Dépouillements

Editorial / Dougal Julian HARE in Autism, 15-4 (July 2011)  

Public ISBD [article]  inAutism > 15-4 (July 2011) . - p.395-396 Titre : Editorial Type de document : Texte imprimé et/ou numérique Auteurs : Dougal Julian HARE, Auteur Année de publication : 2011 Article en page(s) : p.395-396 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1362361311415570 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=133 [article] Editorial [Texte imprimé et/ou numérique] / Dougal Julian HARE, Auteur . - 2011 . - p.395-396. Langues : Anglais (eng) in Autism > 15-4 (July 2011) . - p.395-396 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1362361311415570 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=133

Peer interaction patterns among adolescents with autistic spectrum disorders (ASDs) in mainstream school settings / Neil HUMPHREY in Autism, 15-4 (July 2011)  

Public ISBD [article]  inAutism > 15-4 (July 2011) . - p.397-419 Titre : Peer interaction patterns among adolescents with autistic spectrum disorders (ASDs) in mainstream school settings Type de document : Texte imprimé et/ou numérique Auteurs : Neil HUMPHREY, Auteur ; Wendy SYMES, Auteur Année de publication : 2011 Article en page(s) : p.397-419 Langues : Anglais (eng) Mots-clés : inclusive education  peer interaction Index. décimale : PER Périodiques Résumé : The aim of the current study was to document the peer interaction patterns of students with autistic spectrum disorders in mainstream settings. Structured observations of a group of 38 adolescents with ASD drawn from 12 mainstream secondary schools were conducted over a two-day period and data compared with those of school, age, and gender matched comparison groups of 35 adolescents with dyslexia and 38 with no identified special educational needs (the ASD and dyslexia groups were also matched on SEN provision). Frequency and duration of peer interaction behaviours were coded. In terms of duration, multivariate analyses of variance (MANOVAs) indicated that participants with ASD spent more time engaged in solitary behaviours, less time engaged in co-operative interaction with peers, and more time engaging in reactive aggression towards peers than either comparison group. In terms of frequency, similar patterns emerged, but additionally participants with ASD engaged in fewer instances of rough/vigorous play, and were subject to more instances of social initiation and instrumental verbal aggression by peers than either comparison group. The findings of the current study support the authors’ theoretical model of peer group interaction processes for individuals with ASD, and have implications for both social skills training and the development of peer awareness and sensitivity. Limitations are noted. En ligne : http://dx.doi.org/10.1177/1362361310387804 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=133 [article] Peer interaction patterns among adolescents with autistic spectrum disorders (ASDs) in mainstream school settings [Texte imprimé et/ou numérique] / Neil HUMPHREY, Auteur ; Wendy SYMES, Auteur . - 2011 . - p.397-419. Langues : Anglais (eng) in Autism > 15-4 (July 2011) . - p.397-419 Mots-clés : inclusive education  peer interaction Index. décimale : PER Périodiques Résumé : The aim of the current study was to document the peer interaction patterns of students with autistic spectrum disorders in mainstream settings. Structured observations of a group of 38 adolescents with ASD drawn from 12 mainstream secondary schools were conducted over a two-day period and data compared with those of school, age, and gender matched comparison groups of 35 adolescents with dyslexia and 38 with no identified special educational needs (the ASD and dyslexia groups were also matched on SEN provision). Frequency and duration of peer interaction behaviours were coded. In terms of duration, multivariate analyses of variance (MANOVAs) indicated that participants with ASD spent more time engaged in solitary behaviours, less time engaged in co-operative interaction with peers, and more time engaging in reactive aggression towards peers than either comparison group. In terms of frequency, similar patterns emerged, but additionally participants with ASD engaged in fewer instances of rough/vigorous play, and were subject to more instances of social initiation and instrumental verbal aggression by peers than either comparison group. The findings of the current study support the authors’ theoretical model of peer group interaction processes for individuals with ASD, and have implications for both social skills training and the development of peer awareness and sensitivity. Limitations are noted. En ligne : http://dx.doi.org/10.1177/1362361310387804 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=133

Yes they can! An approach to observational learning in low-functioning children with autism / Jacqueline NADEL in Autism, 15-4 (July 2011)  

Public ISBD [article]  inAutism > 15-4 (July 2011) . - p.421-435 Titre : Yes they can! An approach to observational learning in low-functioning children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Jacqueline NADEL, Auteur ; Nadra AOUKA, Auteur ; Nathalie COULON, Auteur ; Agnès GRAS-VINCENDON, Auteur ; Pierre CANET, Auteur ; Jacqueline FAGARD, Auteur ; Claude BURSZTEJN, Auteur Année de publication : 2011 Article en page(s) : p.421-435 Langues : Anglais (eng) Mots-clés : action-effect relations  autism  observational learning  video demonstration Index. décimale : PER Périodiques Résumé : Learning by doing and learning by observing are two facets of the tight coupling between perception and action discovered at the brain level. Developmental studies of observational learning still remain rare and even more rare are studies documenting the capacities of low-functioning children with autism to learn by observation. In the first investigation of this question, twenty nonverbal children with autism with a developmental age of 24 and 36 months, and twenty matched typical children, were presented with an experimental box requiring that a hierarchical sequence of subgoals be performed before it could be opened. A 9-day testing procedure included four presentations of the red box and two video demonstrations of how to open it. Two scores were computed, one concerning the number of sub-goals fulfilled and the other the relevant manipulations of the material. Within-group analyses revealed that only the typical children learned partly or fully the sequence of subgoals after the first video-demonstration. The addition of a second demonstration allowed the two subgroups with autism to learn partly or fully the sequence of subgoals. The differences between learning to manipulate and learning to produce a goal are discussed in terms of relationships between understanding actions and understanding action-effect relations. En ligne : http://dx.doi.org/10.1177/1362361310386508 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=133 [article] Yes they can! An approach to observational learning in low-functioning children with autism [Texte imprimé et/ou numérique] / Jacqueline NADEL, Auteur ; Nadra AOUKA, Auteur ; Nathalie COULON, Auteur ; Agnès GRAS-VINCENDON, Auteur ; Pierre CANET, Auteur ; Jacqueline FAGARD, Auteur ; Claude BURSZTEJN, Auteur . - 2011 . - p.421-435. Langues : Anglais (eng) in Autism > 15-4 (July 2011) . - p.421-435 Mots-clés : action-effect relations  autism  observational learning  video demonstration Index. décimale : PER Périodiques Résumé : Learning by doing and learning by observing are two facets of the tight coupling between perception and action discovered at the brain level. Developmental studies of observational learning still remain rare and even more rare are studies documenting the capacities of low-functioning children with autism to learn by observation. In the first investigation of this question, twenty nonverbal children with autism with a developmental age of 24 and 36 months, and twenty matched typical children, were presented with an experimental box requiring that a hierarchical sequence of subgoals be performed before it could be opened. A 9-day testing procedure included four presentations of the red box and two video demonstrations of how to open it. Two scores were computed, one concerning the number of sub-goals fulfilled and the other the relevant manipulations of the material. Within-group analyses revealed that only the typical children learned partly or fully the sequence of subgoals after the first video-demonstration. The addition of a second demonstration allowed the two subgroups with autism to learn partly or fully the sequence of subgoals. The differences between learning to manipulate and learning to produce a goal are discussed in terms of relationships between understanding actions and understanding action-effect relations. En ligne : http://dx.doi.org/10.1177/1362361310386508 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=133

Phenomenology and measurement of circumscribed interests in autism spectrum disorders / Lauren M. TURNER-BROWN in Autism, 15-4 (July 2011)  

Public ISBD [article]  inAutism > 15-4 (July 2011) . - p.437-456 Titre : Phenomenology and measurement of circumscribed interests in autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Lauren M. TURNER-BROWN, Auteur ; Kristen S. L. LAM, Auteur ; Tia N. HOLTZCLAW, Auteur ; Gabriel S. DICHTER, Auteur ; James W. BODFISH, Auteur Année de publication : 2011 Article en page(s) : p.437-456 Langues : Anglais (eng) Mots-clés : circumscribed interests  repetitive behavior  restricted interests Index. décimale : PER Périodiques Résumé : Circumscribed interests (CI) are important and understudied symptoms that affect individuals with autism spectrum disorders (ASD). The present study sought to develop quantitative measures of the content, intensity and functional impairment of CI in 50 children with high-functioning ASD compared to an age-, IQ-, and gender-matched sample of 50 typically developing (TD) peers. The Interests Scale, a parent-rating questionnaire, and the Interview for Repetitive Behaviors, a semi-structured interview, were used to assess CI. Groups did not differ on the number of interests children held, but they did differ on types of interests and impairment associated with them. The interests of ASD participants were more likely to be nonsocial in nature (e.g. mechanical systems) than TD participants. Parents of children with ASD endorsed higher degrees of functional impairment on metrics including frequency, interference, resistance when interrupted, flexibility, and accommodation required, as well as less involvement of other people, than parents of children with TD. These findings suggest that interests of individuals with ASD differ qualitatively and in intensity from individuals with TD. The present study offers further support for the notion that CI reflect a clinically significant feature of ASD that warrants intervention in some children. En ligne : http://dx.doi.org/10.1177/1362361310386507 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=133 [article] Phenomenology and measurement of circumscribed interests in autism spectrum disorders [Texte imprimé et/ou numérique] / Lauren M. TURNER-BROWN, Auteur ; Kristen S. L. LAM, Auteur ; Tia N. HOLTZCLAW, Auteur ; Gabriel S. DICHTER, Auteur ; James W. BODFISH, Auteur . - 2011 . - p.437-456. Langues : Anglais (eng) in Autism > 15-4 (July 2011) . - p.437-456 Mots-clés : circumscribed interests  repetitive behavior  restricted interests Index. décimale : PER Périodiques Résumé : Circumscribed interests (CI) are important and understudied symptoms that affect individuals with autism spectrum disorders (ASD). The present study sought to develop quantitative measures of the content, intensity and functional impairment of CI in 50 children with high-functioning ASD compared to an age-, IQ-, and gender-matched sample of 50 typically developing (TD) peers. The Interests Scale, a parent-rating questionnaire, and the Interview for Repetitive Behaviors, a semi-structured interview, were used to assess CI. Groups did not differ on the number of interests children held, but they did differ on types of interests and impairment associated with them. The interests of ASD participants were more likely to be nonsocial in nature (e.g. mechanical systems) than TD participants. Parents of children with ASD endorsed higher degrees of functional impairment on metrics including frequency, interference, resistance when interrupted, flexibility, and accommodation required, as well as less involvement of other people, than parents of children with TD. These findings suggest that interests of individuals with ASD differ qualitatively and in intensity from individuals with TD. The present study offers further support for the notion that CI reflect a clinically significant feature of ASD that warrants intervention in some children. En ligne : http://dx.doi.org/10.1177/1362361310386507 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=133

Implicit and explicit understanding of ambiguous figures by adolescents with autism spectrum disorder / Melissa L. ALLEN in Autism, 15-4 (July 2011)  

Public ISBD [article]  inAutism > 15-4 (July 2011) . - p.457-472 Titre : Implicit and explicit understanding of ambiguous figures by adolescents with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Melissa L. ALLEN, Auteur ; Alison CHAMBERS, Auteur Année de publication : 2011 Article en page(s) : p.457-472 Langues : Anglais (eng) Mots-clés : ambiguous figures  conceptual  copying  enhanced perceptual functioning  representation Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder (ASD) can process both interpretations of an ambiguous figure (e.g. rabbit/duck) when told about the ambiguity, however they tend not to do so spontaneously. Here we show that although adolescents with ASD can explicitly experience such ‘reversals’, implicit measures suggest they are conceptually processing the images differently from learning disabled peers. Participants copied the same ambiguous figures under different contextual conditions, both before and after reversal experience. Results suggest that adolescents with ASD are not influenced by contextual information when copying ambiguous drawings, since they produce similar pictures before and after reversal, compared with controls. This research has implications for how individuals with ASD understand multiple representations and supports the Enhanced Perceptual Functioning theory. En ligne : http://dx.doi.org/10.1177/1362361310393364 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=133 [article] Implicit and explicit understanding of ambiguous figures by adolescents with autism spectrum disorder [Texte imprimé et/ou numérique] / Melissa L. ALLEN, Auteur ; Alison CHAMBERS, Auteur . - 2011 . - p.457-472. Langues : Anglais (eng) in Autism > 15-4 (July 2011) . - p.457-472 Mots-clés : ambiguous figures  conceptual  copying  enhanced perceptual functioning  representation Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder (ASD) can process both interpretations of an ambiguous figure (e.g. rabbit/duck) when told about the ambiguity, however they tend not to do so spontaneously. Here we show that although adolescents with ASD can explicitly experience such ‘reversals’, implicit measures suggest they are conceptually processing the images differently from learning disabled peers. Participants copied the same ambiguous figures under different contextual conditions, both before and after reversal experience. Results suggest that adolescents with ASD are not influenced by contextual information when copying ambiguous drawings, since they produce similar pictures before and after reversal, compared with controls. This research has implications for how individuals with ASD understand multiple representations and supports the Enhanced Perceptual Functioning theory. En ligne : http://dx.doi.org/10.1177/1362361310393364 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=133

Partial occlusion depiction and its relationship with field independence in children with ASD / Eleanor S. HODGSON in Autism, 15-4 (July 2011)  

Public ISBD [article]  inAutism > 15-4 (July 2011) . - p.473-495 Titre : Partial occlusion depiction and its relationship with field independence in children with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Eleanor S. HODGSON, Auteur ; Margaret MCGONIGLE-CHALMERS, Auteur Année de publication : 2011 Article en page(s) : p.473-495 Langues : Anglais (eng) Mots-clés : autism  drawing  field independence  partial occlusion Index. décimale : PER Périodiques Résumé : We report a study of the depiction of partial occlusion and its relationship with field independence (FI) in children with ASD. Nineteen ASD children and 29 TD children (5;6—10;0) attempted to copy two 3D occluded scenes, and also selected the ‘best’ depiction of these scenes in drawings by others. ASD children were not significantly different from controls on FI but were significantly delayed in partial occlusion drawing and selection, independently of chronological age (CA), nonverbal mental age (NVMA) and FI. The results suggest that the depiction of partial occlusion in children with ASD is not qualitatively distinct from that in children with typical development but is significantly and specifically delayed. En ligne : http://dx.doi.org/10.1177/1362361310363279 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=133 [article] Partial occlusion depiction and its relationship with field independence in children with ASD [Texte imprimé et/ou numérique] / Eleanor S. HODGSON, Auteur ; Margaret MCGONIGLE-CHALMERS, Auteur . - 2011 . - p.473-495. Langues : Anglais (eng) in Autism > 15-4 (July 2011) . - p.473-495 Mots-clés : autism  drawing  field independence  partial occlusion Index. décimale : PER Périodiques Résumé : We report a study of the depiction of partial occlusion and its relationship with field independence (FI) in children with ASD. Nineteen ASD children and 29 TD children (5;6—10;0) attempted to copy two 3D occluded scenes, and also selected the ‘best’ depiction of these scenes in drawings by others. ASD children were not significantly different from controls on FI but were significantly delayed in partial occlusion drawing and selection, independently of chronological age (CA), nonverbal mental age (NVMA) and FI. The results suggest that the depiction of partial occlusion in children with ASD is not qualitatively distinct from that in children with typical development but is significantly and specifically delayed. En ligne : http://dx.doi.org/10.1177/1362361310363279 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=133

Sex differences in cognitive domains and their clinical correlates in higher-functioning autism spectrum disorders / Sven BÖLTE in Autism, 15-4 (July 2011)  

Public ISBD [article]  inAutism > 15-4 (July 2011) . - p.497-511 Titre : Sex differences in cognitive domains and their clinical correlates in higher-functioning autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Sven BÖLTE, Auteur ; Eftichia DUKETIS, Auteur ; Fritz POUSTKA, Auteur ; Martin HOLTMANN, Auteur Année de publication : 2011 Article en page(s) : p.497-511 Langues : Anglais (eng) Mots-clés : PDD  neuropsychology  gender  executive function  attention  savant Index. décimale : PER Périodiques Résumé : Despite the skewed sex ratio, few studies have addressed possible cognitive sex differences in autism spectrum disorders (ASDs). This study compared visual attention to detail (ATTD) and selected executive functions (EF) in 35 males and 21 females with higher-functioning ASD and unaffected sibling controls. Females with ASD outperformed males on EF as assessed by the Trail Making Test B-A. Males with ASD showed superior performance for ATTD as measured by the Block Design Test (BD) when compared with females. EF difficulties in males were correlated with more stereotypic behaviours and interests on the Autism Diagnostic Interview-Revised or the Autism Diagnostic Observation Schedule. The results indicated clinically meaningful cognitive sex differences in ASD, particularly an association between EF and stereotypic behaviours and interests. ATTD as a potential basis for specific cognitive strengths (e.g. scientific/savant skills) might be more pronounced in males with ASD. En ligne : http://dx.doi.org/10.1177/1362361310391116 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=133 [article] Sex differences in cognitive domains and their clinical correlates in higher-functioning autism spectrum disorders [Texte imprimé et/ou numérique] / Sven BÖLTE, Auteur ; Eftichia DUKETIS, Auteur ; Fritz POUSTKA, Auteur ; Martin HOLTMANN, Auteur . - 2011 . - p.497-511. Langues : Anglais (eng) in Autism > 15-4 (July 2011) . - p.497-511 Mots-clés : PDD  neuropsychology  gender  executive function  attention  savant Index. décimale : PER Périodiques Résumé : Despite the skewed sex ratio, few studies have addressed possible cognitive sex differences in autism spectrum disorders (ASDs). This study compared visual attention to detail (ATTD) and selected executive functions (EF) in 35 males and 21 females with higher-functioning ASD and unaffected sibling controls. Females with ASD outperformed males on EF as assessed by the Trail Making Test B-A. Males with ASD showed superior performance for ATTD as measured by the Block Design Test (BD) when compared with females. EF difficulties in males were correlated with more stereotypic behaviours and interests on the Autism Diagnostic Interview-Revised or the Autism Diagnostic Observation Schedule. The results indicated clinically meaningful cognitive sex differences in ASD, particularly an association between EF and stereotypic behaviours and interests. ATTD as a potential basis for specific cognitive strengths (e.g. scientific/savant skills) might be more pronounced in males with ASD. En ligne : http://dx.doi.org/10.1177/1362361310391116 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=133

Lay abstracts in Autism, 15-4 (July 2011)  

Public ISBD [article]  inAutism > 15-4 (July 2011) . - p.513-519 Titre : Lay abstracts Type de document : Texte imprimé et/ou numérique Année de publication : 2011 Article en page(s) : p.513-519 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/10.1177/1362361311414618 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=133 [article] Lay abstracts [Texte imprimé et/ou numérique] . - 2011 . - p.513-519. Langues : Anglais (eng) in Autism > 15-4 (July 2011) . - p.513-519 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/10.1177/1362361311414618 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=133