Dépouillements

A Preliminary Study of Gender Differences in Autobiographical Memory in Children with an Autism Spectrum Disorder / Lorna GODDARD in Journal of Autism and Developmental Disorders, 44-9 (September 2014)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 44-9 (September 2014) . - p.2087-2095 Titre : A Preliminary Study of Gender Differences in Autobiographical Memory in Children with an Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Lorna GODDARD, Auteur ; Barbara DRITSCHEL, Auteur ; Patricia HOWLIN, Auteur Article en page(s) : p.2087-2095 Langues : Anglais (eng) Mots-clés : Autobiographical memory  Gender  Autism spectrum disorder Index. décimale : PER Périodiques Résumé : Autobiographical memory was assessed in 24 children (12 male, 12 female, aged between 8 and 16 years) with autism spectrum disorder (ASD) and a comparison group of 24 typically developing (TD) children matched for age, IQ, gender and receptive language. Results suggested that a deficit in specific memory retrieval in the ASD group was more characteristic of male participants. Females in both the TD and ASD groups generated more detailed and emotional memories than males. They also demonstrated superior verbal fluency scores; verbal fluency and autobiographical memory cueing task performance were significantly positively correlated in females. Results are discussed in light of recent research suggesting gender differences in the phenotype of ASD. En ligne : http://dx.doi.org/10.1007/s10803-014-2109-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238 [article] A Preliminary Study of Gender Differences in Autobiographical Memory in Children with an Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Lorna GODDARD, Auteur ; Barbara DRITSCHEL, Auteur ; Patricia HOWLIN, Auteur . - p.2087-2095. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 44-9 (September 2014) . - p.2087-2095 Mots-clés : Autobiographical memory  Gender  Autism spectrum disorder Index. décimale : PER Périodiques Résumé : Autobiographical memory was assessed in 24 children (12 male, 12 female, aged between 8 and 16 years) with autism spectrum disorder (ASD) and a comparison group of 24 typically developing (TD) children matched for age, IQ, gender and receptive language. Results suggested that a deficit in specific memory retrieval in the ASD group was more characteristic of male participants. Females in both the TD and ASD groups generated more detailed and emotional memories than males. They also demonstrated superior verbal fluency scores; verbal fluency and autobiographical memory cueing task performance were significantly positively correlated in females. Results are discussed in light of recent research suggesting gender differences in the phenotype of ASD. En ligne : http://dx.doi.org/10.1007/s10803-014-2109-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238

A Review of the Quality of Behaviorally-Based Intervention Research to Improve Social Interaction Skills of Children with ASD in Inclusive Settings / Síglia PIMENTEL HOHER CAMARGO in Journal of Autism and Developmental Disorders, 44-9 (September 2014)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 44-9 (September 2014) . - p.2096-2116 Titre : A Review of the Quality of Behaviorally-Based Intervention Research to Improve Social Interaction Skills of Children with ASD in Inclusive Settings Type de document : Texte imprimé et/ou numérique Auteurs : Síglia PIMENTEL HOHER CAMARGO, Auteur ; Mandy RISPOLI, Auteur ; Jennifer GANZ, Auteur ; Ee Rea HONG, Auteur ; Heather DAVIS, Auteur ; Rose MASON, Auteur Article en page(s) : p.2096-2116 Langues : Anglais (eng) Mots-clés : ASD  Social skills  Behavioral interventions  Inclusive education  Single-case research  Quality analysis Index. décimale : PER Périodiques Résumé : Students with autism spectrum disorders (ASDs) often have difficulties in social interaction skills, which may prevent their successful inclusion in general education placements. Behaviorally-based social skills interventions have been shown to be effective in attenuating such difficulties in these environments. In light of the increasing number of children with ASD being educated in inclusive settings and requirements for the use of research-based interventions in schools, this paper (1) analyzes the quality of single-case research using behaviorally-based interventions to improve social interaction skills of children with ASD in inclusive settings and (2) evaluates whether such interventions can be considered an evidence-based practice. Characteristics and components of the interventions are summarized, and their implications for practice and future research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-014-2060-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238 [article] A Review of the Quality of Behaviorally-Based Intervention Research to Improve Social Interaction Skills of Children with ASD in Inclusive Settings [Texte imprimé et/ou numérique] / Síglia PIMENTEL HOHER CAMARGO, Auteur ; Mandy RISPOLI, Auteur ; Jennifer GANZ, Auteur ; Ee Rea HONG, Auteur ; Heather DAVIS, Auteur ; Rose MASON, Auteur . - p.2096-2116. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 44-9 (September 2014) . - p.2096-2116 Mots-clés : ASD  Social skills  Behavioral interventions  Inclusive education  Single-case research  Quality analysis Index. décimale : PER Périodiques Résumé : Students with autism spectrum disorders (ASDs) often have difficulties in social interaction skills, which may prevent their successful inclusion in general education placements. Behaviorally-based social skills interventions have been shown to be effective in attenuating such difficulties in these environments. In light of the increasing number of children with ASD being educated in inclusive settings and requirements for the use of research-based interventions in schools, this paper (1) analyzes the quality of single-case research using behaviorally-based interventions to improve social interaction skills of children with ASD in inclusive settings and (2) evaluates whether such interventions can be considered an evidence-based practice. Characteristics and components of the interventions are summarized, and their implications for practice and future research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-014-2060-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238

Examining the Clinical Correlates of Autism Spectrum Disorder in Youth by Ascertainment Source / Gagan JOSHI in Journal of Autism and Developmental Disorders, 44-9 (September 2014)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 44-9 (September 2014) . - p.2117-2126 Titre : Examining the Clinical Correlates of Autism Spectrum Disorder in Youth by Ascertainment Source Type de document : Texte imprimé et/ou numérique Auteurs : Gagan JOSHI, Auteur ; Stephen V. FARAONE, Auteur ; Janet WOZNIAK, Auteur ; Carter PETTY, Auteur ; Ronna FRIED, Auteur ; Maribel GALDO, Auteur ; Stephannie L. FURTAK, Auteur ; Katie MCDERMOTT, Auteur ; Cecily EPSTIEN, Auteur ; Rosemary WALKER, Auteur ; Ashley CARON, Auteur ; Leah FEINBERG, Auteur ; Joseph BIEDERMAN, Auteur Article en page(s) : p.2117-2126 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Psychiatric comorbidity  Youth Index. décimale : PER Périodiques Résumé : To examine whether presentation of autism spectrum disorder (ASD) and associated patterns of psychiatric comorbidity and dysfunction vary by referral source. ASD youth referred to a specialized ambulatory program for ASD (N = 143) were compared to ASD youth referred to a general child psychiatry clinic (N = 217). More ASD clinic youth met criteria for a more robust form of ASD (autistic disorder); more youth referred to the psychiatry clinic met criteria for broader spectrum ASD (pervasive developmental disorder not otherwise specified). General psychiatry clinic youth with ASD suffered from a greater burden of psychopathologies and higher levels of dysfunction. The presentation of ASD in psychiatrically referred youth differs between general and ASD-specialized clinics, though both referral populations have high levels of comorbidity and dysfunction. En ligne : http://dx.doi.org/10.1007/s10803-014-2063-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238 [article] Examining the Clinical Correlates of Autism Spectrum Disorder in Youth by Ascertainment Source [Texte imprimé et/ou numérique] / Gagan JOSHI, Auteur ; Stephen V. FARAONE, Auteur ; Janet WOZNIAK, Auteur ; Carter PETTY, Auteur ; Ronna FRIED, Auteur ; Maribel GALDO, Auteur ; Stephannie L. FURTAK, Auteur ; Katie MCDERMOTT, Auteur ; Cecily EPSTIEN, Auteur ; Rosemary WALKER, Auteur ; Ashley CARON, Auteur ; Leah FEINBERG, Auteur ; Joseph BIEDERMAN, Auteur . - p.2117-2126. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 44-9 (September 2014) . - p.2117-2126 Mots-clés : Autism spectrum disorder  Psychiatric comorbidity  Youth Index. décimale : PER Périodiques Résumé : To examine whether presentation of autism spectrum disorder (ASD) and associated patterns of psychiatric comorbidity and dysfunction vary by referral source. ASD youth referred to a specialized ambulatory program for ASD (N = 143) were compared to ASD youth referred to a general child psychiatry clinic (N = 217). More ASD clinic youth met criteria for a more robust form of ASD (autistic disorder); more youth referred to the psychiatry clinic met criteria for broader spectrum ASD (pervasive developmental disorder not otherwise specified). General psychiatry clinic youth with ASD suffered from a greater burden of psychopathologies and higher levels of dysfunction. The presentation of ASD in psychiatrically referred youth differs between general and ASD-specialized clinics, though both referral populations have high levels of comorbidity and dysfunction. En ligne : http://dx.doi.org/10.1007/s10803-014-2063-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238

A Systematic Review of Interventions Used to Treat Catatonic Symptoms in People with Autistic Spectrum Disorders / Hannah DEJONG in Journal of Autism and Developmental Disorders, 44-9 (September 2014)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 44-9 (September 2014) . - p.2127-2136 Titre : A Systematic Review of Interventions Used to Treat Catatonic Symptoms in People with Autistic Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Hannah DEJONG, Auteur ; Penny BUNTON, Auteur ; Dougal J. HARE, Auteur Article en page(s) : p.2127-2136 Langues : Anglais (eng) Mots-clés : Autistic spectrum disorders  Catatonia  Electroconvulsive therapy  Behavioural therapy Index. décimale : PER Périodiques Résumé : A systematic review was conducted to examine the efficacy of a range of treatments for autistic catatonia. The review identified 22 relevant papers, reporting a total of 28 cases including both adult and paediatric patients. Treatment methods included electroconvulsive therapy (ECT), medication, behavioural and sensory interventions. Quality assessment found the standard of the existing literature to be generally poor, with particular limitations in treatment description and outcome measurement. There is some limited evidence to support the use of ECT, high dose lorazepam and behavioural interventions for people with autistic catatonia. However, there is a need for controlled, high-quality trials. Reporting of side effects and adverse events should also be improved, in order to better evaluate the safety of these treatments. En ligne : http://dx.doi.org/10.1007/s10803-014-2085-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238 [article] A Systematic Review of Interventions Used to Treat Catatonic Symptoms in People with Autistic Spectrum Disorders [Texte imprimé et/ou numérique] / Hannah DEJONG, Auteur ; Penny BUNTON, Auteur ; Dougal J. HARE, Auteur . - p.2127-2136. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 44-9 (September 2014) . - p.2127-2136 Mots-clés : Autistic spectrum disorders  Catatonia  Electroconvulsive therapy  Behavioural therapy Index. décimale : PER Périodiques Résumé : A systematic review was conducted to examine the efficacy of a range of treatments for autistic catatonia. The review identified 22 relevant papers, reporting a total of 28 cases including both adult and paediatric patients. Treatment methods included electroconvulsive therapy (ECT), medication, behavioural and sensory interventions. Quality assessment found the standard of the existing literature to be generally poor, with particular limitations in treatment description and outcome measurement. There is some limited evidence to support the use of ECT, high dose lorazepam and behavioural interventions for people with autistic catatonia. However, there is a need for controlled, high-quality trials. Reporting of side effects and adverse events should also be improved, in order to better evaluate the safety of these treatments. En ligne : http://dx.doi.org/10.1007/s10803-014-2085-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238

The Mandarin Childhood Autism Spectrum Test (CAST): Sex Differences / Xiang SUN in Journal of Autism and Developmental Disorders, 44-9 (September 2014)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 44-9 (September 2014) . - p.2137-2146 Titre : The Mandarin Childhood Autism Spectrum Test (CAST): Sex Differences Type de document : Texte imprimé et/ou numérique Auteurs : Xiang SUN, Auteur ; Carrie ALLISON, Auteur ; Bonnie AUYEUNG, Auteur ; Fiona E. MATTHEWS, Auteur ; Stephen J. SHARP, Auteur ; Simon BARON-COHEN, Auteur ; Carol BRAYNE, Auteur Article en page(s) : p.2137-2146 Langues : Anglais (eng) Mots-clés : Autism  Social behaviours  Communication  Sex differences  China Index. décimale : PER Périodiques Résumé : Sex differences in social and communication behaviours related to autism spectrum conditions (ASC) have been investigated mainly in Western populations. Little research has been done in Chinese populations. This study explored sex differences related to ASC characteristics by examining differences in item responses and score distributions in relation to a screening instrument, the Childhood Autism Spectrum Test (CAST), used with Chinese children. A Mandarin Chinese version of the CAST (M-CAST) was distributed to 737 children aged 6–11 years in mainstream schools in Beijing. Questionnaires from 682 (93 %) children were available for analysis. The median score for boys was higher than for girls [boys, median = 8 (IQR 6, 11); girls, median = 7 (IQR 4, 9); p 0.001]. There were differences in the proportions of boys and girls across all three score groups (?11, 12–14, ?15) with more boys being found in the higher score groups (p = 0.035). This finding provides evidence that boys and girls have different social and communication development profiles, consistent with previous findings in Western cultures. These results suggest that sex differences related to ASC are consistent across cultures. En ligne : http://dx.doi.org/10.1007/s10803-014-2088-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238 [article] The Mandarin Childhood Autism Spectrum Test (CAST): Sex Differences [Texte imprimé et/ou numérique] / Xiang SUN, Auteur ; Carrie ALLISON, Auteur ; Bonnie AUYEUNG, Auteur ; Fiona E. MATTHEWS, Auteur ; Stephen J. SHARP, Auteur ; Simon BARON-COHEN, Auteur ; Carol BRAYNE, Auteur . - p.2137-2146. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 44-9 (September 2014) . - p.2137-2146 Mots-clés : Autism  Social behaviours  Communication  Sex differences  China Index. décimale : PER Périodiques Résumé : Sex differences in social and communication behaviours related to autism spectrum conditions (ASC) have been investigated mainly in Western populations. Little research has been done in Chinese populations. This study explored sex differences related to ASC characteristics by examining differences in item responses and score distributions in relation to a screening instrument, the Childhood Autism Spectrum Test (CAST), used with Chinese children. A Mandarin Chinese version of the CAST (M-CAST) was distributed to 737 children aged 6–11 years in mainstream schools in Beijing. Questionnaires from 682 (93 %) children were available for analysis. The median score for boys was higher than for girls [boys, median = 8 (IQR 6, 11); girls, median = 7 (IQR 4, 9); p 0.001]. There were differences in the proportions of boys and girls across all three score groups (?11, 12–14, ?15) with more boys being found in the higher score groups (p = 0.035). This finding provides evidence that boys and girls have different social and communication development profiles, consistent with previous findings in Western cultures. These results suggest that sex differences related to ASC are consistent across cultures. En ligne : http://dx.doi.org/10.1007/s10803-014-2088-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238

Does Language Guide Behavior in Children with Autism? / Jennifer C. GIDLEY LARSON in Journal of Autism and Developmental Disorders, 44-9 (September 2014)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 44-9 (September 2014) . - p.2147-2161 Titre : Does Language Guide Behavior in Children with Autism? Type de document : Texte imprimé et/ou numérique Auteurs : Jennifer C. GIDLEY LARSON, Auteur ; Yana SUCHY, Auteur Article en page(s) : p.2147-2161 Langues : Anglais (eng) Mots-clés : Autism  Self-directed speech  Motor sequence learning  Motor control Index. décimale : PER Périodiques Résumé : It is unknown if children with high-functioning autism (HFA) employ self-directed speech to guide motor sequencing and motor control, or if they can benefit from using self-directed speech when prompted to do so. Participants performed a three-movement sequence across three conditions: Natural Learning, Task-Congruent Verbalization (TCV), and Task-Incongruent Verbalization (TIV). TIV deleteriously impacted performance in the typically-developing group (n = 22), and not the HFA group (n = 21). TCV improved performance in both groups, but to a greater extent in the HFA group. These findings suggest that children with HFA do not initiate self-directed speech spontaneously, but can use language to guide behavior when prompted to do so. En ligne : http://dx.doi.org/10.1007/s10803-014-2089-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238 [article] Does Language Guide Behavior in Children with Autism? [Texte imprimé et/ou numérique] / Jennifer C. GIDLEY LARSON, Auteur ; Yana SUCHY, Auteur . - p.2147-2161. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 44-9 (September 2014) . - p.2147-2161 Mots-clés : Autism  Self-directed speech  Motor sequence learning  Motor control Index. décimale : PER Périodiques Résumé : It is unknown if children with high-functioning autism (HFA) employ self-directed speech to guide motor sequencing and motor control, or if they can benefit from using self-directed speech when prompted to do so. Participants performed a three-movement sequence across three conditions: Natural Learning, Task-Congruent Verbalization (TCV), and Task-Incongruent Verbalization (TIV). TIV deleteriously impacted performance in the typically-developing group (n = 22), and not the HFA group (n = 21). TCV improved performance in both groups, but to a greater extent in the HFA group. These findings suggest that children with HFA do not initiate self-directed speech spontaneously, but can use language to guide behavior when prompted to do so. En ligne : http://dx.doi.org/10.1007/s10803-014-2089-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238

The Role of Supported Joint Engagement and Parent Utterances in Language and Social Communication Development in Children with Autism Spectrum Disorder / Kristen BOTTEMA-BEUTEL in Journal of Autism and Developmental Disorders, 44-9 (September 2014)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 44-9 (September 2014) . - p.2162-2174 Titre : The Role of Supported Joint Engagement and Parent Utterances in Language and Social Communication Development in Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Kristen BOTTEMA-BEUTEL, Auteur ; Paul J. YODER, Auteur ; Julia M. HOCHMAN, Auteur ; Linda R. WATSON, Auteur Article en page(s) : p.2162-2174 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Parent–child interaction  Social communication  Language Index. décimale : PER Périodiques Résumé : This study examined associations between three parent–child engagement states and social communication, expressive language, and receptive language at 8 month follow-up, in 63 preschool-age children with autism spectrum disorder. We extend the literature on supported joint engagement by dividing this state into higher order (HSJE) and lower order types, with HSJE involving greater reciprocity in toy play. We also examined parents’ follow-in utterances that co-occurred with each state. We found that only HSJE predicts later social communication and expressive language, while object engagement predicts receptive language. HSJE combined with follow-in utterances (HSJE+FI) predicts all three outcomes when controlling for HSJE+FI in other engagement states. When controlling for total HSJE, HSJE+FI is predictive of receptive language. En ligne : http://dx.doi.org/10.1007/s10803-014-2092-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238 [article] The Role of Supported Joint Engagement and Parent Utterances in Language and Social Communication Development in Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Kristen BOTTEMA-BEUTEL, Auteur ; Paul J. YODER, Auteur ; Julia M. HOCHMAN, Auteur ; Linda R. WATSON, Auteur . - p.2162-2174. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 44-9 (September 2014) . - p.2162-2174 Mots-clés : Autism spectrum disorder  Parent–child interaction  Social communication  Language Index. décimale : PER Périodiques Résumé : This study examined associations between three parent–child engagement states and social communication, expressive language, and receptive language at 8 month follow-up, in 63 preschool-age children with autism spectrum disorder. We extend the literature on supported joint engagement by dividing this state into higher order (HSJE) and lower order types, with HSJE involving greater reciprocity in toy play. We also examined parents’ follow-in utterances that co-occurred with each state. We found that only HSJE predicts later social communication and expressive language, while object engagement predicts receptive language. HSJE combined with follow-in utterances (HSJE+FI) predicts all three outcomes when controlling for HSJE+FI in other engagement states. When controlling for total HSJE, HSJE+FI is predictive of receptive language. En ligne : http://dx.doi.org/10.1007/s10803-014-2092-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238

Relationships Between Feeding Problems, Behavioral Characteristics and Nutritional Quality in Children with ASD / Cynthia JOHNSON in Journal of Autism and Developmental Disorders, 44-9 (September 2014)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 44-9 (September 2014) . - p.2175-2184 Titre : Relationships Between Feeding Problems, Behavioral Characteristics and Nutritional Quality in Children with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Cynthia JOHNSON, Auteur ; Kylan TURNER, Auteur ; Patricia A. STEWART, Auteur ; Brianne SCHMIDT, Auteur ; Amy SHUI, Auteur ; Eric MACKLIN, Auteur ; Anne REYNOLDS, Auteur ; Jill JAMES, Auteur ; Susan L. JOHNSON, Auteur ; Patty MANNING COURTNEY, Auteur ; Susan L. HYMAN, Auteur Article en page(s) : p.2175-2184 Langues : Anglais (eng) Mots-clés : Feeding problems  Mealtime behaviors  Nutrition Index. décimale : PER Périodiques Résumé : Many children with autism spectrum disorders (ASD) have co-occurring feeding problems. However, there is limited knowledge about how these feeding habits are related to other behavioral characteristics ubiqitious in ASD. In a relatively large sample of 256 children with ASD, ages 2–11, we examined the relationships between feeding and mealtime behaviors and social, communication, and cognitive levels as well repetitive and ritualistic behaviors, sensory behaviors, and externalizing and internalizing behaviors. Finally, we examined whether feeding habits were predictive of nutritional adequacy. In this sample, we found strong associations between parent reported feeding habits and (1) repetitive and ritualistic behaviors, (2) sensory features, and (3) externalizing and internalizing behavior. There was a lack of association between feeding behaviors and the social and communication deficits of ASD and cognitive levels. Increases in the degree of problematic feeding behaviors predicted decrements in nutritional adequacy. En ligne : http://dx.doi.org/10.1007/s10803-014-2095-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238 [article] Relationships Between Feeding Problems, Behavioral Characteristics and Nutritional Quality in Children with ASD [Texte imprimé et/ou numérique] / Cynthia JOHNSON, Auteur ; Kylan TURNER, Auteur ; Patricia A. STEWART, Auteur ; Brianne SCHMIDT, Auteur ; Amy SHUI, Auteur ; Eric MACKLIN, Auteur ; Anne REYNOLDS, Auteur ; Jill JAMES, Auteur ; Susan L. JOHNSON, Auteur ; Patty MANNING COURTNEY, Auteur ; Susan L. HYMAN, Auteur . - p.2175-2184. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 44-9 (September 2014) . - p.2175-2184 Mots-clés : Feeding problems  Mealtime behaviors  Nutrition Index. décimale : PER Périodiques Résumé : Many children with autism spectrum disorders (ASD) have co-occurring feeding problems. However, there is limited knowledge about how these feeding habits are related to other behavioral characteristics ubiqitious in ASD. In a relatively large sample of 256 children with ASD, ages 2–11, we examined the relationships between feeding and mealtime behaviors and social, communication, and cognitive levels as well repetitive and ritualistic behaviors, sensory behaviors, and externalizing and internalizing behaviors. Finally, we examined whether feeding habits were predictive of nutritional adequacy. In this sample, we found strong associations between parent reported feeding habits and (1) repetitive and ritualistic behaviors, (2) sensory features, and (3) externalizing and internalizing behavior. There was a lack of association between feeding behaviors and the social and communication deficits of ASD and cognitive levels. Increases in the degree of problematic feeding behaviors predicted decrements in nutritional adequacy. En ligne : http://dx.doi.org/10.1007/s10803-014-2095-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238

Sexual Knowledge and Victimization in Adults with Autism Spectrum Disorders / S. M. BROWN-LAVOIE in Journal of Autism and Developmental Disorders, 44-9 (September 2014)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 44-9 (September 2014) . - p.2185-2196 Titre : Sexual Knowledge and Victimization in Adults with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : S. M. BROWN-LAVOIE, Auteur ; M. A. VIECILI, Auteur ; J. A. WEISS, Auteur Article en page(s) : p.2185-2196 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  Sexual knowledge  Sexual victimization  Asperger syndrome  Education Index. décimale : PER Périodiques Résumé : There is a significant gap in understanding the risk of sexual victimization in individuals with autism spectrum disorders (ASD) and the variables that contribute to risk. Age appropriate sexual interest, limited sexual knowledge and experiences, and social deficits, may place adults with ASD at increased risk. Ninety-five adults with ASD and 117 adults without ASD completed questionnaires regarding sexual knowledge sources, actual knowledge, perceived knowledge, and sexual victimization. Individuals with ASD obtained less of their sexual knowledge from social sources, more sexual knowledge from non-social sources, had less perceived and actual knowledge, and experienced more sexual victimization than controls. The increased risk of victimization by individuals with ASD was partially mediated by their actual knowledge. The link between knowledge and victimization has important clinical implications for interventions. En ligne : http://dx.doi.org/10.1007/s10803-014-2093-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238 [article] Sexual Knowledge and Victimization in Adults with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / S. M. BROWN-LAVOIE, Auteur ; M. A. VIECILI, Auteur ; J. A. WEISS, Auteur . - p.2185-2196. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 44-9 (September 2014) . - p.2185-2196 Mots-clés : Autism spectrum disorders  Sexual knowledge  Sexual victimization  Asperger syndrome  Education Index. décimale : PER Périodiques Résumé : There is a significant gap in understanding the risk of sexual victimization in individuals with autism spectrum disorders (ASD) and the variables that contribute to risk. Age appropriate sexual interest, limited sexual knowledge and experiences, and social deficits, may place adults with ASD at increased risk. Ninety-five adults with ASD and 117 adults without ASD completed questionnaires regarding sexual knowledge sources, actual knowledge, perceived knowledge, and sexual victimization. Individuals with ASD obtained less of their sexual knowledge from social sources, more sexual knowledge from non-social sources, had less perceived and actual knowledge, and experienced more sexual victimization than controls. The increased risk of victimization by individuals with ASD was partially mediated by their actual knowledge. The link between knowledge and victimization has important clinical implications for interventions. En ligne : http://dx.doi.org/10.1007/s10803-014-2093-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238

Training Paraprofessionals to Improve Socialization in Students with ASD / Robert L. KOEGEL in Journal of Autism and Developmental Disorders, 44-9 (September 2014)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 44-9 (September 2014) . - p.2197-2208 Titre : Training Paraprofessionals to Improve Socialization in Students with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Robert L. KOEGEL, Auteur ; Sunny KIM, Auteur ; Lynn KERN KOEGEL, Auteur Article en page(s) : p.2197-2208 Langues : Anglais (eng) Mots-clés : Paraprofessional  Training  Autism  Socialization  School Index. décimale : PER Périodiques Résumé : An important line of research relates to whether school personnel, such as paraprofessionals, who are present during unstructured social periods, such as lunch-recess, could successfully implement interventions to improve socialization between students with ASD and their typical peers in a group setting. Therefore, within the context of a multiple baseline across participants design, we assessed whether training paraprofessionals to provide social interventions would enhance social development in students with ASD in a group setting. Results showed that paraprofessionals who were not providing any social opportunities during baseline were able to meet fidelity of implementation following a brief training. Consequently, the children with ASD increased their levels of engagement and rates of initiation with typically developing peers following intervention. Implications for training paraprofessionals to implement effective social interventions for students with ASD are discussed. En ligne : http://dx.doi.org/10.1007/s10803-014-2094-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238 [article] Training Paraprofessionals to Improve Socialization in Students with ASD [Texte imprimé et/ou numérique] / Robert L. KOEGEL, Auteur ; Sunny KIM, Auteur ; Lynn KERN KOEGEL, Auteur . - p.2197-2208. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 44-9 (September 2014) . - p.2197-2208 Mots-clés : Paraprofessional  Training  Autism  Socialization  School Index. décimale : PER Périodiques Résumé : An important line of research relates to whether school personnel, such as paraprofessionals, who are present during unstructured social periods, such as lunch-recess, could successfully implement interventions to improve socialization between students with ASD and their typical peers in a group setting. Therefore, within the context of a multiple baseline across participants design, we assessed whether training paraprofessionals to provide social interventions would enhance social development in students with ASD in a group setting. Results showed that paraprofessionals who were not providing any social opportunities during baseline were able to meet fidelity of implementation following a brief training. Consequently, the children with ASD increased their levels of engagement and rates of initiation with typically developing peers following intervention. Implications for training paraprofessionals to implement effective social interventions for students with ASD are discussed. En ligne : http://dx.doi.org/10.1007/s10803-014-2094-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238

Abnormal Corpus Callosum Connectivity, Socio-communicative Deficits, and Motor Deficits in Children with Autism Spectrum Disorder: A Diffusion Tensor Imaging Study / Ryuzo HANAIE in Journal of Autism and Developmental Disorders, 44-9 (September 2014)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 44-9 (September 2014) . - p.2209-2220 Titre : Abnormal Corpus Callosum Connectivity, Socio-communicative Deficits, and Motor Deficits in Children with Autism Spectrum Disorder: A Diffusion Tensor Imaging Study Type de document : Texte imprimé et/ou numérique Auteurs : Ryuzo HANAIE, Auteur ; Ikuko MOHRI, Auteur ; Kuriko KAGITANI-SHIMONO, Auteur ; Masaya TACHIBANA, Auteur ; Junko MATSUZAKI, Auteur ; Yoshiyuki WATANABE, Auteur ; Norihiko FUJITA, Auteur ; Masako TANIIKE, Auteur Article en page(s) : p.2209-2220 Langues : Anglais (eng) Mots-clés : Diffusion tensor imaging  Tractography  Corpus callosum  Autism spectrum disorder  Motor function Index. décimale : PER Périodiques Résumé : In addition to social and communicative deficits, many studies have reported motor deficits in autism spectrum disorder (ASD). This study investigated the macro and microstructural properties of the corpus callosum (CC) of 18 children with ASD and 12 typically developing controls using diffusion tensor imaging tractography. We aimed to explore whether abnormalities of the CC were related to motor deficits, as well as social and communication deficits in children with ASD. The ASD group displayed abnormal macro and microstructure of the total CC and its subdivisions and its structural properties were related to socio-communicative deficits, but not to motor deficits in ASD. These findings advance our understanding of the contributions of the CC to ASD symptoms. En ligne : http://dx.doi.org/10.1007/s10803-014-2096-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238 [article] Abnormal Corpus Callosum Connectivity, Socio-communicative Deficits, and Motor Deficits in Children with Autism Spectrum Disorder: A Diffusion Tensor Imaging Study [Texte imprimé et/ou numérique] / Ryuzo HANAIE, Auteur ; Ikuko MOHRI, Auteur ; Kuriko KAGITANI-SHIMONO, Auteur ; Masaya TACHIBANA, Auteur ; Junko MATSUZAKI, Auteur ; Yoshiyuki WATANABE, Auteur ; Norihiko FUJITA, Auteur ; Masako TANIIKE, Auteur . - p.2209-2220. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 44-9 (September 2014) . - p.2209-2220 Mots-clés : Diffusion tensor imaging  Tractography  Corpus callosum  Autism spectrum disorder  Motor function Index. décimale : PER Périodiques Résumé : In addition to social and communicative deficits, many studies have reported motor deficits in autism spectrum disorder (ASD). This study investigated the macro and microstructural properties of the corpus callosum (CC) of 18 children with ASD and 12 typically developing controls using diffusion tensor imaging tractography. We aimed to explore whether abnormalities of the CC were related to motor deficits, as well as social and communication deficits in children with ASD. The ASD group displayed abnormal macro and microstructure of the total CC and its subdivisions and its structural properties were related to socio-communicative deficits, but not to motor deficits in ASD. These findings advance our understanding of the contributions of the CC to ASD symptoms. En ligne : http://dx.doi.org/10.1007/s10803-014-2096-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238

Cognitive Ability is Associated with Different Outcome Trajectories in Autism Spectrum Disorders / Esther BEN-ITZCHAK in Journal of Autism and Developmental Disorders, 44-9 (September 2014)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 44-9 (September 2014) . - p.2221-2229 Titre : Cognitive Ability is Associated with Different Outcome Trajectories in Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Esther BEN-ITZCHAK, Auteur ; Linda R. WATSON, Auteur ; Ditza A. ZACHOR, Auteur Article en page(s) : p.2221-2229 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  Early intensive behavioral intervention  Autism severity  Adaptive skills  Cognitive ability Index. décimale : PER Périodiques Résumé : Variability in clinical expression and in intervention outcome has been described in autism spectrum disorder (ASD). The study examined progress after 1 and 2 years of intervention and compared the impact of baseline cognitive ability on outcome trajectories in 46 children (m = 25.5 months) with ASD. The entire group showed a gradual decrease in autism severity and increase in verbal cognitive scores. Only the low cognitive scores (DQ 70) group significantly improved in fine motor and receptive language scores. Significant gains in adaptive skills were found only for the high cognitive scores (DQ ?70) group after 2 years of intervention. The entire group progressed with intervention, but only children with higher cognitive levels at baseline transferred their acquired socio-communication skills into daily functioning. En ligne : http://dx.doi.org/10.1007/s10803-014-2091-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238 [article] Cognitive Ability is Associated with Different Outcome Trajectories in Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Esther BEN-ITZCHAK, Auteur ; Linda R. WATSON, Auteur ; Ditza A. ZACHOR, Auteur . - p.2221-2229. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 44-9 (September 2014) . - p.2221-2229 Mots-clés : Autism spectrum disorders  Early intensive behavioral intervention  Autism severity  Adaptive skills  Cognitive ability Index. décimale : PER Périodiques Résumé : Variability in clinical expression and in intervention outcome has been described in autism spectrum disorder (ASD). The study examined progress after 1 and 2 years of intervention and compared the impact of baseline cognitive ability on outcome trajectories in 46 children (m = 25.5 months) with ASD. The entire group showed a gradual decrease in autism severity and increase in verbal cognitive scores. Only the low cognitive scores (DQ 70) group significantly improved in fine motor and receptive language scores. Significant gains in adaptive skills were found only for the high cognitive scores (DQ ?70) group after 2 years of intervention. The entire group progressed with intervention, but only children with higher cognitive levels at baseline transferred their acquired socio-communication skills into daily functioning. En ligne : http://dx.doi.org/10.1007/s10803-014-2091-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238

Visuospatial Processing in Children with Autism: No Evidence for (Training-Resistant) Abnormalities / Ellahe CHABANI in Journal of Autism and Developmental Disorders, 44-9 (September 2014)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 44-9 (September 2014) . - p.2230-2243 Titre : Visuospatial Processing in Children with Autism: No Evidence for (Training-Resistant) Abnormalities Type de document : Texte imprimé et/ou numérique Auteurs : Ellahe CHABANI, Auteur ; Bernhard HOMMEL, Auteur Article en page(s) : p.2230-2243 Langues : Anglais (eng) Mots-clés : Visual spatial  Visualization  School based intervention  Response to intervention  Computer based instruction Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorders (ASDs) have been assumed to show evidence of abnormal visuospatial processing, which has been attributed to a failure to integrate local features into coherent global Gestalts and/or to a bias towards local processing. As the available data are based on baseline performance only, which does not provide insight into cognitive/neural plasticity and actual cognitive potential, we investigated how training-resistant possible visuospatial processing differences between children with and without ASD are. In particular, we studied the effect of computerized versus face-to-face visuospatial training in a group of normally intelligent children with ASD and typically developing children as control. Findings show that (a) children with and without ASD do not differ much in visuospatial processing (as assessed by a tangram-like task) and the few differences we observed were all eliminated by training; (b) training can improve visuospatial processing (equally) in both children with ASD and normally developing children; and (c) computer-based and face-to-face training was equally effective. En ligne : http://dx.doi.org/10.1007/s10803-014-2107-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238 [article] Visuospatial Processing in Children with Autism: No Evidence for (Training-Resistant) Abnormalities [Texte imprimé et/ou numérique] / Ellahe CHABANI, Auteur ; Bernhard HOMMEL, Auteur . - p.2230-2243. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 44-9 (September 2014) . - p.2230-2243 Mots-clés : Visual spatial  Visualization  School based intervention  Response to intervention  Computer based instruction Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorders (ASDs) have been assumed to show evidence of abnormal visuospatial processing, which has been attributed to a failure to integrate local features into coherent global Gestalts and/or to a bias towards local processing. As the available data are based on baseline performance only, which does not provide insight into cognitive/neural plasticity and actual cognitive potential, we investigated how training-resistant possible visuospatial processing differences between children with and without ASD are. In particular, we studied the effect of computerized versus face-to-face visuospatial training in a group of normally intelligent children with ASD and typically developing children as control. Findings show that (a) children with and without ASD do not differ much in visuospatial processing (as assessed by a tangram-like task) and the few differences we observed were all eliminated by training; (b) training can improve visuospatial processing (equally) in both children with ASD and normally developing children; and (c) computer-based and face-to-face training was equally effective. En ligne : http://dx.doi.org/10.1007/s10803-014-2107-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238

The ABC’s of Teaching Social Skills to Adolescents with Autism Spectrum Disorder in the Classroom: The UCLA PEERS ® Program / Elizabeth A. LAUGESON in Journal of Autism and Developmental Disorders, 44-9 (September 2014)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 44-9 (September 2014) . - p.2244-2256 Titre : The ABC’s of Teaching Social Skills to Adolescents with Autism Spectrum Disorder in the Classroom: The UCLA PEERS ® Program Type de document : Texte imprimé et/ou numérique Auteurs : Elizabeth A. LAUGESON, Auteur ; Ruth ELLINGSEN, Auteur ; Jennifer SANDERSON, Auteur ; Lara TUCCI, Auteur ; Shannon BATES, Auteur Article en page(s) : p.2244-2256 Langues : Anglais (eng) Mots-clés : Social skills  Autism spectrum disorder  PEERS  Friendship  Adolescents  School Index. décimale : PER Périodiques Résumé : Social skills training is a common treatment method for adolescents with autism spectrum disorder (ASD), yet very few evidence-based interventions exist to improve social skills for high-functioning adolescents on the spectrum, and even fewer studies have examined the effectiveness of teaching social skills in the classroom. This study examines change in social functioning for adolescents with high-functioning ASD following the implementation of a school-based, teacher-facilitated social skills intervention known as Program for the Education and Enrichment of Relational Skills (PEERS ® ). Seventy-three middle school students with ASD along with their parents and teachers participated in the study. Participants were assigned to the PEERS ® treatment condition or an alternative social skills curriculum. Instruction was provided daily by classroom teachers and teacher aides for 14-weeks. Results reveal that in comparison to an active treatment control group, participants in the PEERS ® treatment group significantly improved in social functioning in the areas of teacher-reported social responsiveness, social communication, social motivation, social awareness, and decreased autistic mannerisms, with a trend toward improved social cognition on the Social Responsiveness Scale. Adolescent self-reports indicate significant improvement in social skills knowledge and frequency of hosted and invited get-togethers with friends, and parent-reports suggest a decrease in teen social anxiety on the Social Anxiety Scale at a trend level. This research represents one of the few teacher-facilitated treatment intervention studies demonstrating effectiveness in improving the social skills of adolescents with ASD in the classroom: arguably the most natural social setting of all. En ligne : http://dx.doi.org/10.1007/s10803-014-2108-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238 [article] The ABC’s of Teaching Social Skills to Adolescents with Autism Spectrum Disorder in the Classroom: The UCLA PEERS ® Program [Texte imprimé et/ou numérique] / Elizabeth A. LAUGESON, Auteur ; Ruth ELLINGSEN, Auteur ; Jennifer SANDERSON, Auteur ; Lara TUCCI, Auteur ; Shannon BATES, Auteur . - p.2244-2256. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 44-9 (September 2014) . - p.2244-2256 Mots-clés : Social skills  Autism spectrum disorder  PEERS  Friendship  Adolescents  School Index. décimale : PER Périodiques Résumé : Social skills training is a common treatment method for adolescents with autism spectrum disorder (ASD), yet very few evidence-based interventions exist to improve social skills for high-functioning adolescents on the spectrum, and even fewer studies have examined the effectiveness of teaching social skills in the classroom. This study examines change in social functioning for adolescents with high-functioning ASD following the implementation of a school-based, teacher-facilitated social skills intervention known as Program for the Education and Enrichment of Relational Skills (PEERS ® ). Seventy-three middle school students with ASD along with their parents and teachers participated in the study. Participants were assigned to the PEERS ® treatment condition or an alternative social skills curriculum. Instruction was provided daily by classroom teachers and teacher aides for 14-weeks. Results reveal that in comparison to an active treatment control group, participants in the PEERS ® treatment group significantly improved in social functioning in the areas of teacher-reported social responsiveness, social communication, social motivation, social awareness, and decreased autistic mannerisms, with a trend toward improved social cognition on the Social Responsiveness Scale. Adolescent self-reports indicate significant improvement in social skills knowledge and frequency of hosted and invited get-togethers with friends, and parent-reports suggest a decrease in teen social anxiety on the Social Anxiety Scale at a trend level. This research represents one of the few teacher-facilitated treatment intervention studies demonstrating effectiveness in improving the social skills of adolescents with ASD in the classroom: arguably the most natural social setting of all. En ligne : http://dx.doi.org/10.1007/s10803-014-2108-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238

Validation of the World Health Organization’s Quality of Life Questionnaire with Parents of Children with Autistic Disorder / Latefa A. DARDAS in Journal of Autism and Developmental Disorders, 44-9 (September 2014)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 44-9 (September 2014) . - p.2257-2263 Titre : Validation of the World Health Organization’s Quality of Life Questionnaire with Parents of Children with Autistic Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Latefa A. DARDAS, Auteur ; Muayyad M. AHMAD, Auteur Article en page(s) : p.2257-2263 Langues : Anglais (eng) Mots-clés : WHOQOL-BREF  Factor analysis  Autistic Disorder  Quality of life  Psychometrics Index. décimale : PER Périodiques Résumé : The World Health Organization’s Quality of Life Questionnaire-BREF (WHOQOL-BREF) has been used in many studies that target parents of children with Autistic Disorder. However, the measure has yet to be validated and adapted to this sample group whose daily experiences are considered substantially different from those of parents of children with typical development and parents of children with other disabilities. Therefore, this study was designed to examine the psychometric properties and the theoretical structure of the WHOQOL-BREF with a sample of 184 parents of children with Autistic Disorder. The factor structure for the WHOQOL-BREF was examined using exploratory and confirmatory factor analyses. Our analyses provided no evidence of a better model than the original 4-domain model. Nevertheless, some items in the measure were re-distributed to different domains based on theoretical meanings and/or clean loading criteria. The new model structure gained the measure’s required validity with parents of children with Autistic Disorder. En ligne : http://dx.doi.org/10.1007/s10803-014-2110-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238 [article] Validation of the World Health Organization’s Quality of Life Questionnaire with Parents of Children with Autistic Disorder [Texte imprimé et/ou numérique] / Latefa A. DARDAS, Auteur ; Muayyad M. AHMAD, Auteur . - p.2257-2263. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 44-9 (September 2014) . - p.2257-2263 Mots-clés : WHOQOL-BREF  Factor analysis  Autistic Disorder  Quality of life  Psychometrics Index. décimale : PER Périodiques Résumé : The World Health Organization’s Quality of Life Questionnaire-BREF (WHOQOL-BREF) has been used in many studies that target parents of children with Autistic Disorder. However, the measure has yet to be validated and adapted to this sample group whose daily experiences are considered substantially different from those of parents of children with typical development and parents of children with other disabilities. Therefore, this study was designed to examine the psychometric properties and the theoretical structure of the WHOQOL-BREF with a sample of 184 parents of children with Autistic Disorder. The factor structure for the WHOQOL-BREF was examined using exploratory and confirmatory factor analyses. Our analyses provided no evidence of a better model than the original 4-domain model. Nevertheless, some items in the measure were re-distributed to different domains based on theoretical meanings and/or clean loading criteria. The new model structure gained the measure’s required validity with parents of children with Autistic Disorder. En ligne : http://dx.doi.org/10.1007/s10803-014-2110-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238

Impact of Cognitive Behavioral Therapy on Observed Autism Symptom Severity During School Recess: A Preliminary Randomized, Controlled Trial / Jeffrey J. WOOD in Journal of Autism and Developmental Disorders, 44-9 (September 2014)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 44-9 (September 2014) . - p.2264-2276 Titre : Impact of Cognitive Behavioral Therapy on Observed Autism Symptom Severity During School Recess: A Preliminary Randomized, Controlled Trial Type de document : Texte imprimé et/ou numérique Auteurs : Jeffrey J. WOOD, Auteur ; Cori FUJII, Auteur ; Patricia RENNO, Auteur ; Marilyn VAN DYKE, Auteur Article en page(s) : p.2264-2276 Langues : Anglais (eng) Mots-clés : Cognitive behavioral therapy  Autism spectrum disorders  School-aged children  School observations Index. décimale : PER Périodiques Résumé : This study compared cognitive behavioral therapy (CBT) and treatment-as-usual (TAU) in terms of effects on observed social communication-related autism symptom severity during unstructured play time at school for children with autism spectrum disorders (ASD). Thirteen children with ASD (7–11 years old) were randomly assigned to 32 sessions of CBT or community-based psychosocial treatment (TAU) for 16 weeks. The CBT program is based on the memory retrieval competition model and emphasizes the development of perspective-taking through guided behavioral experimentation supplemented with reflective Socratic discussion and supported by parent training and school consultation to promote generalization of social communication and emotion regulation skills. Trained observers blind to treatment condition observed each child during recess on two separate days at baseline and again at posttreatment, using a structured behavioral observation system that generates frequency scores for observed social communication-related autism symptoms. CBT outperformed TAU at posttreatment on the frequency of self-isolation, the proportion of time spent with peers, the frequency of positive or appropriate interaction with peers, and the frequency of positive or appropriate peer responses to the target child (d effect size range 1.34–1.62). On average, children in CBT were engaged in positive or appropriate social interaction with peers in 68.6 % of observed intervals at posttreatment, compared to 25 % of intervals for children in TAU. Further investigation of this intervention modality with larger samples and follow-up assessments is warranted. En ligne : http://dx.doi.org/10.1007/s10803-014-2097-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238 [article] Impact of Cognitive Behavioral Therapy on Observed Autism Symptom Severity During School Recess: A Preliminary Randomized, Controlled Trial [Texte imprimé et/ou numérique] / Jeffrey J. WOOD, Auteur ; Cori FUJII, Auteur ; Patricia RENNO, Auteur ; Marilyn VAN DYKE, Auteur . - p.2264-2276. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 44-9 (September 2014) . - p.2264-2276 Mots-clés : Cognitive behavioral therapy  Autism spectrum disorders  School-aged children  School observations Index. décimale : PER Périodiques Résumé : This study compared cognitive behavioral therapy (CBT) and treatment-as-usual (TAU) in terms of effects on observed social communication-related autism symptom severity during unstructured play time at school for children with autism spectrum disorders (ASD). Thirteen children with ASD (7–11 years old) were randomly assigned to 32 sessions of CBT or community-based psychosocial treatment (TAU) for 16 weeks. The CBT program is based on the memory retrieval competition model and emphasizes the development of perspective-taking through guided behavioral experimentation supplemented with reflective Socratic discussion and supported by parent training and school consultation to promote generalization of social communication and emotion regulation skills. Trained observers blind to treatment condition observed each child during recess on two separate days at baseline and again at posttreatment, using a structured behavioral observation system that generates frequency scores for observed social communication-related autism symptoms. CBT outperformed TAU at posttreatment on the frequency of self-isolation, the proportion of time spent with peers, the frequency of positive or appropriate interaction with peers, and the frequency of positive or appropriate peer responses to the target child (d effect size range 1.34–1.62). On average, children in CBT were engaged in positive or appropriate social interaction with peers in 68.6 % of observed intervals at posttreatment, compared to 25 % of intervals for children in TAU. Further investigation of this intervention modality with larger samples and follow-up assessments is warranted. En ligne : http://dx.doi.org/10.1007/s10803-014-2097-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238

Spatial Transformations of Bodies and Objects in Adults with Autism Spectrum Disorder / Amy PEARSON in Journal of Autism and Developmental Disorders, 44-9 (September 2014)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 44-9 (September 2014) . - p.2277-2289 Titre : Spatial Transformations of Bodies and Objects in Adults with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Amy PEARSON, Auteur ; Lauren MARSH, Auteur ; Antonia HAMILTON, Auteur ; Danielle ROPAR, Auteur Article en page(s) : p.2277-2289 Langues : Anglais (eng) Mots-clés : Spatial transformations  Bodies  Objects  Mental rotation  Egocentric  Autism Index. décimale : PER Périodiques Résumé : Previous research into autism spectrum disorder (ASD) has shown people with autism to be impaired at visual perspective taking. However it is still unclear to what extent the spatial mechanisms underlying this ability contribute to these difficulties. In the current experiment we examine spatial transformations in adults with ASD and typical adults. Participants performed egocentric transformations and mental rotation of bodies and cars. Results indicated that participants with ASD had general perceptual differences impacting on response times across tasks. However, they also showed more specific differences in the egocentric task suggesting particular difficulty with using the self as a reference frame. These findings suggest that impaired perspective taking could be grounded in difficulty with the spatial transformation used to imagine the self in someone else’s place. En ligne : http://dx.doi.org/10.1007/s10803-014-2098-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238 [article] Spatial Transformations of Bodies and Objects in Adults with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Amy PEARSON, Auteur ; Lauren MARSH, Auteur ; Antonia HAMILTON, Auteur ; Danielle ROPAR, Auteur . - p.2277-2289. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 44-9 (September 2014) . - p.2277-2289 Mots-clés : Spatial transformations  Bodies  Objects  Mental rotation  Egocentric  Autism Index. décimale : PER Périodiques Résumé : Previous research into autism spectrum disorder (ASD) has shown people with autism to be impaired at visual perspective taking. However it is still unclear to what extent the spatial mechanisms underlying this ability contribute to these difficulties. In the current experiment we examine spatial transformations in adults with ASD and typical adults. Participants performed egocentric transformations and mental rotation of bodies and cars. Results indicated that participants with ASD had general perceptual differences impacting on response times across tasks. However, they also showed more specific differences in the egocentric task suggesting particular difficulty with using the self as a reference frame. These findings suggest that impaired perspective taking could be grounded in difficulty with the spatial transformation used to imagine the self in someone else’s place. En ligne : http://dx.doi.org/10.1007/s10803-014-2098-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238

Interview Skills for Adults with Autism Spectrum Disorder: A Pilot Randomized Controlled Trial / Lindee MORGAN in Journal of Autism and Developmental Disorders, 44-9 (September 2014)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 44-9 (September 2014) . - p.2290-2300 Titre : Interview Skills for Adults with Autism Spectrum Disorder: A Pilot Randomized Controlled Trial Type de document : Texte imprimé et/ou numérique Auteurs : Lindee MORGAN, Auteur ; Allison LEATZOW, Auteur ; Sarah CLARK, Auteur ; Michael SILLER, Auteur Article en page(s) : p.2290-2300 Langues : Anglais (eng) Mots-clés : ASD  Autism  Adults  Randomized controlled trial  Social skills  Intervention Index. décimale : PER Périodiques Résumé : The purpose of this pilot study was to evaluate the efficacy of the interview skills curriculum (ISC), a manualized 12-week group-delivered intervention for young adults with autism spectrum disorder (ASD). This intervention aims to increase social–pragmatic skills essential to a successful job interview. Twenty-eight adults (18–36 years) were randomly assigned to one of two groups: ISC or waitlist control. Results revealed that the experimental group showed larger gains in social–pragmatic skills observed during a mock job interview than the control group. Treatment effects on distal outcomes, including social adaptive behaviors and depressive symptoms were not significant, although the respective effect sizes were medium/large. Results indicate that a brief, low-intensity treatment can improve the job-interview performance of young adults with ASD. En ligne : http://dx.doi.org/10.1007/s10803-014-2100-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238 [article] Interview Skills for Adults with Autism Spectrum Disorder: A Pilot Randomized Controlled Trial [Texte imprimé et/ou numérique] / Lindee MORGAN, Auteur ; Allison LEATZOW, Auteur ; Sarah CLARK, Auteur ; Michael SILLER, Auteur . - p.2290-2300. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 44-9 (September 2014) . - p.2290-2300 Mots-clés : ASD  Autism  Adults  Randomized controlled trial  Social skills  Intervention Index. décimale : PER Périodiques Résumé : The purpose of this pilot study was to evaluate the efficacy of the interview skills curriculum (ISC), a manualized 12-week group-delivered intervention for young adults with autism spectrum disorder (ASD). This intervention aims to increase social–pragmatic skills essential to a successful job interview. Twenty-eight adults (18–36 years) were randomly assigned to one of two groups: ISC or waitlist control. Results revealed that the experimental group showed larger gains in social–pragmatic skills observed during a mock job interview than the control group. Treatment effects on distal outcomes, including social adaptive behaviors and depressive symptoms were not significant, although the respective effect sizes were medium/large. Results indicate that a brief, low-intensity treatment can improve the job-interview performance of young adults with ASD. En ligne : http://dx.doi.org/10.1007/s10803-014-2100-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238

Using the Autism Detection in Early Childhood (ADEC) and Childhood Autism Rating Scales (CARS) to Predict Long Term Outcomes in Children with Autism Spectrum Disorders / Yong-Hwee NAH in Journal of Autism and Developmental Disorders, 44-9 (September 2014)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 44-9 (September 2014) . - p.2301-2310 Titre : Using the Autism Detection in Early Childhood (ADEC) and Childhood Autism Rating Scales (CARS) to Predict Long Term Outcomes in Children with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Yong-Hwee NAH, Auteur ; Robyn L. YOUNG, Auteur ; Neil BREWER, Auteur Article en page(s) : p.2301-2310 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  Predictive validity  ADEC  CARS  Long term outcomes Index. décimale : PER Périodiques Résumé : This study evaluated the predictive validity of the Autism Detection in Early Childhood (ADEC; Young, Autism detection in early childhood: ADEC. Australian Council of Educational Research, Camberwell, VIC 2007) and a well-established screening tool, the Childhood Autism Rating Scale (CARS; Schopler et al. The childhood autism rating scale (CARS). Western Psychological Services, Los Angeles 1988), for long term outcomes of children with ASD engaged in an early intervention program. Participants were 55 children (44 male, 11 female) aged 19–42 months (M = 33.5, SD = 5.6) at initial assessment who were followed up 2 and 6 years after their initial assessment. The ADEC and the CARS performed similarly when predicting long term outcomes such as clinical diagnostic outcome and overall adaptive functioning level. However, only the ADEC score was significantly correlated with ASD symptom severity at the 6-year follow up. Although these findings need to be replicated with additional and larger samples, this study extends our understanding of the psychometric properties of both the ADEC and the CARS. En ligne : http://dx.doi.org/10.1007/s10803-014-2102-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238 [article] Using the Autism Detection in Early Childhood (ADEC) and Childhood Autism Rating Scales (CARS) to Predict Long Term Outcomes in Children with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Yong-Hwee NAH, Auteur ; Robyn L. YOUNG, Auteur ; Neil BREWER, Auteur . - p.2301-2310. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 44-9 (September 2014) . - p.2301-2310 Mots-clés : Autism spectrum disorders  Predictive validity  ADEC  CARS  Long term outcomes Index. décimale : PER Périodiques Résumé : This study evaluated the predictive validity of the Autism Detection in Early Childhood (ADEC; Young, Autism detection in early childhood: ADEC. Australian Council of Educational Research, Camberwell, VIC 2007) and a well-established screening tool, the Childhood Autism Rating Scale (CARS; Schopler et al. The childhood autism rating scale (CARS). Western Psychological Services, Los Angeles 1988), for long term outcomes of children with ASD engaged in an early intervention program. Participants were 55 children (44 male, 11 female) aged 19–42 months (M = 33.5, SD = 5.6) at initial assessment who were followed up 2 and 6 years after their initial assessment. The ADEC and the CARS performed similarly when predicting long term outcomes such as clinical diagnostic outcome and overall adaptive functioning level. However, only the ADEC score was significantly correlated with ASD symptom severity at the 6-year follow up. Although these findings need to be replicated with additional and larger samples, this study extends our understanding of the psychometric properties of both the ADEC and the CARS. En ligne : http://dx.doi.org/10.1007/s10803-014-2102-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238

Pediatric Healthcare Professionals’ Views on Autism Spectrum Disorder Screening at 12–18 Months / Elizabeth R. CRAIS in Journal of Autism and Developmental Disorders, 44-9 (September 2014)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 44-9 (September 2014) . - p.2311-2328 Titre : Pediatric Healthcare Professionals’ Views on Autism Spectrum Disorder Screening at 12–18 Months Type de document : Texte imprimé et/ou numérique Auteurs : Elizabeth R. CRAIS, Auteur ; Cara S. MCCOMISH, Auteur ; Betsy P. HUMPHREYS, Auteur ; Linda R. WATSON, Auteur ; Grace T. BARANEK, Auteur ; J. Steven REZNICK, Auteur ; Rob B. CHRISTIAN, Auteur ; Marian EARLS, Auteur Article en page(s) : p.2311-2328 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder (ASD)  Screening  Infants  Pediatric healthcare professionals Index. décimale : PER Périodiques Résumé : This study explored North Carolina pediatric healthcare professional’s (PHP) perceptions of screening 12–18 month old infants for Autism Spectrum Disorder (ASD). Eight focus groups (66 PHPs) were conducted across practice settings. The purpose was to explore PHP’s perspectives to: inform development of ASD screening tools and ultimately impact their use in PHP settings. PHPs reported concerns, barriers, and the need for research to support early ASD screening. Additionally, they expressed the need for: (a) clear “red flags” of ASD for 12–18 month olds; (b) socioculturally sensitive and effective screening tools; (c) effective early interventions; (d) systems to handle potential increases in referrals; and (e) continuing education. PHPs also demonstrated preferences about screening tool characteristics and processes for enhancing screening efforts. En ligne : http://dx.doi.org/10.1007/s10803-014-2101-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238 [article] Pediatric Healthcare Professionals’ Views on Autism Spectrum Disorder Screening at 12–18 Months [Texte imprimé et/ou numérique] / Elizabeth R. CRAIS, Auteur ; Cara S. MCCOMISH, Auteur ; Betsy P. HUMPHREYS, Auteur ; Linda R. WATSON, Auteur ; Grace T. BARANEK, Auteur ; J. Steven REZNICK, Auteur ; Rob B. CHRISTIAN, Auteur ; Marian EARLS, Auteur . - p.2311-2328. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 44-9 (September 2014) . - p.2311-2328 Mots-clés : Autism Spectrum Disorder (ASD)  Screening  Infants  Pediatric healthcare professionals Index. décimale : PER Périodiques Résumé : This study explored North Carolina pediatric healthcare professional’s (PHP) perceptions of screening 12–18 month old infants for Autism Spectrum Disorder (ASD). Eight focus groups (66 PHPs) were conducted across practice settings. The purpose was to explore PHP’s perspectives to: inform development of ASD screening tools and ultimately impact their use in PHP settings. PHPs reported concerns, barriers, and the need for research to support early ASD screening. Additionally, they expressed the need for: (a) clear “red flags” of ASD for 12–18 month olds; (b) socioculturally sensitive and effective screening tools; (c) effective early interventions; (d) systems to handle potential increases in referrals; and (e) continuing education. PHPs also demonstrated preferences about screening tool characteristics and processes for enhancing screening efforts. En ligne : http://dx.doi.org/10.1007/s10803-014-2101-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238

Comparing the Teaching Interaction Procedure to Social Stories: A Replication Study / Alyne KASSARDJIAN in Journal of Autism and Developmental Disorders, 44-9 (September 2014)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 44-9 (September 2014) . - p.2329-2340 Titre : Comparing the Teaching Interaction Procedure to Social Stories: A Replication Study Type de document : Texte imprimé et/ou numérique Auteurs : Alyne KASSARDJIAN, Auteur ; Justin B. LEAF, Auteur ; Daniel RAVID, Auteur ; Jeremy A. LEAF, Auteur ; Aditt ALCALAY, Auteur ; Stephanie DALE, Auteur ; Kathleen TSUJI, Auteur ; Mitchell TAUBMAN, Auteur ; Ronald LEAF, Auteur ; John MCEACHIN, Auteur ; Misty L. OPPENHEIM-LEAF, Auteur Article en page(s) : p.2329-2340 Langues : Anglais (eng) Mots-clés : Autism  Behavioral skills training  Social skills  Social skills groups  Social stories  Teaching interaction procedure Index. décimale : PER Périodiques Résumé : This study compared the teaching interaction procedure to social stories implemented in a group setting to teach social skills to three children diagnosed with autism spectrum disorder. The researchers taught each participant one social skill with the teaching interaction procedure, one social skill with the social story procedure, and one social skill was assigned to a no intervention condition. The teaching interaction procedure consisted of didactic questions, teacher demonstration, and role-play; the social story procedure consisted of reading a book and answering comprehension questions. The researchers measured participants’ performances during probes, responses to comprehension questions, and responding during role-plays. The results indicated that the teaching interaction procedure was more efficacious than the social story procedure across all three participants. En ligne : http://dx.doi.org/10.1007/s10803-014-2103-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238 [article] Comparing the Teaching Interaction Procedure to Social Stories: A Replication Study [Texte imprimé et/ou numérique] / Alyne KASSARDJIAN, Auteur ; Justin B. LEAF, Auteur ; Daniel RAVID, Auteur ; Jeremy A. LEAF, Auteur ; Aditt ALCALAY, Auteur ; Stephanie DALE, Auteur ; Kathleen TSUJI, Auteur ; Mitchell TAUBMAN, Auteur ; Ronald LEAF, Auteur ; John MCEACHIN, Auteur ; Misty L. OPPENHEIM-LEAF, Auteur . - p.2329-2340. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 44-9 (September 2014) . - p.2329-2340 Mots-clés : Autism  Behavioral skills training  Social skills  Social skills groups  Social stories  Teaching interaction procedure Index. décimale : PER Périodiques Résumé : This study compared the teaching interaction procedure to social stories implemented in a group setting to teach social skills to three children diagnosed with autism spectrum disorder. The researchers taught each participant one social skill with the teaching interaction procedure, one social skill with the social story procedure, and one social skill was assigned to a no intervention condition. The teaching interaction procedure consisted of didactic questions, teacher demonstration, and role-play; the social story procedure consisted of reading a book and answering comprehension questions. The researchers measured participants’ performances during probes, responses to comprehension questions, and responding during role-plays. The results indicated that the teaching interaction procedure was more efficacious than the social story procedure across all three participants. En ligne : http://dx.doi.org/10.1007/s10803-014-2103-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238

Theory of Mind and Executive Function in Preschoolers with Typical Development Versus Intellectually Able Preschoolers with Autism Spectrum Disorder / Yael KIMHI in Journal of Autism and Developmental Disorders, 44-9 (September 2014)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 44-9 (September 2014) . - p.2341-2354 Titre : Theory of Mind and Executive Function in Preschoolers with Typical Development Versus Intellectually Able Preschoolers with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Yael KIMHI, Auteur ; Dana SHOAM-KUGELMAS, Auteur ; Galit AGAM-BEN-ARTZI, Auteur ; Inbal BEN-MOSHE, Auteur ; Nirit BAUMINGER-ZVIELY, Auteur Article en page(s) : p.2341-2354 Langues : Anglais (eng) Mots-clés : ASD  Theory of mind  Executive functions  Preschool Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder (ASD) have difficulties in theory of mind (ToM) and executive function (EF), which may be linked because one domain (EF) affects the other (ToM). Group differences (ASD vs. typical development) were examined in both cognitive domains, as well as EF’s associations and regressions with ToM. Participants included 29 intellectually able preschoolers with ASD and 30 typical preschoolers, aged 3–6 years. EF tasks included planning and cognitive shifting measures. ToM tasks included predicting and explaining affective and location false-belief tasks. The novelty of this study lies in its in-depth examination of ToM explanation abilities in ASD alongside the role of verbal abilities (VIQ). Significant group differences emerged on most EF and ToM measures, in favor of typically developing children. Overall in the study group, EF-planning skills, EF-cognitive shifting and VIQ significantly contributed to the explained variance of ToM measures. Implications are discussed regarding the social-cognitive deficit in ASD. En ligne : http://dx.doi.org/10.1007/s10803-014-2104-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238 [article] Theory of Mind and Executive Function in Preschoolers with Typical Development Versus Intellectually Able Preschoolers with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Yael KIMHI, Auteur ; Dana SHOAM-KUGELMAS, Auteur ; Galit AGAM-BEN-ARTZI, Auteur ; Inbal BEN-MOSHE, Auteur ; Nirit BAUMINGER-ZVIELY, Auteur . - p.2341-2354. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 44-9 (September 2014) . - p.2341-2354 Mots-clés : ASD  Theory of mind  Executive functions  Preschool Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder (ASD) have difficulties in theory of mind (ToM) and executive function (EF), which may be linked because one domain (EF) affects the other (ToM). Group differences (ASD vs. typical development) were examined in both cognitive domains, as well as EF’s associations and regressions with ToM. Participants included 29 intellectually able preschoolers with ASD and 30 typical preschoolers, aged 3–6 years. EF tasks included planning and cognitive shifting measures. ToM tasks included predicting and explaining affective and location false-belief tasks. The novelty of this study lies in its in-depth examination of ToM explanation abilities in ASD alongside the role of verbal abilities (VIQ). Significant group differences emerged on most EF and ToM measures, in favor of typically developing children. Overall in the study group, EF-planning skills, EF-cognitive shifting and VIQ significantly contributed to the explained variance of ToM measures. Implications are discussed regarding the social-cognitive deficit in ASD. En ligne : http://dx.doi.org/10.1007/s10803-014-2104-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238

Binding of Multiple Features in Memory by High-Functioning Adults with Autism Spectrum Disorder / Dermot M. BOWLER in Journal of Autism and Developmental Disorders, 44-9 (September 2014)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 44-9 (September 2014) . - p.2355-2362 Titre : Binding of Multiple Features in Memory by High-Functioning Adults with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Dermot M. BOWLER, Auteur ; Sebastian B. GAIGG, Auteur ; John M. GARDINER, Auteur Article en page(s) : p.2355-2362 Langues : Anglais (eng) Mots-clés : Autism  Memory  Relational binding Index. décimale : PER Périodiques Résumé : Diminished episodic memory and diminished use of semantic information to aid recall by individuals with autism spectrum disorder (ASD) are both thought to result from diminished relational binding of elements of complex stimuli. To test this hypothesis, we asked high-functioning adults with ASD and typical comparison participants to study grids in which some cells contained drawings of objects in non-canonical colours. Participants were told at study which features (colour, item, location) would be tested in a later memory test. In a second experiment, participants studied similar grids and were told that they would be tested on object-location or object-colour combinations. Recognition of combinations was significantly diminished in ASD, which survived covarying performance on the Color Trails Test (D’Elia et al. Color trails test. Professional manual. Psychological Assessment Resources, Lutz, 1996), a test of executive difficulties. The findings raise the possibility that medial temporal as well as frontal lobe processes are dysfunctional in ASD. En ligne : http://dx.doi.org/10.1007/s10803-014-2105-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238 [article] Binding of Multiple Features in Memory by High-Functioning Adults with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Dermot M. BOWLER, Auteur ; Sebastian B. GAIGG, Auteur ; John M. GARDINER, Auteur . - p.2355-2362. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 44-9 (September 2014) . - p.2355-2362 Mots-clés : Autism  Memory  Relational binding Index. décimale : PER Périodiques Résumé : Diminished episodic memory and diminished use of semantic information to aid recall by individuals with autism spectrum disorder (ASD) are both thought to result from diminished relational binding of elements of complex stimuli. To test this hypothesis, we asked high-functioning adults with ASD and typical comparison participants to study grids in which some cells contained drawings of objects in non-canonical colours. Participants were told at study which features (colour, item, location) would be tested in a later memory test. In a second experiment, participants studied similar grids and were told that they would be tested on object-location or object-colour combinations. Recognition of combinations was significantly diminished in ASD, which survived covarying performance on the Color Trails Test (D’Elia et al. Color trails test. Professional manual. Psychological Assessment Resources, Lutz, 1996), a test of executive difficulties. The findings raise the possibility that medial temporal as well as frontal lobe processes are dysfunctional in ASD. En ligne : http://dx.doi.org/10.1007/s10803-014-2105-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238

Brief Report: Accuracy and Response Time for the Recognition of Facial Emotions in a Large Sample of Children with Autism Spectrum Disorders / Elian FINK in Journal of Autism and Developmental Disorders, 44-9 (September 2014)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 44-9 (September 2014) . - p.2363-2368 Titre : Brief Report: Accuracy and Response Time for the Recognition of Facial Emotions in a Large Sample of Children with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Elian FINK, Auteur ; Marc DE ROSNAY, Auteur ; Marlies WIERDA, Auteur ; Hans M. KOOT, Auteur ; Sander BEGEER, Auteur Article en page(s) : p.2363-2368 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Emotion recognition  Emotion processing  Social communication Index. décimale : PER Périodiques Résumé : The empirical literature has presented inconsistent evidence for deficits in the recognition of basic emotion expressions in children with autism spectrum disorders (ASD), which may be due to the focus on research with relatively small sample sizes. Additionally, it is proposed that although children with ASD may correctly identify emotion expression they rely on more deliberate, more time-consuming strategies in order to accurately recognize emotion expressions when compared to typically developing children. In the current study, we examine both emotion recognition accuracy and response time in a large sample of children, and explore the moderating influence of verbal ability on these findings. The sample consisted of 86 children with ASD (M age = 10.65) and 114 typically developing children (M age = 10.32) between 7 and 13 years of age. All children completed a pre-test (emotion word–word matching), and test phase consisting of basic emotion recognition, whereby they were required to match a target emotion expression to the correct emotion word; accuracy and response time were recorded. Verbal IQ was controlled for in the analyses. We found no evidence of a systematic deficit in emotion recognition accuracy or response time for children with ASD, controlling for verbal ability. However, when controlling for children’s accuracy in word–word matching, children with ASD had significantly lower emotion recognition accuracy when compared to typically developing children. The findings suggest that the social impairments observed in children with ASD are not the result of marked deficits in basic emotion recognition accuracy or longer response times. However, children with ASD may be relying on other perceptual skills (such as advanced word–word matching) to complete emotion recognition tasks at a similar level as typically developing children. En ligne : http://dx.doi.org/10.1007/s10803-014-2084-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238 [article] Brief Report: Accuracy and Response Time for the Recognition of Facial Emotions in a Large Sample of Children with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Elian FINK, Auteur ; Marc DE ROSNAY, Auteur ; Marlies WIERDA, Auteur ; Hans M. KOOT, Auteur ; Sander BEGEER, Auteur . - p.2363-2368. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 44-9 (September 2014) . - p.2363-2368 Mots-clés : Autism spectrum disorder  Emotion recognition  Emotion processing  Social communication Index. décimale : PER Périodiques Résumé : The empirical literature has presented inconsistent evidence for deficits in the recognition of basic emotion expressions in children with autism spectrum disorders (ASD), which may be due to the focus on research with relatively small sample sizes. Additionally, it is proposed that although children with ASD may correctly identify emotion expression they rely on more deliberate, more time-consuming strategies in order to accurately recognize emotion expressions when compared to typically developing children. In the current study, we examine both emotion recognition accuracy and response time in a large sample of children, and explore the moderating influence of verbal ability on these findings. The sample consisted of 86 children with ASD (M age = 10.65) and 114 typically developing children (M age = 10.32) between 7 and 13 years of age. All children completed a pre-test (emotion word–word matching), and test phase consisting of basic emotion recognition, whereby they were required to match a target emotion expression to the correct emotion word; accuracy and response time were recorded. Verbal IQ was controlled for in the analyses. We found no evidence of a systematic deficit in emotion recognition accuracy or response time for children with ASD, controlling for verbal ability. However, when controlling for children’s accuracy in word–word matching, children with ASD had significantly lower emotion recognition accuracy when compared to typically developing children. The findings suggest that the social impairments observed in children with ASD are not the result of marked deficits in basic emotion recognition accuracy or longer response times. However, children with ASD may be relying on other perceptual skills (such as advanced word–word matching) to complete emotion recognition tasks at a similar level as typically developing children. En ligne : http://dx.doi.org/10.1007/s10803-014-2084-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238

Brief Report: Visual Acuity in Children with Autism Spectrum Disorders / Matthew A. ALBRECHT in Journal of Autism and Developmental Disorders, 44-9 (September 2014)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 44-9 (September 2014) . - p.2369-2374 Titre : Brief Report: Visual Acuity in Children with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Matthew A. ALBRECHT, Auteur ; Geoffrey W. STUART, Auteur ; Marita FALKMER, Auteur ; Anna ORDQVIST, Auteur ; Denise LEUNG, Auteur ; Jonathan K. FOSTER, Auteur ; Torbjörn FALKMER, Auteur Article en page(s) : p.2369-2374 Langues : Anglais (eng) Mots-clés : Asperger syndrome  Case control study  ETDRS  High functioning autism  Perception  Vision Index. décimale : PER Périodiques Résumé : Recently, there has been heightened interest in suggestions of enhanced visual acuity in autism spectrum disorders (ASD) which was sparked by evidence that was later accepted to be methodologically flawed. However, a recent study that claimed children with ASD have enhanced visual acuity (Brosnan et al. in J Autism Dev Disord 42:2491–2497, 2012) repeated a critical methodological flaw by using an inappropriate viewing distance for a computerised acuity test, placing the findings in doubt. We examined visual acuity in 31 children with ASD and 33 controls using the 2 m 2000 Series Revised Early Treatment Diabetic Retinopathy Study chart placed at twice the conventional distance to better evaluate possible enhanced acuity. Children with ASD did not demonstrate superior acuity. The current findings strengthen the argument that reports of enhanced acuity in ASD are due to methodological flaws and challenges the reported association between visual acuity and systemising type behaviours. En ligne : http://dx.doi.org/10.1007/s10803-014-2086-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238 [article] Brief Report: Visual Acuity in Children with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Matthew A. ALBRECHT, Auteur ; Geoffrey W. STUART, Auteur ; Marita FALKMER, Auteur ; Anna ORDQVIST, Auteur ; Denise LEUNG, Auteur ; Jonathan K. FOSTER, Auteur ; Torbjörn FALKMER, Auteur . - p.2369-2374. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 44-9 (September 2014) . - p.2369-2374 Mots-clés : Asperger syndrome  Case control study  ETDRS  High functioning autism  Perception  Vision Index. décimale : PER Périodiques Résumé : Recently, there has been heightened interest in suggestions of enhanced visual acuity in autism spectrum disorders (ASD) which was sparked by evidence that was later accepted to be methodologically flawed. However, a recent study that claimed children with ASD have enhanced visual acuity (Brosnan et al. in J Autism Dev Disord 42:2491–2497, 2012) repeated a critical methodological flaw by using an inappropriate viewing distance for a computerised acuity test, placing the findings in doubt. We examined visual acuity in 31 children with ASD and 33 controls using the 2 m 2000 Series Revised Early Treatment Diabetic Retinopathy Study chart placed at twice the conventional distance to better evaluate possible enhanced acuity. Children with ASD did not demonstrate superior acuity. The current findings strengthen the argument that reports of enhanced acuity in ASD are due to methodological flaws and challenges the reported association between visual acuity and systemising type behaviours. En ligne : http://dx.doi.org/10.1007/s10803-014-2086-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238

Brief Report: Can Metrics of Reporting Bias Enhance Early Autism Screening Measures? / Cora M. TAYLOR in Journal of Autism and Developmental Disorders, 44-9 (September 2014)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 44-9 (September 2014) . - p.2375-2380 Titre : Brief Report: Can Metrics of Reporting Bias Enhance Early Autism Screening Measures? Type de document : Texte imprimé et/ou numérique Auteurs : Cora M. TAYLOR, Auteur ; Alison VEHORN, Auteur ; Hylan NOBLE, Auteur ; Amy S. WEITLAUF, Auteur ; Zachary WARREN, Auteur Article en page(s) : p.2375-2380 Langues : Anglais (eng) Mots-clés : Autism  Screening  Early identification  Internal metrics Index. décimale : PER Périodiques Résumé : The goal of the current study was to develop and pilot the utility of two simple internal response bias metrics, over-reporting and under-reporting, in terms of additive clinical value within common screening practices for early detection of autism spectrum disorder risk. Participants were caregivers and children under 36 months of age (n = 145) participating in first-time diagnostic appointments across our clinical research center due to developmental concerns. Caregivers were asked to complete the Modified Checklist for Autism in Toddlers (MCHAT) as well as a questionnaire embedding six response bias indicator questions. These questions were items that in previous clinical studies had been endorsed by an overwhelming majority of parents within clinically identified populations. Results indicated that removal of self-reports indicative of potential response bias dramatically reduced both false positives and false negatives on the MCHAT within this sample. This suggests that future work developing internal metrics of response bias may be promising in addressing limits of current screening measures and practices. En ligne : http://dx.doi.org/10.1007/s10803-014-2099-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238 [article] Brief Report: Can Metrics of Reporting Bias Enhance Early Autism Screening Measures? [Texte imprimé et/ou numérique] / Cora M. TAYLOR, Auteur ; Alison VEHORN, Auteur ; Hylan NOBLE, Auteur ; Amy S. WEITLAUF, Auteur ; Zachary WARREN, Auteur . - p.2375-2380. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 44-9 (September 2014) . - p.2375-2380 Mots-clés : Autism  Screening  Early identification  Internal metrics Index. décimale : PER Périodiques Résumé : The goal of the current study was to develop and pilot the utility of two simple internal response bias metrics, over-reporting and under-reporting, in terms of additive clinical value within common screening practices for early detection of autism spectrum disorder risk. Participants were caregivers and children under 36 months of age (n = 145) participating in first-time diagnostic appointments across our clinical research center due to developmental concerns. Caregivers were asked to complete the Modified Checklist for Autism in Toddlers (MCHAT) as well as a questionnaire embedding six response bias indicator questions. These questions were items that in previous clinical studies had been endorsed by an overwhelming majority of parents within clinically identified populations. Results indicated that removal of self-reports indicative of potential response bias dramatically reduced both false positives and false negatives on the MCHAT within this sample. This suggests that future work developing internal metrics of response bias may be promising in addressing limits of current screening measures and practices. En ligne : http://dx.doi.org/10.1007/s10803-014-2099-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238

Lois Jean Brady: Apps for Autism: An Essential Guide to Over 200 Effective Apps for Improving Communication, Behavior, Social Skills, and More! / Roald A. ØIEN in Journal of Autism and Developmental Disorders, 44-9 (September 2014)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 44-9 (September 2014) . - p.2381-2382 Titre : Lois Jean Brady: Apps for Autism: An Essential Guide to Over 200 Effective Apps for Improving Communication, Behavior, Social Skills, and More! Type de document : Texte imprimé et/ou numérique Auteurs : Roald A. ØIEN, Auteur Article en page(s) : p.2381-2382 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-014-2134-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238 [article] Lois Jean Brady: Apps for Autism: An Essential Guide to Over 200 Effective Apps for Improving Communication, Behavior, Social Skills, and More! [Texte imprimé et/ou numérique] / Roald A. ØIEN, Auteur . - p.2381-2382. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 44-9 (September 2014) . - p.2381-2382 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-014-2134-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238