Neural dynamics of executive function in cognitively able kindergarteners with autism spectrum disorders as predictors of concurrent academic achievement / So Hyun KIM in Autism, 24-3 (April 2020)  

Public ISBD [article]  inAutism > 24-3 (April 2020) . - p.780-794 Titre : Neural dynamics of executive function in cognitively able kindergarteners with autism spectrum disorders as predictors of concurrent academic achievement Type de document : Texte imprimé et/ou numérique Auteurs : So Hyun KIM, Auteur ; George BUZZELL, Auteur ; Susan FAJA, Auteur ; Yeo Bi CHOI, Auteur ; Hannah R. THOMAS, Auteur ; Natalie Hiromi BRITO, Auteur ; Lauren C. SHUFFREY, Auteur ; William P. FIFER, Auteur ; Frederick D. MORRISON, Auteur ; Catherine LORD, Auteur ; Nathan FOX, Auteur Article en page(s) : p.780-794 Langues : Anglais (eng) Mots-clés : academic achievement  autism spectrum disorder  executive function Index. décimale : PER Périodiques Résumé : Although electrophysiological (electroencephalography) measures of executive functions (e.g. error monitoring) have been used to predict academic achievement in typically developing children, work investigating a link between error monitoring and academic skills in children with autism spectrum disorder is limited. In this study, we employed traditional electrophysiological and advanced time-frequency methods, combined with principal component analyses, to extract neural activity related to error monitoring and tested their relations to academic achievement in cognitively able kindergarteners with autism spectrum disorder. In total, 35 cognitively able kindergarteners with autism spectrum disorder completed academic assessments and the child-friendly "Zoo Game" Go/No-go task at school entry. The Go/No-go task successfully elicited an error-related negativity and error positivity in children with autism spectrum disorder as young as 5 years at fronto-central and posterior electrode sites, respectively. We also observed increased response-related theta power during errors relative to correct trials at fronto-central sites. Both larger error positivity and theta power significantly predicted concurrent academic achievement after controlling for behavioral performance on the Zoo Game and intelligence quotient. These results suggest that the use of time-frequency electroencephalography analyses, combined with traditional event-related potential measures, may provide new opportunities to investigate neurobiological mechanisms of executive function and academic achievement in young children with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361319874920 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422 [article] Neural dynamics of executive function in cognitively able kindergarteners with autism spectrum disorders as predictors of concurrent academic achievement [Texte imprimé et/ou numérique] / So Hyun KIM, Auteur ; George BUZZELL, Auteur ; Susan FAJA, Auteur ; Yeo Bi CHOI, Auteur ; Hannah R. THOMAS, Auteur ; Natalie Hiromi BRITO, Auteur ; Lauren C. SHUFFREY, Auteur ; William P. FIFER, Auteur ; Frederick D. MORRISON, Auteur ; Catherine LORD, Auteur ; Nathan FOX, Auteur . - p.780-794. Langues : Anglais (eng) in Autism > 24-3 (April 2020) . - p.780-794 Mots-clés : academic achievement  autism spectrum disorder  executive function Index. décimale : PER Périodiques Résumé : Although electrophysiological (electroencephalography) measures of executive functions (e.g. error monitoring) have been used to predict academic achievement in typically developing children, work investigating a link between error monitoring and academic skills in children with autism spectrum disorder is limited. In this study, we employed traditional electrophysiological and advanced time-frequency methods, combined with principal component analyses, to extract neural activity related to error monitoring and tested their relations to academic achievement in cognitively able kindergarteners with autism spectrum disorder. In total, 35 cognitively able kindergarteners with autism spectrum disorder completed academic assessments and the child-friendly "Zoo Game" Go/No-go task at school entry. The Go/No-go task successfully elicited an error-related negativity and error positivity in children with autism spectrum disorder as young as 5 years at fronto-central and posterior electrode sites, respectively. We also observed increased response-related theta power during errors relative to correct trials at fronto-central sites. Both larger error positivity and theta power significantly predicted concurrent academic achievement after controlling for behavioral performance on the Zoo Game and intelligence quotient. These results suggest that the use of time-frequency electroencephalography analyses, combined with traditional event-related potential measures, may provide new opportunities to investigate neurobiological mechanisms of executive function and academic achievement in young children with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361319874920 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422

Parenting and childhood irritability: Negative emotion socialization and parental control moderate the development of irritability / Sanjana RAVI in Development and Psychopathology, 35-3 (August 2023)  

Public ISBD [article]  inDevelopment and Psychopathology > 35-3 (August 2023) . - p.1444-1453 Titre : Parenting and childhood irritability: Negative emotion socialization and parental control moderate the development of irritability Type de document : Texte imprimé et/ou numérique Auteurs : Sanjana RAVI, Auteur ; Mazneen HAVEWALA, Auteur ; Katharina KIRCANSKI, Auteur ; Melissa A. BROTMAN, Auteur ; Leslie SCHNEIDER, Auteur ; Kathryn DEGNAN, Auteur ; Alisa ALMAS, Auteur ; Nathan FOX, Auteur ; Daniel S. PINE, Auteur ; Ellen LEIBENLUFT, Auteur ; Courtney FILIPPI, Auteur Article en page(s) : p.1444-1453 Langues : Anglais (eng) Mots-clés : emotion socialization  irritability  parental control  parenting  psychopathology Index. décimale : PER Périodiques Résumé : Irritability, characterized by anger in response to frustration, is normative in childhood. While children typically show a decline in irritability from toddlerhood to school age, elevated irritability throughout childhood may predict later psychopathology. The current study (n = 78) examined associations between trajectories of irritability in early childhood (ages 2-7) and irritability in adolescence (age 12) and tested whether these associations are moderated by parenting behaviors. Results indicate that negative emotion socialization moderated trajectories of irritability - relative to children with low stable irritability, children who exhibited high stable irritability in early childhood and who had parents that exhibited greater negative emotion socialization behaviors had higher irritability in adolescence. Further, negative parental control behavior moderated trajectories of irritability - relative to children with low stable irritability, children who had high decreasing irritability in early childhood and who had parents who exhibited greater negative control behaviors had higher irritability in adolescence. In contrast, positive emotion socialization and control behaviors did not moderate the relations between early childhood irritability and later irritability in adolescence. These results suggest that both irritability in early childhood and negative parenting behaviors may jointly influence irritability in adolescence. The current study underscores the significance of negative parenting behaviors and could inform treatment. En ligne : http://dx.doi.org/10.1017/S0954579421001346 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=511 [article] Parenting and childhood irritability: Negative emotion socialization and parental control moderate the development of irritability [Texte imprimé et/ou numérique] / Sanjana RAVI, Auteur ; Mazneen HAVEWALA, Auteur ; Katharina KIRCANSKI, Auteur ; Melissa A. BROTMAN, Auteur ; Leslie SCHNEIDER, Auteur ; Kathryn DEGNAN, Auteur ; Alisa ALMAS, Auteur ; Nathan FOX, Auteur ; Daniel S. PINE, Auteur ; Ellen LEIBENLUFT, Auteur ; Courtney FILIPPI, Auteur . - p.1444-1453. Langues : Anglais (eng) in Development and Psychopathology > 35-3 (August 2023) . - p.1444-1453 Mots-clés : emotion socialization  irritability  parental control  parenting  psychopathology Index. décimale : PER Périodiques Résumé : Irritability, characterized by anger in response to frustration, is normative in childhood. While children typically show a decline in irritability from toddlerhood to school age, elevated irritability throughout childhood may predict later psychopathology. The current study (n = 78) examined associations between trajectories of irritability in early childhood (ages 2-7) and irritability in adolescence (age 12) and tested whether these associations are moderated by parenting behaviors. Results indicate that negative emotion socialization moderated trajectories of irritability - relative to children with low stable irritability, children who exhibited high stable irritability in early childhood and who had parents that exhibited greater negative emotion socialization behaviors had higher irritability in adolescence. Further, negative parental control behavior moderated trajectories of irritability - relative to children with low stable irritability, children who had high decreasing irritability in early childhood and who had parents who exhibited greater negative control behaviors had higher irritability in adolescence. In contrast, positive emotion socialization and control behaviors did not moderate the relations between early childhood irritability and later irritability in adolescence. These results suggest that both irritability in early childhood and negative parenting behaviors may jointly influence irritability in adolescence. The current study underscores the significance of negative parenting behaviors and could inform treatment. En ligne : http://dx.doi.org/10.1017/S0954579421001346 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=511

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