Characterizing the Factor Structure of Parent Reported Executive Function in Autism Spectrum Disorders: The Impact of Cognitive Inflexibility / Yael GRANADER in Journal of Autism and Developmental Disorders, 44-12 (December 2014)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 44-12 (December 2014) . - p.3056-3062 Titre : Characterizing the Factor Structure of Parent Reported Executive Function in Autism Spectrum Disorders: The Impact of Cognitive Inflexibility Type de document : Texte imprimé et/ou numérique Auteurs : Yael GRANADER, Auteur ; Gregory L. WALLACE, Auteur ; Kristina K. HARDY, Auteur ; Benjamin E. YERYS, Auteur ; Rachel A. LAWSON, Auteur ; Michael ROSENTHAL, Auteur ; Meagan C. WILLS, Auteur ; Eunice DIXON, Auteur ; Juhi PANDEY, Auteur ; Rebecca PENNA, Auteur ; Robert T. SCHULTZ, Auteur ; Lauren KENWORTHY, Auteur Article en page(s) : p.3056-3062 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Cognitive flexibility  Executive functioning  Behavior Rating Inventory of Executive Function  Factor analysis Index. décimale : PER Périodiques Résumé : Parents of children with autism spectrum disorders (ASD) consistently report executive functioning (EF) deficits. This study investigates the factor structure of the Behavior Rating Inventory of Executive Function (BRIEF) as reported by parents of children with ASD and typically developing children (TDC). BRIEFs for 411 children with ASD and 467 TDC were examined. Confirmatory factor analysis of a nine-factor model met thresholds for goodness-of-fit in TDC, but not in the ASD sample. We found globally elevated EF problems in the ASD sample, especially on the Shift scale. These findings confirm that children with ASD exhibit significant EF deficits. Further investigation is needed to understand the pervasive nature of cognitive inflexibility in children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-014-2169-8 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=2436 [article] Characterizing the Factor Structure of Parent Reported Executive Function in Autism Spectrum Disorders: The Impact of Cognitive Inflexibility [Texte imprimé et/ou numérique] / Yael GRANADER, Auteur ; Gregory L. WALLACE, Auteur ; Kristina K. HARDY, Auteur ; Benjamin E. YERYS, Auteur ; Rachel A. LAWSON, Auteur ; Michael ROSENTHAL, Auteur ; Meagan C. WILLS, Auteur ; Eunice DIXON, Auteur ; Juhi PANDEY, Auteur ; Rebecca PENNA, Auteur ; Robert T. SCHULTZ, Auteur ; Lauren KENWORTHY, Auteur . - p.3056-3062. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 44-12 (December 2014) . - p.3056-3062 Mots-clés : Autism spectrum disorder  Cognitive flexibility  Executive functioning  Behavior Rating Inventory of Executive Function  Factor analysis Index. décimale : PER Périodiques Résumé : Parents of children with autism spectrum disorders (ASD) consistently report executive functioning (EF) deficits. This study investigates the factor structure of the Behavior Rating Inventory of Executive Function (BRIEF) as reported by parents of children with ASD and typically developing children (TDC). BRIEFs for 411 children with ASD and 467 TDC were examined. Confirmatory factor analysis of a nine-factor model met thresholds for goodness-of-fit in TDC, but not in the ASD sample. We found globally elevated EF problems in the ASD sample, especially on the Shift scale. These findings confirm that children with ASD exhibit significant EF deficits. Further investigation is needed to understand the pervasive nature of cognitive inflexibility in children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-014-2169-8 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=2436

Enhancing Emotion Recognition in Children with Autism Spectrum Conditions: An Intervention Using Animated Vehicles with Real Emotional Faces / Ofer GOLAN in Journal of Autism and Developmental Disorders, 40-3 (March 2010)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 40-3 (March 2010) . - p.269-279 Titre : Enhancing Emotion Recognition in Children with Autism Spectrum Conditions: An Intervention Using Animated Vehicles with Real Emotional Faces Type de document : Texte imprimé et/ou numérique Auteurs : Ofer GOLAN, Auteur ; Simon BARON-COHEN, Auteur ; Emma ASHWIN, Auteur ; Yael GRANADER, Auteur ; Suzy MCCLINTOCK, Auteur ; Kate DAY, Auteur ; Victoria LEGGETT, Auteur Année de publication : 2010 Article en page(s) : p.269-279 Langues : Anglais (eng) Mots-clés : Autism-spectrum Children Emotion-recognition Intervention Animation Intrinsic-motivation Index. décimale : PER Périodiques Résumé : This study evaluated The Transporters, an animated series designed to enhance emotion comprehension in children with autism spectrum conditions (ASC). n = 20 children with ASC (aged 4–7) watched The Transporters everyday for 4 weeks. Participants were tested before and after intervention on emotional vocabulary and emotion recognition at three levels of generalization. Two matched control groups of children (ASC group, n = 18 and typically developing group, n = 18) were also assessed twice without any intervention. The intervention group improved significantly more than the clinical control group on all task levels, performing comparably to typical controls at Time 2. We conclude that using The Transporters significantly improves emotion recognition in children with ASC. Future research should evaluate the series’ effectiveness with lower-functioning individuals. En ligne : http://dx.doi.org/10.1007/s10803-009-0862-9 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=9661 [article] Enhancing Emotion Recognition in Children with Autism Spectrum Conditions: An Intervention Using Animated Vehicles with Real Emotional Faces [Texte imprimé et/ou numérique] / Ofer GOLAN, Auteur ; Simon BARON-COHEN, Auteur ; Emma ASHWIN, Auteur ; Yael GRANADER, Auteur ; Suzy MCCLINTOCK, Auteur ; Kate DAY, Auteur ; Victoria LEGGETT, Auteur . - 2010 . - p.269-279. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 40-3 (March 2010) . - p.269-279 Mots-clés : Autism-spectrum Children Emotion-recognition Intervention Animation Intrinsic-motivation Index. décimale : PER Périodiques Résumé : This study evaluated The Transporters, an animated series designed to enhance emotion comprehension in children with autism spectrum conditions (ASC). n = 20 children with ASC (aged 4–7) watched The Transporters everyday for 4 weeks. Participants were tested before and after intervention on emotional vocabulary and emotion recognition at three levels of generalization. Two matched control groups of children (ASC group, n = 18 and typically developing group, n = 18) were also assessed twice without any intervention. The intervention group improved significantly more than the clinical control group on all task levels, performing comparably to typical controls at Time 2. We conclude that using The Transporters significantly improves emotion recognition in children with ASC. Future research should evaluate the series’ effectiveness with lower-functioning individuals. En ligne : http://dx.doi.org/10.1007/s10803-009-0862-9 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=9661

LEGO ® Therapy and the Social Use of Language Programme: An Evaluation of Two Social Skills Interventions for Children with High Functioning Autism and Asperger Syndrome / Gina OWENS in Journal of Autism and Developmental Disorders, 38-10 (November 2008)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 38-10 (November 2008) . - p.1944-1957 Titre : LEGO ® Therapy and the Social Use of Language Programme: An Evaluation of Two Social Skills Interventions for Children with High Functioning Autism and Asperger Syndrome Type de document : Texte imprimé et/ou numérique Auteurs : Gina OWENS, Auteur ; Simon BARON-COHEN, Auteur ; Yael GRANADER, Auteur ; Ayla HUMPHREY, Auteur Année de publication : 2008 Article en page(s) : p.1944-1957 Langues : Anglais (eng) Mots-clés : LEGO®-therapy Social-skills High-functioning-autism Asperger-syndrome Index. décimale : PER Périodiques Résumé : LEGO® therapy and the Social Use of Language Programme (SULP) were evaluated as social skills interventions for 6–11 year olds with high functioning autism and Asperger Syndrome. Children were matched on CA, IQ, and autistic symptoms before being randomly assigned to LEGO or SULP. Therapy occurred for 1 h/week over 18 weeks. A no-intervention control group was also assessed. Results showed that the LEGO therapy group improved more than the other groups on autism-specific social interaction scores (Gilliam Autism Rating Scale). Maladaptive behaviour decreased significantly more in the LEGO and SULP groups compared to the control group. There was a non-significant trend for SULP and LEGO groups to improve more than the no-intervention group in communication and socialisation skills. En ligne : http://dx.doi.org/10.1007/s10803-008-0590-6 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=6420 [article] LEGO ® Therapy and the Social Use of Language Programme: An Evaluation of Two Social Skills Interventions for Children with High Functioning Autism and Asperger Syndrome [Texte imprimé et/ou numérique] / Gina OWENS, Auteur ; Simon BARON-COHEN, Auteur ; Yael GRANADER, Auteur ; Ayla HUMPHREY, Auteur . - 2008 . - p.1944-1957. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 38-10 (November 2008) . - p.1944-1957 Mots-clés : LEGO®-therapy Social-skills High-functioning-autism Asperger-syndrome Index. décimale : PER Périodiques Résumé : LEGO® therapy and the Social Use of Language Programme (SULP) were evaluated as social skills interventions for 6–11 year olds with high functioning autism and Asperger Syndrome. Children were matched on CA, IQ, and autistic symptoms before being randomly assigned to LEGO or SULP. Therapy occurred for 1 h/week over 18 weeks. A no-intervention control group was also assessed. Results showed that the LEGO therapy group improved more than the other groups on autism-specific social interaction scores (Gilliam Autism Rating Scale). Maladaptive behaviour decreased significantly more in the LEGO and SULP groups compared to the control group. There was a non-significant trend for SULP and LEGO groups to improve more than the no-intervention group in communication and socialisation skills. En ligne : http://dx.doi.org/10.1007/s10803-008-0590-6 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=6420

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