Adaptation of the PEERS for Young Adults Social Skills Curriculum for College Students With Autism Spectrum Disorder / Ashley A. PALLATHRA ; C. Teal RAFFAELE ; Caitlin ROTHWELL ; Brendan A. RICH in Focus on Autism and Other Developmental Disabilities, 38-4 (December 2023)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 38-4 (December 2023) . - p.234-244 Titre : Adaptation of the PEERS for Young Adults Social Skills Curriculum for College Students With Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Ashley A. PALLATHRA, Auteur ; C. Teal RAFFAELE, Auteur ; Caitlin ROTHWELL, Auteur ; Brendan A. RICH, Auteur Article en page(s) : p.234-244 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  social skills  socialization  adult  age  intervention Index. décimale : PER Périodiques Résumé : Young adults with autism spectrum disorder (ASD) experience a variety of unique challenges that may be compounded for individuals pursuing postsecondary education. Particular difficulties identified for college students with ASD include variability in social skills, social isolation, and reduced access to appropriate support and services. Research on effective interventions supporting college students with ASD is considerably lacking. This pilot study sought to address this area of need by modifying the Program for the Education and Enrichment of Relational Skills (PEERS) for Young Adults, a social skills training program for young adults with autism, for use on a college campus. Following the intervention, participants showed improvements in areas of social functioning that are particularly important for college students with ASD, including overall social functioning, social awareness, social motivation, social cognition, and knowledge of social skills. This study is an important step toward the development of effective interventions that address social competence specifically for young adults with autism in postsecondary educational environments. En ligne : https://dx.doi.org/10.1177/10883576221133484 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=515 [article] Adaptation of the PEERS for Young Adults Social Skills Curriculum for College Students With Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Ashley A. PALLATHRA, Auteur ; C. Teal RAFFAELE, Auteur ; Caitlin ROTHWELL, Auteur ; Brendan A. RICH, Auteur . - p.234-244. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 38-4 (December 2023) . - p.234-244 Mots-clés : autism spectrum disorders  social skills  socialization  adult  age  intervention Index. décimale : PER Périodiques Résumé : Young adults with autism spectrum disorder (ASD) experience a variety of unique challenges that may be compounded for individuals pursuing postsecondary education. Particular difficulties identified for college students with ASD include variability in social skills, social isolation, and reduced access to appropriate support and services. Research on effective interventions supporting college students with ASD is considerably lacking. This pilot study sought to address this area of need by modifying the Program for the Education and Enrichment of Relational Skills (PEERS) for Young Adults, a social skills training program for young adults with autism, for use on a college campus. Following the intervention, participants showed improvements in areas of social functioning that are particularly important for college students with ASD, including overall social functioning, social awareness, social motivation, social cognition, and knowledge of social skills. This study is an important step toward the development of effective interventions that address social competence specifically for young adults with autism in postsecondary educational environments. En ligne : https://dx.doi.org/10.1177/10883576221133484 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=515

Adaptation to different communicative contexts: an eye tracking study of autistic adults / Julia PARISH-MORRIS in Journal of Neurodevelopmental Disorders, 11-1 (December 2019)  

Public ISBD [article]  inJournal of Neurodevelopmental Disorders > 11-1 (December 2019) . - 5 p. Titre : Adaptation to different communicative contexts: an eye tracking study of autistic adults Type de document : Texte imprimé et/ou numérique Auteurs : Julia PARISH-MORRIS, Auteur ; Ashley A. PALLATHRA, Auteur ; E. FERGUSON, Auteur ; B. B. MADDOX, Auteur ; A. POMYKACZ, Auteur ; L. S. PEREZ, Auteur ; Leila BATEMAN, Auteur ; J. PANDEY, Auteur ; Robert T. SCHULTZ, Auteur ; Edward S. BRODKIN, Auteur Article en page(s) : 5 p. Langues : Anglais (eng) Mots-clés : Adults  Autism spectrum disorder  Eye gaze  Face processing/perception Index. décimale : PER Périodiques Résumé : BACKGROUND: Learning through social observation (i.e., watching other people interact) lays the foundation for later social skills and social cognition. However, social situations are often complex, and humans are only capable of attending to one aspect of a scene at a time. How do people choose where to allocate their visual resources when viewing complex social scenarios? For typically developing (TD) individuals, faces are often given priority. Depending upon context, however, it may be more useful to attend to other aspects of the environment, such as hands, tools, or background objects. Previous studies reported reduced face looking in individuals with autism spectrum disorder (ASD), but modulation of visual attention in response to contextual differences (e.g., according to social richness, or the presence/absence of communicative behaviors between two people) has only briefly been explored. In this study, we used eye-tracking technology to test the extent to which ASD adults and TD adults use social context to guide their gaze behavior. METHODS: Fifty-five adults participated (28 with ASD). The location and duration of participants' gaze were recorded while they watched a series of naturalistic social videos. Half of the videos depicted two people engaging in non-verbal communication (rich social scenes) while playing with toys. The other half depicted two people playing with toys separately, not interacting with each other (lean social scenes). RESULTS: ASD and TD adults both increased their attention to faces in communicative contexts (rich social scenes) as compared to non-communicative contexts (lean social scenes). However, TD adults increased their attention to faces significantly more when watching two people communicate than did ASD adults, who increased their attention to a lesser degree. Further analysis revealed that ASD adults persisted in looking at hands and toys, even when observing two people communicate in a rich social scene. CONCLUSIONS: Diminished gaze to faces when observing two people communicating may lead to fewer opportunities for social learning and subsequent reductions in social knowledge. Naturalistic measures of contextual modulation could help identify areas of need for individuals learning about the social world and could become treatment targets to improve everyday social learning. En ligne : https://dx.doi.org/10.1186/s11689-019-9265-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=409 [article] Adaptation to different communicative contexts: an eye tracking study of autistic adults [Texte imprimé et/ou numérique] / Julia PARISH-MORRIS, Auteur ; Ashley A. PALLATHRA, Auteur ; E. FERGUSON, Auteur ; B. B. MADDOX, Auteur ; A. POMYKACZ, Auteur ; L. S. PEREZ, Auteur ; Leila BATEMAN, Auteur ; J. PANDEY, Auteur ; Robert T. SCHULTZ, Auteur ; Edward S. BRODKIN, Auteur . - 5 p. Langues : Anglais (eng) in Journal of Neurodevelopmental Disorders > 11-1 (December 2019) . - 5 p. Mots-clés : Adults  Autism spectrum disorder  Eye gaze  Face processing/perception Index. décimale : PER Périodiques Résumé : BACKGROUND: Learning through social observation (i.e., watching other people interact) lays the foundation for later social skills and social cognition. However, social situations are often complex, and humans are only capable of attending to one aspect of a scene at a time. How do people choose where to allocate their visual resources when viewing complex social scenarios? For typically developing (TD) individuals, faces are often given priority. Depending upon context, however, it may be more useful to attend to other aspects of the environment, such as hands, tools, or background objects. Previous studies reported reduced face looking in individuals with autism spectrum disorder (ASD), but modulation of visual attention in response to contextual differences (e.g., according to social richness, or the presence/absence of communicative behaviors between two people) has only briefly been explored. In this study, we used eye-tracking technology to test the extent to which ASD adults and TD adults use social context to guide their gaze behavior. METHODS: Fifty-five adults participated (28 with ASD). The location and duration of participants' gaze were recorded while they watched a series of naturalistic social videos. Half of the videos depicted two people engaging in non-verbal communication (rich social scenes) while playing with toys. The other half depicted two people playing with toys separately, not interacting with each other (lean social scenes). RESULTS: ASD and TD adults both increased their attention to faces in communicative contexts (rich social scenes) as compared to non-communicative contexts (lean social scenes). However, TD adults increased their attention to faces significantly more when watching two people communicate than did ASD adults, who increased their attention to a lesser degree. Further analysis revealed that ASD adults persisted in looking at hands and toys, even when observing two people communicate in a rich social scene. CONCLUSIONS: Diminished gaze to faces when observing two people communicating may lead to fewer opportunities for social learning and subsequent reductions in social knowledge. Naturalistic measures of contextual modulation could help identify areas of need for individuals learning about the social world and could become treatment targets to improve everyday social learning. En ligne : https://dx.doi.org/10.1186/s11689-019-9265-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=409

Defining behavioral components of social functioning in adults with autism spectrum disorder as targets for treatment / Ashley A. PALLATHRA in Autism Research, 11-3 (March 2018)  

Public ISBD [article]  inAutism Research > 11-3 (March 2018) . - p.488-502 Titre : Defining behavioral components of social functioning in adults with autism spectrum disorder as targets for treatment Type de document : Texte imprimé et/ou numérique Auteurs : Ashley A. PALLATHRA, Auteur ; Monica E. CALKINS, Auteur ; Julia PARISH-MORRIS, Auteur ; B. B. MADDOX, Auteur ; L. S. PEREZ, Auteur ; J. MILLER, Auteur ; Ruben C. GUR, Auteur ; D. S. MANDELL, Auteur ; Robert T. SCHULTZ, Auteur ; Edward S. BRODKIN, Auteur Article en page(s) : p.488-502 Langues : Anglais (eng) Mots-clés : adult autism spectrum disorder  anxiety  cognition  motivation  skills  social functioning  treatment Index. décimale : PER Périodiques Résumé : There is increasing recognition that adults with autism spectrum disorder (ASD) would benefit from treatment to improve social functioning, a key factor in adults' overall quality of life. However, the various behavioral components of social functioning (i.e., categories of behaviors underlying social functioning), including social motivation, social anxiety, social cognition, and social skills, have not all been assessed together in any sample of adults with ASD, making it difficult to know the relative levels of impairment in these various categories, the relationships among these categories, or promising targets for treatments. We hypothesized there would be significant correlations among measures within the same category, but fewer correlations of measures between categories, indicating the heterogeneity of impairments in adults with ASD. Twenty-nine adults with ASD without co-occurring intellectual disability completed multiple assessments measuring social motivation, social anxiety, social cognition, and social skills, as well as measures of overall ASD symptom levels and community functioning. Results revealed significant positive correlations among measures within most categories; positive correlations between measures of social motivation and all other categories, except for social cognition; as well as positive cross-domain correlations between measures of anxiety and ASD phenotype; measures of social skills and community functioning; and measures of social skills and ASD phenotype. Further studies are warranted to determine causal relationships among these behavioral categories, across developmental stages. However, the lack of correlations between many categories suggests the potential importance of multidimensional treatments that target the particular components of social functioning most in need of improvement in individuals. Autism Res 2018, 11: 488-502. (c) 2017 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: The goal of this study was to measure behaviors that contribute to social functioning difficulties in adults with ASD, with the ultimate goal of guiding treatment development. We found that motivation to interact with others was significantly related to social anxiety and social skill. Our results suggest that motivation may be important to target in treatment, and that treatments should be tailored to the areas most in need of improvement in each individual. En ligne : http://dx.doi.org/10.1002/aur.1910 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=352 [article] Defining behavioral components of social functioning in adults with autism spectrum disorder as targets for treatment [Texte imprimé et/ou numérique] / Ashley A. PALLATHRA, Auteur ; Monica E. CALKINS, Auteur ; Julia PARISH-MORRIS, Auteur ; B. B. MADDOX, Auteur ; L. S. PEREZ, Auteur ; J. MILLER, Auteur ; Ruben C. GUR, Auteur ; D. S. MANDELL, Auteur ; Robert T. SCHULTZ, Auteur ; Edward S. BRODKIN, Auteur . - p.488-502. Langues : Anglais (eng) in Autism Research > 11-3 (March 2018) . - p.488-502 Mots-clés : adult autism spectrum disorder  anxiety  cognition  motivation  skills  social functioning  treatment Index. décimale : PER Périodiques Résumé : There is increasing recognition that adults with autism spectrum disorder (ASD) would benefit from treatment to improve social functioning, a key factor in adults' overall quality of life. However, the various behavioral components of social functioning (i.e., categories of behaviors underlying social functioning), including social motivation, social anxiety, social cognition, and social skills, have not all been assessed together in any sample of adults with ASD, making it difficult to know the relative levels of impairment in these various categories, the relationships among these categories, or promising targets for treatments. We hypothesized there would be significant correlations among measures within the same category, but fewer correlations of measures between categories, indicating the heterogeneity of impairments in adults with ASD. Twenty-nine adults with ASD without co-occurring intellectual disability completed multiple assessments measuring social motivation, social anxiety, social cognition, and social skills, as well as measures of overall ASD symptom levels and community functioning. Results revealed significant positive correlations among measures within most categories; positive correlations between measures of social motivation and all other categories, except for social cognition; as well as positive cross-domain correlations between measures of anxiety and ASD phenotype; measures of social skills and community functioning; and measures of social skills and ASD phenotype. Further studies are warranted to determine causal relationships among these behavioral categories, across developmental stages. However, the lack of correlations between many categories suggests the potential importance of multidimensional treatments that target the particular components of social functioning most in need of improvement in individuals. Autism Res 2018, 11: 488-502. (c) 2017 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: The goal of this study was to measure behaviors that contribute to social functioning difficulties in adults with ASD, with the ultimate goal of guiding treatment development. We found that motivation to interact with others was significantly related to social anxiety and social skill. Our results suggest that motivation may be important to target in treatment, and that treatments should be tailored to the areas most in need of improvement in each individual. En ligne : http://dx.doi.org/10.1002/aur.1910 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=352

Dynamic Eye Tracking as a Predictor and Outcome Measure of Social Skills Intervention in Adolescents and Adults with Autism Spectrum Disorder / Rachel K. GREENE in Journal of Autism and Developmental Disorders, 51-4 (April 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-4 (April 2021) . - p.1173-1187 Titre : Dynamic Eye Tracking as a Predictor and Outcome Measure of Social Skills Intervention in Adolescents and Adults with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Rachel K. GREENE, Auteur ; Julia PARISH-MORRIS, Auteur ; Miranda SULLIVAN, Auteur ; Jessica L. KINARD, Auteur ; Maya G MOSNER, Auteur ; Lauren M. TURNER-BROWN, Auteur ; David L. PENN, Auteur ; Christopher A. WIESEN, Auteur ; Ashley A. PALLATHRA, Auteur ; Edward S. BRODKIN, Auteur ; Robert T. SCHULTZ, Auteur ; Gabriel S. DICHTER, Auteur Article en page(s) : p.1173-1187 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Eye tracking  Social skills intervention  Treatment outcome Index. décimale : PER Périodiques Résumé : To evaluate an eye tracking task as a predictor and outcome measure of treatment response for autism spectrum disorder (ASD) social skills interventions, adolescents and young adults with ASD completed the eye tracking task before, immediately after, and two months after completing Social Cognition and Interaction Training for Autism (SCIT-A). The study compared SCIT-A participants (n?=?20) to participants with ASD who received treatment as usual (TAU; n?=?21). Overall, increased visual attention to faces and background objects and decreased attention to hands playing with toys at baseline were associated with improved social functioning immediately following intervention, suggesting this eye tracking task may reliably predict ASD social intervention outcomes. En ligne : http://dx.doi.org/10.1007/s10803-020-04594-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 [article] Dynamic Eye Tracking as a Predictor and Outcome Measure of Social Skills Intervention in Adolescents and Adults with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Rachel K. GREENE, Auteur ; Julia PARISH-MORRIS, Auteur ; Miranda SULLIVAN, Auteur ; Jessica L. KINARD, Auteur ; Maya G MOSNER, Auteur ; Lauren M. TURNER-BROWN, Auteur ; David L. PENN, Auteur ; Christopher A. WIESEN, Auteur ; Ashley A. PALLATHRA, Auteur ; Edward S. BRODKIN, Auteur ; Robert T. SCHULTZ, Auteur ; Gabriel S. DICHTER, Auteur . - p.1173-1187. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-4 (April 2021) . - p.1173-1187 Mots-clés : Autism spectrum disorder  Eye tracking  Social skills intervention  Treatment outcome Index. décimale : PER Périodiques Résumé : To evaluate an eye tracking task as a predictor and outcome measure of treatment response for autism spectrum disorder (ASD) social skills interventions, adolescents and young adults with ASD completed the eye tracking task before, immediately after, and two months after completing Social Cognition and Interaction Training for Autism (SCIT-A). The study compared SCIT-A participants (n?=?20) to participants with ASD who received treatment as usual (TAU; n?=?21). Overall, increased visual attention to faces and background objects and decreased attention to hands playing with toys at baseline were associated with improved social functioning immediately following intervention, suggesting this eye tracking task may reliably predict ASD social intervention outcomes. En ligne : http://dx.doi.org/10.1007/s10803-020-04594-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445

Heritability of quantitative autism spectrum traits in adults: A family-based study / S. C. TAYLOR in Autism Research, 14-8 (August 2021)  

Public ISBD [article]  inAutism Research > 14-8 (August 2021) . - p.1543-1553 Titre : Heritability of quantitative autism spectrum traits in adults: A family-based study Type de document : Texte imprimé et/ou numérique Auteurs : S. C. TAYLOR, Auteur ; S. STEEMAN, Auteur ; B. N. GEHRINGER, Auteur ; H. C. DOW, Auteur ; A. LANGER, Auteur ; E. RAWOT, Auteur ; L. PEREZ, Auteur ; M. GOODMAN, Auteur ; Z. SMERNOFF, Auteur ; M. GREWAL, Auteur ; O. ESHRAGHI, Auteur ; Ashley A. PALLATHRA, Auteur ; C. OKSAS, Auteur ; M. MENDEZ, Auteur ; Ruben C. GUR, Auteur ; D. J. RADER, Auteur ; M. BUCAN, Auteur ; Laura ALMASY, Auteur ; Edward S. BRODKIN, Auteur Article en page(s) : p.1543-1553 Langues : Anglais (eng) Mots-clés : Adult  Autism Spectrum Disorder/genetics  Autistic Disorder  Executive Function  Humans  Phenotype  Surveys and Questionnaires  adult  autism spectrum disorder  family studies  heritability  phenotype  quantitative trait Index. décimale : PER Périodiques Résumé : Autism spectrum disorder (ASD) comprises a multi-dimensional set of quantitative behavioral traits expressed along a continuum in autistic and neurotypical individuals. ASD diagnosis-a dichotomous trait-is known to be highly heritable and has been used as the phenotype for most ASD genetic studies. But less is known about the heritability of autism spectrum quantitative traits, especially in adults, an important prerequisite for gene discovery. We sought to measure the heritability of many autism-relevant quantitative traits in adults high in autism spectrum traits and their extended family members. Among adults high in autism spectrum traits (n = 158) and their extended family members (n = 245), we calculated univariate and bivariate heritability estimates for 19 autism spectrum traits across several behavioral domains. We found nearly all tested autism spectrum quantitative traits to be significantly heritable (h(2)  = 0.24-0.79), including overall ASD traits, restricted repetitive behaviors, broader autism phenotype traits, social anxiety, and executive functioning. The degree of shared heritability varied based on method and specificity of the assessment measure. We found high shared heritability for the self-report measures and for most of the informant-report measures, with little shared heritability among performance-based cognition tasks. These findings suggest that many autism spectrum quantitative traits would be good, feasible candidates for future genetics studies, allowing for an increase in the power of autism gene discovery. Our findings suggest that the degree of shared heritability between traits depends on the assessment method (self-report vs. informant-report vs. performance-based tasks), as well as trait-specificity. LAY SUMMARY: We found that the scores from questionnaires and tasks measuring different types of behaviors and abilities related to autism spectrum disorder (ASD) were heritable (strongly influenced by gene variants passed down through a family) among autistic adults and their family members. These findings mean that these scores can be used in future studies interested in identifying specific genes and gene variants that are associated with different behaviors and abilities related with ASD. En ligne : http://dx.doi.org/10.1002/aur.2571 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=449 [article] Heritability of quantitative autism spectrum traits in adults: A family-based study [Texte imprimé et/ou numérique] / S. C. TAYLOR, Auteur ; S. STEEMAN, Auteur ; B. N. GEHRINGER, Auteur ; H. C. DOW, Auteur ; A. LANGER, Auteur ; E. RAWOT, Auteur ; L. PEREZ, Auteur ; M. GOODMAN, Auteur ; Z. SMERNOFF, Auteur ; M. GREWAL, Auteur ; O. ESHRAGHI, Auteur ; Ashley A. PALLATHRA, Auteur ; C. OKSAS, Auteur ; M. MENDEZ, Auteur ; Ruben C. GUR, Auteur ; D. J. RADER, Auteur ; M. BUCAN, Auteur ; Laura ALMASY, Auteur ; Edward S. BRODKIN, Auteur . - p.1543-1553. Langues : Anglais (eng) in Autism Research > 14-8 (August 2021) . - p.1543-1553 Mots-clés : Adult  Autism Spectrum Disorder/genetics  Autistic Disorder  Executive Function  Humans  Phenotype  Surveys and Questionnaires  adult  autism spectrum disorder  family studies  heritability  phenotype  quantitative trait Index. décimale : PER Périodiques Résumé : Autism spectrum disorder (ASD) comprises a multi-dimensional set of quantitative behavioral traits expressed along a continuum in autistic and neurotypical individuals. ASD diagnosis-a dichotomous trait-is known to be highly heritable and has been used as the phenotype for most ASD genetic studies. But less is known about the heritability of autism spectrum quantitative traits, especially in adults, an important prerequisite for gene discovery. We sought to measure the heritability of many autism-relevant quantitative traits in adults high in autism spectrum traits and their extended family members. Among adults high in autism spectrum traits (n = 158) and their extended family members (n = 245), we calculated univariate and bivariate heritability estimates for 19 autism spectrum traits across several behavioral domains. We found nearly all tested autism spectrum quantitative traits to be significantly heritable (h(2)  = 0.24-0.79), including overall ASD traits, restricted repetitive behaviors, broader autism phenotype traits, social anxiety, and executive functioning. The degree of shared heritability varied based on method and specificity of the assessment measure. We found high shared heritability for the self-report measures and for most of the informant-report measures, with little shared heritability among performance-based cognition tasks. These findings suggest that many autism spectrum quantitative traits would be good, feasible candidates for future genetics studies, allowing for an increase in the power of autism gene discovery. Our findings suggest that the degree of shared heritability between traits depends on the assessment method (self-report vs. informant-report vs. performance-based tasks), as well as trait-specificity. LAY SUMMARY: We found that the scores from questionnaires and tasks measuring different types of behaviors and abilities related to autism spectrum disorder (ASD) were heritable (strongly influenced by gene variants passed down through a family) among autistic adults and their family members. These findings mean that these scores can be used in future studies interested in identifying specific genes and gene variants that are associated with different behaviors and abilities related with ASD. En ligne : http://dx.doi.org/10.1002/aur.2571 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=449

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