Brief Report: Cognitive Flexibility and Focused Attention in Children and Adolescents with Asperger Syndrome or High-Functioning Autism as Measured on the Computerized Version of the Wisconsin Card Sorting Test / Nils KALAND in Journal of Autism and Developmental Disorders, 38-6 (July 2008)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 38-6 (July 2008) . - p.1161-1165 Titre : Brief Report: Cognitive Flexibility and Focused Attention in Children and Adolescents with Asperger Syndrome or High-Functioning Autism as Measured on the Computerized Version of the Wisconsin Card Sorting Test Type de document : Texte imprimé et/ou numérique Auteurs : Nils KALAND, Auteur ; Erik Lykke MORTENSEN, Auteur ; Lars SMITH, Auteur Année de publication : 2008 Article en page(s) : p.1161-1165 Langues : Anglais (eng) Mots-clés : Asperger-syndrome High-functioning-autism Executive-function Wisconsin-Card-Sorting-Test Attention-problems Index. décimale : PER Périodiques Résumé : The aim of the present study was to assess mental flexibility and set maintenance of a group of individuals with Asperger syndrome (AS) or high-functioning autism (HFA) (N = 13; mean age 16,4), as compared with a matched group of typically developing children and adolescents (N = 13; mean age 15,6) on the computerized version of the Wisconsin Card Sorting Test (WCST). The participants in the AS/HFA group performed less well than the controls on all categories of the WCST, but the differences did not reach conventional statistical significance on most categories of the WCST. On the category failure to maintain set, however, the AS/HFA participants performed significantly less well than the controls, suggesting a deficit of focused attention. En ligne : http://dx.doi.org/10.1007/s10803-007-0474-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=475 [article] Brief Report: Cognitive Flexibility and Focused Attention in Children and Adolescents with Asperger Syndrome or High-Functioning Autism as Measured on the Computerized Version of the Wisconsin Card Sorting Test [Texte imprimé et/ou numérique] / Nils KALAND, Auteur ; Erik Lykke MORTENSEN, Auteur ; Lars SMITH, Auteur . - 2008 . - p.1161-1165. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 38-6 (July 2008) . - p.1161-1165 Mots-clés : Asperger-syndrome High-functioning-autism Executive-function Wisconsin-Card-Sorting-Test Attention-problems Index. décimale : PER Périodiques Résumé : The aim of the present study was to assess mental flexibility and set maintenance of a group of individuals with Asperger syndrome (AS) or high-functioning autism (HFA) (N = 13; mean age 16,4), as compared with a matched group of typically developing children and adolescents (N = 13; mean age 15,6) on the computerized version of the Wisconsin Card Sorting Test (WCST). The participants in the AS/HFA group performed less well than the controls on all categories of the WCST, but the differences did not reach conventional statistical significance on most categories of the WCST. On the category failure to maintain set, however, the AS/HFA participants performed significantly less well than the controls, suggesting a deficit of focused attention. En ligne : http://dx.doi.org/10.1007/s10803-007-0474-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=475

Deferred Imitation and Social Communication in Speaking and Nonspeaking Children With Autism / Karin STRID in Focus on Autism and Other Developmental Disabilities, 28-4 (December 2013)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 28-4 (December 2013) . - p.230-240 Titre : Deferred Imitation and Social Communication in Speaking and Nonspeaking Children With Autism Type de document : Texte imprimé et/ou numérique Auteurs : Karin STRID, Auteur ; Mikael HEIMANN, Auteur ; Christopher GILLBERG, Auteur ; Lars SMITH, Auteur ; Tomas TJUS, Auteur Année de publication : 2013 Article en page(s) : p.230-240 Langues : Anglais (eng) Mots-clés : autism  social communication  deferred imitation  joint attention Index. décimale : PER Périodiques Résumé : Deferred imitation and early social communication skills were compared among speaking and nonspeaking children with autism and children developing typically. Overall, the children with autism showed a lower frequency on measures of deferred imitation and social communication compared with typically developing children. Deferred imitation was observed at a significantly lower level among the speaking and nonspeaking groups of children with autism. However, when comparing the speaking autism group with the typical group, many differences in observed social communication disappeared. These results underscore the importance of considering children’s verbal ability in autism research and clinical practice, and indicate that there are specific difficulties in deferred imitation in autism but that the social communication deficits that are observed are greatly influenced by low level of verbal ability. En ligne : http://dx.doi.org/10.1177/1088357612468030 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=218 [article] Deferred Imitation and Social Communication in Speaking and Nonspeaking Children With Autism [Texte imprimé et/ou numérique] / Karin STRID, Auteur ; Mikael HEIMANN, Auteur ; Christopher GILLBERG, Auteur ; Lars SMITH, Auteur ; Tomas TJUS, Auteur . - 2013 . - p.230-240. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 28-4 (December 2013) . - p.230-240 Mots-clés : autism  social communication  deferred imitation  joint attention Index. décimale : PER Périodiques Résumé : Deferred imitation and early social communication skills were compared among speaking and nonspeaking children with autism and children developing typically. Overall, the children with autism showed a lower frequency on measures of deferred imitation and social communication compared with typically developing children. Deferred imitation was observed at a significantly lower level among the speaking and nonspeaking groups of children with autism. However, when comparing the speaking autism group with the typical group, many differences in observed social communication disappeared. These results underscore the importance of considering children’s verbal ability in autism research and clinical practice, and indicate that there are specific difficulties in deferred imitation in autism but that the social communication deficits that are observed are greatly influenced by low level of verbal ability. En ligne : http://dx.doi.org/10.1177/1088357612468030 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=218

Disembedding performance in children and adolescents with Asperger syndrome or high-functioning autism / Nils KALAND in Autism, 11-1 (January 2007)  

Public ISBD [article]  inAutism > 11-1 (January 2007) . - p.81-92 Titre : Disembedding performance in children and adolescents with Asperger syndrome or high-functioning autism Type de document : Texte imprimé et/ou numérique Auteurs : Nils KALAND, Auteur ; Erik Lykke MORTENSEN, Auteur ; Lars SMITH, Auteur Année de publication : 2007 Article en page(s) : p.81-92 Langues : Anglais (eng) Mots-clés : Asperger-syndrome High-functioning-autism Non-social-cognitive-tests Response-times Index. décimale : PER Périodiques Résumé : The aim of the present study was to assess the findings, reported in earlier studies, that individuals with autism spectrum disorders process visuo-spatial tasks faster than typically developing control persons. The participants in the present study were children and adolescents with Asperger syndrome (AS) or high-functioning autism (HFA) (N = 13), and a matched group of typically developing children and adolescents (N = 13). The results showed that the participants in the clinical group performed marginally less well than those in the control group on both the Block Design Test and the Embedded Figures Test, but the differences were not statistically significant. Thus, earlier findings suggesting that individuals with autism spectrum disorders solve non-social cognitive tasks faster than typically developing control persons were not replicated. The results are discussed with special reference to the hypothesis of weak central coherence. En ligne : http://dx.doi.org/10.1177/1362361307070988 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579 [article] Disembedding performance in children and adolescents with Asperger syndrome or high-functioning autism [Texte imprimé et/ou numérique] / Nils KALAND, Auteur ; Erik Lykke MORTENSEN, Auteur ; Lars SMITH, Auteur . - 2007 . - p.81-92. Langues : Anglais (eng) in Autism > 11-1 (January 2007) . - p.81-92 Mots-clés : Asperger-syndrome High-functioning-autism Non-social-cognitive-tests Response-times Index. décimale : PER Périodiques Résumé : The aim of the present study was to assess the findings, reported in earlier studies, that individuals with autism spectrum disorders process visuo-spatial tasks faster than typically developing control persons. The participants in the present study were children and adolescents with Asperger syndrome (AS) or high-functioning autism (HFA) (N = 13), and a matched group of typically developing children and adolescents (N = 13). The results showed that the participants in the clinical group performed marginally less well than those in the control group on both the Block Design Test and the Embedded Figures Test, but the differences were not statistically significant. Thus, earlier findings suggesting that individuals with autism spectrum disorders solve non-social cognitive tasks faster than typically developing control persons were not replicated. The results are discussed with special reference to the hypothesis of weak central coherence. En ligne : http://dx.doi.org/10.1177/1362361307070988 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579

Performance of Children and Adolescents with Asperger Syndrome or High-functioning Autism on Advanced Theory of Mind Tasks / Nils KALAND in Journal of Autism and Developmental Disorders, 38-6 (July 2008)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 38-6 (July 2008) . - p.1112-1123 Titre : Performance of Children and Adolescents with Asperger Syndrome or High-functioning Autism on Advanced Theory of Mind Tasks Type de document : Texte imprimé et/ou numérique Auteurs : Nils KALAND, Auteur ; Erik Lykke MORTENSEN, Auteur ; Lars SMITH, Auteur ; Kirsten CALLESEN, Auteur ; Annette MOLLER-NIELSEN, Auteur Année de publication : 2008 Article en page(s) : p.1112-1123 Langues : Anglais (eng) Mots-clés : Asperger-syndrome Autism-spectrum-disorders Eyes-Task Story-tasks Perceptual-affective Social-cognitive Index. décimale : PER Périodiques Résumé : Although a number of advanced theory of mind tasks have been developed, there is a dearth of information on whether performances on different tasks are associated. The present study examined the performance of 21 children and adolescents with diagnoses of Asperger syndrome (AS) and 20 typically developing controls on three advanced theory of mind tasks: The Eyes Task, the Strange Stories, and the Stories from Everyday Life. The participants in the clinical group demonstrated lower performance than the controls on all the three tasks. The pattern of findings, however, indicates that these tasks may share different information-processing requirements in addition to tapping different mentalizing abilities. En ligne : http://dx.doi.org/10.1007/s10803-007-0496-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=474 [article] Performance of Children and Adolescents with Asperger Syndrome or High-functioning Autism on Advanced Theory of Mind Tasks [Texte imprimé et/ou numérique] / Nils KALAND, Auteur ; Erik Lykke MORTENSEN, Auteur ; Lars SMITH, Auteur ; Kirsten CALLESEN, Auteur ; Annette MOLLER-NIELSEN, Auteur . - 2008 . - p.1112-1123. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 38-6 (July 2008) . - p.1112-1123 Mots-clés : Asperger-syndrome Autism-spectrum-disorders Eyes-Task Story-tasks Perceptual-affective Social-cognitive Index. décimale : PER Périodiques Résumé : Although a number of advanced theory of mind tasks have been developed, there is a dearth of information on whether performances on different tasks are associated. The present study examined the performance of 21 children and adolescents with diagnoses of Asperger syndrome (AS) and 20 typically developing controls on three advanced theory of mind tasks: The Eyes Task, the Strange Stories, and the Stories from Everyday Life. The participants in the clinical group demonstrated lower performance than the controls on all the three tasks. The pattern of findings, however, indicates that these tasks may share different information-processing requirements in addition to tapping different mentalizing abilities. En ligne : http://dx.doi.org/10.1007/s10803-007-0496-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=474

A randomized controlled trial of preschool-based joint attention intervention for children with autism / Anett KAALE in Journal of Child Psychology and Psychiatry, 53-1 (January 2012)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 53-1 (January 2012) . - p.97-105 Titre : A randomized controlled trial of preschool-based joint attention intervention for children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Anett KAALE, Auteur ; Lars SMITH, Auteur ; Eili SPONHEIM, Auteur Année de publication : 2012 Article en page(s) : p.97-105 Langues : Anglais (eng) Mots-clés : Autism  joint attention  joint engagement  intervention  preschool  randomized controlled trial Index. décimale : PER Périodiques Résumé : Background:  Deficits in joint attention (JA) and joint engagement (JE) represent a core problem in young children with autism as these affect language and social development. Studies of parent-mediated and specialist-mediated JA-intervention suggest that such intervention may be effective. However, there is little knowledge about the success of the intervention when done in preschools. Aim:  Assess the effects of a preschool-based JA-intervention. Methods:  61 children (48 males) with autistic disorder (29–60 months) were randomized to either 8 weeks of JA-intervention, in addition to their preschool programs (n = 34), or to preschool programs only (n = 27). The intervention was done by preschool teachers with weekly supervision by trained counselors from Child and Adolescent Mental Health Clinics (CAMHC). Changes in JA and JE were measured by blinded independent testers using Early Social Communication Scale (ESCS) and video taped preschool teacher–child and mother–child play at baseline and post-intervention. Clinical trials registration: Clinicaltrials.gov: NCT00378157. Results:  Intention-to-treat analysis showed significant difference between the intervention and the control group, with the intervention group yielding more JA initiation during interaction with the preschool teachers. The effect generalized to significantly longer duration of JE with the mothers. Conclusions:  This is the first randomized study to show positive and generalized effects of preschool-based JA-intervention. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2011.02450.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=148 [article] A randomized controlled trial of preschool-based joint attention intervention for children with autism [Texte imprimé et/ou numérique] / Anett KAALE, Auteur ; Lars SMITH, Auteur ; Eili SPONHEIM, Auteur . - 2012 . - p.97-105. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 53-1 (January 2012) . - p.97-105 Mots-clés : Autism  joint attention  joint engagement  intervention  preschool  randomized controlled trial Index. décimale : PER Périodiques Résumé : Background:  Deficits in joint attention (JA) and joint engagement (JE) represent a core problem in young children with autism as these affect language and social development. Studies of parent-mediated and specialist-mediated JA-intervention suggest that such intervention may be effective. However, there is little knowledge about the success of the intervention when done in preschools. Aim:  Assess the effects of a preschool-based JA-intervention. Methods:  61 children (48 males) with autistic disorder (29–60 months) were randomized to either 8 weeks of JA-intervention, in addition to their preschool programs (n = 34), or to preschool programs only (n = 27). The intervention was done by preschool teachers with weekly supervision by trained counselors from Child and Adolescent Mental Health Clinics (CAMHC). Changes in JA and JE were measured by blinded independent testers using Early Social Communication Scale (ESCS) and video taped preschool teacher–child and mother–child play at baseline and post-intervention. Clinical trials registration: Clinicaltrials.gov: NCT00378157. Results:  Intention-to-treat analysis showed significant difference between the intervention and the control group, with the intervention group yielding more JA initiation during interaction with the preschool teachers. The effect generalized to significantly longer duration of JE with the mothers. Conclusions:  This is the first randomized study to show positive and generalized effects of preschool-based JA-intervention. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2011.02450.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=148

Response Times of Children and Adolescents with Asperger Syndrome on an ‘Advanced’ Test of Theory of Mind / Nils KALAND in Journal of Autism and Developmental Disorders, 37-2 (February 2007)  

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Social communication impairments in children and adolescents with Asperger syndrome: Slow response time and the impact of prompting / Nils KALAND in Research in Autism Spectrum Disorders, 5-3 (July-September 2011)  

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