Responses to a Putative Set-shifting Task in Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Bryce DIRKS, Auteur ; Celia ROMERO, Auteur ; Willa VOORHIES, Auteur ; Lauren KUPIS, Auteur ; Jason S. NOMI, Auteur ; Dina R. DAJANI, Auteur ; Paola ODRIOZOLA, Auteur ; Catherine A. BURROWS, Auteur ; Amy L. BEAUMONT, Auteur ; Sandra M. CARDONA, Auteur ; Meaghan V. PARLADE, Auteur ; Michael ALESSANDRI, Auteur ; Jennifer C. BRITTON, Auteur ; Lucina Q. UDDIN, Auteur Article en page(s) : p.1501-1515 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : While much progress has been made toward understanding the neurobiology of social and communication deficits associated with autism spectrum disorder (ASD), less is known regarding the neurobiological basis of restricted and repetitive behaviors (RRBs) central to the ASD diagnosis. Symptom severity for RRBs in ASD is associated with cognitive inflexibility. Thus, understanding the neural mechanisms underlying cognitive inflexibility in ASD is critical for tailoring therapies to treat this understudied yet pervasive symptom. Here we used a set-shifting paradigm adopted from the developmental cognitive neuroscience literature involving flexible switching between stimulus categories to examine task performance and neural responses in children with ASD. Behaviorally, we found little evidence for group differences in performance on the set-shifting task. Compared with typically developing children, children with ASD exhibited greater activation of the parahippocampal gyrus during performance on trials requiring switching. These findings suggest that children with ASD may need to recruit memory-based neural systems to a greater degree when learning to flexibly associate stimuli with responses. Lay Summary Children with autism often struggle to behave in a flexible way when faced with unexpected challenges. We examined brain responses during a task thought to involve flexible thinking and found that compared with typically developing children, those with autism relied more on brain areas involved in learning and memory to complete the task. This study helps us to understand what types of cognitive tasks are best suited for exploring the neural basis of cognitive flexibility in children with autism. Autism Res 2020, 13: 1501–1515. © 2020 International Society for Autism Research, Wiley Periodicals, Inc. En ligne : http://dx.doi.org/10.1002/aur.2347 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431
in Autism Research > 13-9 (September 2020) . - p.1501-1515[article] Neural Responses to a Putative Set-shifting Task in Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Bryce DIRKS, Auteur ; Celia ROMERO, Auteur ; Willa VOORHIES, Auteur ; Lauren KUPIS, Auteur ; Jason S. NOMI, Auteur ; Dina R. DAJANI, Auteur ; Paola ODRIOZOLA, Auteur ; Catherine A. BURROWS, Auteur ; Amy L. BEAUMONT, Auteur ; Sandra M. CARDONA, Auteur ; Meaghan V. PARLADE, Auteur ; Michael ALESSANDRI, Auteur ; Jennifer C. BRITTON, Auteur ; Lucina Q. UDDIN, Auteur . - p.1501-1515.
Langues : Anglais (eng)
in Autism Research > 13-9 (September 2020) . - p.1501-1515
Index. décimale : PER Périodiques Résumé : While much progress has been made toward understanding the neurobiology of social and communication deficits associated with autism spectrum disorder (ASD), less is known regarding the neurobiological basis of restricted and repetitive behaviors (RRBs) central to the ASD diagnosis. Symptom severity for RRBs in ASD is associated with cognitive inflexibility. Thus, understanding the neural mechanisms underlying cognitive inflexibility in ASD is critical for tailoring therapies to treat this understudied yet pervasive symptom. Here we used a set-shifting paradigm adopted from the developmental cognitive neuroscience literature involving flexible switching between stimulus categories to examine task performance and neural responses in children with ASD. Behaviorally, we found little evidence for group differences in performance on the set-shifting task. Compared with typically developing children, children with ASD exhibited greater activation of the parahippocampal gyrus during performance on trials requiring switching. These findings suggest that children with ASD may need to recruit memory-based neural systems to a greater degree when learning to flexibly associate stimuli with responses. Lay Summary Children with autism often struggle to behave in a flexible way when faced with unexpected challenges. We examined brain responses during a task thought to involve flexible thinking and found that compared with typically developing children, those with autism relied more on brain areas involved in learning and memory to complete the task. This study helps us to understand what types of cognitive tasks are best suited for exploring the neural basis of cognitive flexibility in children with autism. Autism Res 2020, 13: 1501–1515. © 2020 International Society for Autism Research, Wiley Periodicals, Inc. En ligne : http://dx.doi.org/10.1002/aur.2347 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431 Parsing Heterogeneity of Executive Function in Typically and Atypically Developing Children: A Conceptual Replication and Exploration of Social Function / Adriana C. BAEZ in Journal of Autism and Developmental Disorders, 50-3 (March 2020)
[article]
Titre : Parsing Heterogeneity of Executive Function in Typically and Atypically Developing Children: A Conceptual Replication and Exploration of Social Function Type de document : Texte imprimé et/ou numérique Auteurs : Adriana C. BAEZ, Auteur ; Dina R. DAJANI, Auteur ; Willa VOORHIES, Auteur ; Meaghan V. PARLADE, Auteur ; Michael ALESSANDRI, Auteur ; Jennifer C. BRITTON, Auteur ; Maria M. LLABRE, Auteur ; Lucina Q. UDDIN, Auteur Article en page(s) : p.707-718 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Behavior Rating Inventory of Executive Function Dimensional Latent profile analysis Index. décimale : PER Périodiques Résumé : Executive function (EF), the set of cognitive processes that govern goal-directed behavior, varies within developmental samples and clinical populations. Here, we perform a conceptual replication of prior work (Dajani et al. in Sci Rep 6:36566, 2016) in an independent sample of typically developing children (n = 183) and children with autism spectrum disorder (n = 104). Consistent with previous work, the latent profile analysis of parent-report EF measures provided evidence for three EF classes, which exhibited differential proportions of diagnostic groups. Additionally, children in the impaired EF group exhibited greater levels of social impairment. These results highlight the heterogeneity of EF ability among clinical and non-clinical populations and the link between EF and social abilities. En ligne : http://dx.doi.org/10.1007/s10803-019-04290-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=419
in Journal of Autism and Developmental Disorders > 50-3 (March 2020) . - p.707-718[article] Parsing Heterogeneity of Executive Function in Typically and Atypically Developing Children: A Conceptual Replication and Exploration of Social Function [Texte imprimé et/ou numérique] / Adriana C. BAEZ, Auteur ; Dina R. DAJANI, Auteur ; Willa VOORHIES, Auteur ; Meaghan V. PARLADE, Auteur ; Michael ALESSANDRI, Auteur ; Jennifer C. BRITTON, Auteur ; Maria M. LLABRE, Auteur ; Lucina Q. UDDIN, Auteur . - p.707-718.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 50-3 (March 2020) . - p.707-718
Mots-clés : Autism spectrum disorder Behavior Rating Inventory of Executive Function Dimensional Latent profile analysis Index. décimale : PER Périodiques Résumé : Executive function (EF), the set of cognitive processes that govern goal-directed behavior, varies within developmental samples and clinical populations. Here, we perform a conceptual replication of prior work (Dajani et al. in Sci Rep 6:36566, 2016) in an independent sample of typically developing children (n = 183) and children with autism spectrum disorder (n = 104). Consistent with previous work, the latent profile analysis of parent-report EF measures provided evidence for three EF classes, which exhibited differential proportions of diagnostic groups. Additionally, children in the impaired EF group exhibited greater levels of social impairment. These results highlight the heterogeneity of EF ability among clinical and non-clinical populations and the link between EF and social abilities. En ligne : http://dx.doi.org/10.1007/s10803-019-04290-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=419