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Détail de l'auteur
Auteur Grace Lee SIMMONS |
Documents disponibles écrits par cet auteur (2)
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Sluggish cognitive tempo: An examination of clinical correlates for adults with autism / Alexis M. BREWE in Autism, 24-6 (August 2020)
[article]
Titre : Sluggish cognitive tempo: An examination of clinical correlates for adults with autism Type de document : Texte imprimé et/ou numérique Auteurs : Alexis M. BREWE, Auteur ; Grace Lee SIMMONS, Auteur ; Nicole N. CAPRIOLA-HALL, Auteur ; Susan W. WHITE, Auteur Article en page(s) : p.1373-1383 Langues : Anglais (eng) Mots-clés : adults attention-deficit/hyperactivity-disorder autism spectrum disorder depression sluggish cognitive tempo Index. décimale : PER Périodiques Résumé : Adults with autism spectrum disorder often experience a range of co-occurring mental health problems such as attention-deficit/hyperactivity-disorder, as well as difficulties with executive function. Sluggish cognitive tempo, a cluster of behaviors including slow processing, daydreaming, and mental fogginess, has been shown to be associated with attention-deficit/hyperactivity-disorder, and limited research has suggested that individuals with autism spectrum disorder may experience sluggish cognitive tempo. We examined co-occurring mental health problems and executive function in 57 young adults with autism spectrum disorder, aged 16-25?years to better understand sluggish cognitive tempo in autism spectrum disorder. Parents of the young adults answered questions about their children's sluggish cognitive tempo, attention-deficit/hyperactivity-disorder, depression, and anxiety symptoms, and the young adults completed tests of their executive function. Results demonstrated that nearly one-third of the sample exhibited clinically impairing levels of sluggish cognitive tempo. Although sluggish cognitive tempo and attention-deficit/hyperactivity-disorder symptoms were related, our findings suggest they are not the same constructs. Increased sluggish cognitive tempo is related to more difficulties with executive function and increased depression, but not anxiety symptoms. Results demonstrate that sluggish cognitive tempo may pose heightened difficulties for adults with autism spectrum disorder, making it an important construct to continue studying. Considerations for assessment and long-term impacts of sluggish cognitive tempo for adults with autism spectrum disorder are discussed. En ligne : http://dx.doi.org/10.1177/1362361319900422 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=428
in Autism > 24-6 (August 2020) . - p.1373-1383[article] Sluggish cognitive tempo: An examination of clinical correlates for adults with autism [Texte imprimé et/ou numérique] / Alexis M. BREWE, Auteur ; Grace Lee SIMMONS, Auteur ; Nicole N. CAPRIOLA-HALL, Auteur ; Susan W. WHITE, Auteur . - p.1373-1383.
Langues : Anglais (eng)
in Autism > 24-6 (August 2020) . - p.1373-1383
Mots-clés : adults attention-deficit/hyperactivity-disorder autism spectrum disorder depression sluggish cognitive tempo Index. décimale : PER Périodiques Résumé : Adults with autism spectrum disorder often experience a range of co-occurring mental health problems such as attention-deficit/hyperactivity-disorder, as well as difficulties with executive function. Sluggish cognitive tempo, a cluster of behaviors including slow processing, daydreaming, and mental fogginess, has been shown to be associated with attention-deficit/hyperactivity-disorder, and limited research has suggested that individuals with autism spectrum disorder may experience sluggish cognitive tempo. We examined co-occurring mental health problems and executive function in 57 young adults with autism spectrum disorder, aged 16-25?years to better understand sluggish cognitive tempo in autism spectrum disorder. Parents of the young adults answered questions about their children's sluggish cognitive tempo, attention-deficit/hyperactivity-disorder, depression, and anxiety symptoms, and the young adults completed tests of their executive function. Results demonstrated that nearly one-third of the sample exhibited clinically impairing levels of sluggish cognitive tempo. Although sluggish cognitive tempo and attention-deficit/hyperactivity-disorder symptoms were related, our findings suggest they are not the same constructs. Increased sluggish cognitive tempo is related to more difficulties with executive function and increased depression, but not anxiety symptoms. Results demonstrate that sluggish cognitive tempo may pose heightened difficulties for adults with autism spectrum disorder, making it an important construct to continue studying. Considerations for assessment and long-term impacts of sluggish cognitive tempo for adults with autism spectrum disorder are discussed. En ligne : http://dx.doi.org/10.1177/1362361319900422 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=428 Utility of an Observational Social Skill Assessment as a Measure of Social Cognition in Autism / Grace Lee SIMMONS in Autism Research, 14-4 (April 2021)
[article]
Titre : Utility of an Observational Social Skill Assessment as a Measure of Social Cognition in Autism Type de document : Texte imprimé et/ou numérique Auteurs : Grace Lee SIMMONS, Auteur ; Sara IOANNOU, Auteur ; Jessica V. SMITH, Auteur ; Blythe A. CORBETT, Auteur ; Matthew D LERNER, Auteur ; Susan W. WHITE, Auteur Article en page(s) : p.709-719 Langues : Anglais (eng) Mots-clés : adolescents children face processing social cognition social cognition and theory of mind Index. décimale : PER Périodiques Résumé : Models of impaired social competence in autism spectrum disorder (ASD) highlight deficits in social cognition and social behavior. The Contextual Assessment of Social Skills (CASS) is a laboratory-based assessment of conversation ability in which participants interact with trained confederates who act interested (CASS-I) and bored (CASS-B), sequentially. The increased ecological validity of the CASS allows for better generalization to real-world social situations. Participants' perceptions of confederate behavior, assessed by the CASS Conversation Rating Scale (CRS), might offer additional utility as a metric of social cognition. The current study examined CASS confederate behavior (adherence to interested or bored condition) and both internal validity and convergent validity of the CASS as a measure of social behavior and social cognition. Fifty adolescents with ASD participated as part of a multisite randomized clinical trial. Adherence ratings were consistent across gender and site, with interested confederates significantly out-performing bored confederates. The ability to distinguish between interested and bored confederates was positively associated with CASS social behavior and social cognition tasks, although social behavior during the CASS was not consistently associated with parent-rated social behavior. Controlling for confederate behavior did not significantly alter these associations. Findings demonstrate strong internal validity of the CASS and, partially, external validity of the CASS as a measure of social cognition. Findings highlight nuanced differences in social behavior and social cognition. The CASS shows promise as an outcome measure for clinical interventions and should be incorporated into a multimethod battery to assess social competence in individuals with ASD. LAY SUMMARY: Social cognition and social behavior should be studied together to examine social competence in youth with autism. The Contextual Assessment of Social Skills (CASS), a behavioral observation measure, shows promise toward this end; findings suggest the CASS taps social cognition and social behavior when administered alongside a participant rating scale of their conversation partner's engagement. Continued research, including examination of the CASS, may inform best practices in comprehensive assessment of social competence in autism. Autism Res 2021, 14: 709-719. © 2020 International Society for Autism Research and Wiley Periodicals LLC. En ligne : http://dx.doi.org/10.1002/aur.2404 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=443
in Autism Research > 14-4 (April 2021) . - p.709-719[article] Utility of an Observational Social Skill Assessment as a Measure of Social Cognition in Autism [Texte imprimé et/ou numérique] / Grace Lee SIMMONS, Auteur ; Sara IOANNOU, Auteur ; Jessica V. SMITH, Auteur ; Blythe A. CORBETT, Auteur ; Matthew D LERNER, Auteur ; Susan W. WHITE, Auteur . - p.709-719.
Langues : Anglais (eng)
in Autism Research > 14-4 (April 2021) . - p.709-719
Mots-clés : adolescents children face processing social cognition social cognition and theory of mind Index. décimale : PER Périodiques Résumé : Models of impaired social competence in autism spectrum disorder (ASD) highlight deficits in social cognition and social behavior. The Contextual Assessment of Social Skills (CASS) is a laboratory-based assessment of conversation ability in which participants interact with trained confederates who act interested (CASS-I) and bored (CASS-B), sequentially. The increased ecological validity of the CASS allows for better generalization to real-world social situations. Participants' perceptions of confederate behavior, assessed by the CASS Conversation Rating Scale (CRS), might offer additional utility as a metric of social cognition. The current study examined CASS confederate behavior (adherence to interested or bored condition) and both internal validity and convergent validity of the CASS as a measure of social behavior and social cognition. Fifty adolescents with ASD participated as part of a multisite randomized clinical trial. Adherence ratings were consistent across gender and site, with interested confederates significantly out-performing bored confederates. The ability to distinguish between interested and bored confederates was positively associated with CASS social behavior and social cognition tasks, although social behavior during the CASS was not consistently associated with parent-rated social behavior. Controlling for confederate behavior did not significantly alter these associations. Findings demonstrate strong internal validity of the CASS and, partially, external validity of the CASS as a measure of social cognition. Findings highlight nuanced differences in social behavior and social cognition. The CASS shows promise as an outcome measure for clinical interventions and should be incorporated into a multimethod battery to assess social competence in individuals with ASD. LAY SUMMARY: Social cognition and social behavior should be studied together to examine social competence in youth with autism. The Contextual Assessment of Social Skills (CASS), a behavioral observation measure, shows promise toward this end; findings suggest the CASS taps social cognition and social behavior when administered alongside a participant rating scale of their conversation partner's engagement. Continued research, including examination of the CASS, may inform best practices in comprehensive assessment of social competence in autism. Autism Res 2021, 14: 709-719. © 2020 International Society for Autism Research and Wiley Periodicals LLC. En ligne : http://dx.doi.org/10.1002/aur.2404 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=443