Dépouillements

Reward Circuitry Function in Autism During Face Anticipation and Outcomes / Gabriel S. DICHTER in Journal of Autism and Developmental Disorders, 42-2 (February 2012)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 42-2 (February 2012) . - p.147-160 Titre : Reward Circuitry Function in Autism During Face Anticipation and Outcomes Type de document : Texte imprimé et/ou numérique Auteurs : Gabriel S. DICHTER, Auteur ; J. Anthony RICHEY, Auteur ; Alison M. RITTENBERG, Auteur ; Antoinette SABATINO-DICRISCIO, Auteur ; James W. BODFISH, Auteur Année de publication : 2012 Article en page(s) : p.147-160 Langues : Anglais (eng) Mots-clés : Autism  Nucleus accumbens  Anticipation  Functional magnetic resonance imaging  Social cognition  Reward Index. décimale : PER Périodiques Résumé : The aim of this study was to investigate reward circuitry responses in autism during reward anticipation and outcomes for monetary and social rewards. During monetary anticipation, participants with autism spectrum disorders (ASDs) showed hypoactivation in right nucleus accumbens and hyperactivation in right hippocampus, whereas during monetary outcomes, participants with ASDs showed hyperactivation in left midfrontal and anterior cingulate gyrus. Groups did not differ in nucleus accumbens responses to faces. The ASD group demonstrated hyperactivation in bilateral amygdala during face anticipation that predicted social symptom severity and in bilateral insular cortex during face outcomes. These results add to the growing body of evidence that autism is characterized by altered functioning of reward circuitry. Additionally, atypical amygdala activation during the processing of social rewards may contribute to the development or expression of autistic features. En ligne : http://dx.doi.org/10.1007/s10803-011-1221-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=151 [article] Reward Circuitry Function in Autism During Face Anticipation and Outcomes [Texte imprimé et/ou numérique] / Gabriel S. DICHTER, Auteur ; J. Anthony RICHEY, Auteur ; Alison M. RITTENBERG, Auteur ; Antoinette SABATINO-DICRISCIO, Auteur ; James W. BODFISH, Auteur . - 2012 . - p.147-160. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 42-2 (February 2012) . - p.147-160 Mots-clés : Autism  Nucleus accumbens  Anticipation  Functional magnetic resonance imaging  Social cognition  Reward Index. décimale : PER Périodiques Résumé : The aim of this study was to investigate reward circuitry responses in autism during reward anticipation and outcomes for monetary and social rewards. During monetary anticipation, participants with autism spectrum disorders (ASDs) showed hypoactivation in right nucleus accumbens and hyperactivation in right hippocampus, whereas during monetary outcomes, participants with ASDs showed hyperactivation in left midfrontal and anterior cingulate gyrus. Groups did not differ in nucleus accumbens responses to faces. The ASD group demonstrated hyperactivation in bilateral amygdala during face anticipation that predicted social symptom severity and in bilateral insular cortex during face outcomes. These results add to the growing body of evidence that autism is characterized by altered functioning of reward circuitry. Additionally, atypical amygdala activation during the processing of social rewards may contribute to the development or expression of autistic features. En ligne : http://dx.doi.org/10.1007/s10803-011-1221-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=151

Early Childhood Predictors of the Social Competence of Adults with Autism / Kristen GILLESPIE-LYNCH in Journal of Autism and Developmental Disorders, 42-2 (February 2012)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 42-2 (February 2012) . - p.161-174 Titre : Early Childhood Predictors of the Social Competence of Adults with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Kristen GILLESPIE-LYNCH, Auteur ; Leigh SEPATA, Auteur ; Yueyan WANG, Auteur ; Stephanie MARSHALL, Auteur ; Lovella GOMEZ, Auteur ; Marian SIGMAN, Auteur ; Ted HUTMAN, Auteur Année de publication : 2012 Article en page(s) : p.161-174 Langues : Anglais (eng) Mots-clés : Autism  Longitudinal  Outcome  Adulthood  Social functioning Index. décimale : PER Périodiques Résumé : Longitudinal research into adult outcomes in autism remains limited. Unlike previous longitudinal examinations of adult outcome in autism, the twenty participants in this study were evaluated across multiple assessments between early childhood (M = 3.9 years) and adulthood (M = 26.6 years). In early childhood, responsiveness to joint attention (RJA), language, and intelligence were assessed. In adulthood, the parents of participants responded to interviews assessing the adaptive functioning, autistic symptomology and global functioning of their children. RJA and early childhood language predicted a composite measure of adult social functioning and independence. Early childhood language skills and intelligence predicted adult adaptive behaviors. RJA predicted adult non-verbal communication, social skills and symptoms. Adaptive behaviors changed with development, but symptoms of autism did not. Additional factors associated with adult outcomes are discussed. En ligne : http://dx.doi.org/10.1007/s10803-011-1222-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=151 [article] Early Childhood Predictors of the Social Competence of Adults with Autism [Texte imprimé et/ou numérique] / Kristen GILLESPIE-LYNCH, Auteur ; Leigh SEPATA, Auteur ; Yueyan WANG, Auteur ; Stephanie MARSHALL, Auteur ; Lovella GOMEZ, Auteur ; Marian SIGMAN, Auteur ; Ted HUTMAN, Auteur . - 2012 . - p.161-174. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 42-2 (February 2012) . - p.161-174 Mots-clés : Autism  Longitudinal  Outcome  Adulthood  Social functioning Index. décimale : PER Périodiques Résumé : Longitudinal research into adult outcomes in autism remains limited. Unlike previous longitudinal examinations of adult outcome in autism, the twenty participants in this study were evaluated across multiple assessments between early childhood (M = 3.9 years) and adulthood (M = 26.6 years). In early childhood, responsiveness to joint attention (RJA), language, and intelligence were assessed. In adulthood, the parents of participants responded to interviews assessing the adaptive functioning, autistic symptomology and global functioning of their children. RJA and early childhood language predicted a composite measure of adult social functioning and independence. Early childhood language skills and intelligence predicted adult adaptive behaviors. RJA predicted adult non-verbal communication, social skills and symptoms. Adaptive behaviors changed with development, but symptoms of autism did not. Additional factors associated with adult outcomes are discussed. En ligne : http://dx.doi.org/10.1007/s10803-011-1222-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=151

Anxiety and Repetitive Behaviours in Autism Spectrum Disorders and Williams Syndrome: A Cross-Syndrome Comparison / Jacqui RODGERS in Journal of Autism and Developmental Disorders, 42-2 (February 2012)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 42-2 (February 2012) . - p.175-180 Titre : Anxiety and Repetitive Behaviours in Autism Spectrum Disorders and Williams Syndrome: A Cross-Syndrome Comparison Type de document : Texte imprimé et/ou numérique Auteurs : Jacqui RODGERS, Auteur ; Deborah M. RIBY, Auteur ; Emily JANES, Auteur ; Brenda CONNOLLY, Auteur ; Helen MCCONACHIE, Auteur Année de publication : 2012 Article en page(s) : p.175-180 Langues : Anglais (eng) Mots-clés : Repetitive behaviours  Anxiety  Autism spectrum disorder  Williams syndrome Index. décimale : PER Périodiques Résumé : Children with Autism Spectrum Disorder or Williams syndrome are vulnerable to anxiety. The factors that contribute to this risk remain unclear. This study compared anxiety in autism spectrum disorder and Williams Syndrome and examined the relationship between repetitive behaviours and anxiety. Thirty-four children with autism and twenty children with Williams Syndrome were assessed with measures of anxiety and repetitive behaviours. Children with autism had higher levels of anxiety. Within the autism sample higher levels of repetitive behaviours were associated with more anxiety. This was not replicated in the Williams Syndrome sample, indicating a differential role for restricted and repetitive behaviours in relation to anxiety. Understanding the links between repetitive behaviours and anxiety is essential for effective intervention. En ligne : http://dx.doi.org/10.1007/s10803-011-1225-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=151 [article] Anxiety and Repetitive Behaviours in Autism Spectrum Disorders and Williams Syndrome: A Cross-Syndrome Comparison [Texte imprimé et/ou numérique] / Jacqui RODGERS, Auteur ; Deborah M. RIBY, Auteur ; Emily JANES, Auteur ; Brenda CONNOLLY, Auteur ; Helen MCCONACHIE, Auteur . - 2012 . - p.175-180. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 42-2 (February 2012) . - p.175-180 Mots-clés : Repetitive behaviours  Anxiety  Autism spectrum disorder  Williams syndrome Index. décimale : PER Périodiques Résumé : Children with Autism Spectrum Disorder or Williams syndrome are vulnerable to anxiety. The factors that contribute to this risk remain unclear. This study compared anxiety in autism spectrum disorder and Williams Syndrome and examined the relationship between repetitive behaviours and anxiety. Thirty-four children with autism and twenty children with Williams Syndrome were assessed with measures of anxiety and repetitive behaviours. Children with autism had higher levels of anxiety. Within the autism sample higher levels of repetitive behaviours were associated with more anxiety. This was not replicated in the Williams Syndrome sample, indicating a differential role for restricted and repetitive behaviours in relation to anxiety. Understanding the links between repetitive behaviours and anxiety is essential for effective intervention. En ligne : http://dx.doi.org/10.1007/s10803-011-1225-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=151

Evidence for a Cultural Influence on Field-Independence in Autism Spectrum Disorder / Hwan CUI KOH in Journal of Autism and Developmental Disorders, 42-2 (February 2012)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 42-2 (February 2012) . - p.181-190 Titre : Evidence for a Cultural Influence on Field-Independence in Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Hwan CUI KOH, Auteur ; Elizabeth MILNE, Auteur Année de publication : 2012 Article en page(s) : p.181-190 Langues : Anglais (eng) Mots-clés : Perceptual style  Weak central coherence  Culture  Autism spectrum disorders Index. décimale : PER Périodiques Résumé : Field-independence, or weak central coherence, is a recognised phenotype of autism spectrum disorder (ASD). There is also evidence of cultural variation in this perceptual style, as neurotypical individuals from Western nations are more field-independent than neurotypical individuals from East-Asian nations. The majority of research on perceptual style in those with ASD has been carried out in Western nations therefore it is unclear whether increased field-independence in ASD is a culturally universal phenotype. Here, we assessed perceptual style in children with and without ASD from England and Singapore using the Children’s Embedded Figures Test and the Framed-Line Test. We found increased field-independence in the English participants with ASD only, suggesting that weak central coherence in ASD is not culturally universal. En ligne : http://dx.doi.org/10.1007/s10803-011-1232-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=151 [article] Evidence for a Cultural Influence on Field-Independence in Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Hwan CUI KOH, Auteur ; Elizabeth MILNE, Auteur . - 2012 . - p.181-190. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 42-2 (February 2012) . - p.181-190 Mots-clés : Perceptual style  Weak central coherence  Culture  Autism spectrum disorders Index. décimale : PER Périodiques Résumé : Field-independence, or weak central coherence, is a recognised phenotype of autism spectrum disorder (ASD). There is also evidence of cultural variation in this perceptual style, as neurotypical individuals from Western nations are more field-independent than neurotypical individuals from East-Asian nations. The majority of research on perceptual style in those with ASD has been carried out in Western nations therefore it is unclear whether increased field-independence in ASD is a culturally universal phenotype. Here, we assessed perceptual style in children with and without ASD from England and Singapore using the Children’s Embedded Figures Test and the Framed-Line Test. We found increased field-independence in the English participants with ASD only, suggesting that weak central coherence in ASD is not culturally universal. En ligne : http://dx.doi.org/10.1007/s10803-011-1232-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=151

Support for a Dimensional View of Autism Spectrum Disorders in Toddlers / Lisa D. WIGGINS in Journal of Autism and Developmental Disorders, 42-2 (February 2012)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 42-2 (February 2012) . - p.191-200 Titre : Support for a Dimensional View of Autism Spectrum Disorders in Toddlers Type de document : Texte imprimé et/ou numérique Auteurs : Lisa D. WIGGINS, Auteur ; Diana L. ROBINS, Auteur ; Lauren B. ADAMSON, Auteur ; Roger BAKEMAN, Auteur ; Christopher C. HENRICH, Auteur Année de publication : 2012 Article en page(s) : p.191-200 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders (ASDs)  Early identification  Early diagnosis  Cluster analysis Index. décimale : PER Périodiques Résumé : We examined whether clinically distinct subgroups can be derived from a sample of toddlers (n = 186) who failed the Modified Checklist for Autism in Toddlers, received a comprehensive clinical evaluation, and were diagnosed with an autism spectrum disorder (ASD). Three subgroups emerged from cluster analysis distinguished by (a) social, communication, and intellectual skills and (b) the rate and intensity of repetitive behaviors and abnormal sensory response. Preoccupations, compulsions, and rituals did not distinguish resultant subgroups. These results support a dimensional diagnostic view of ASDs in toddlers since subgroup differences were based on symptom severity rather than different symptom profiles. Results also identify specific types and levels of behavioral deficit relevant to toddler populations. Implications for early diagnosis are discussed. En ligne : http://dx.doi.org/10.1007/s10803-011-1230-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=151 [article] Support for a Dimensional View of Autism Spectrum Disorders in Toddlers [Texte imprimé et/ou numérique] / Lisa D. WIGGINS, Auteur ; Diana L. ROBINS, Auteur ; Lauren B. ADAMSON, Auteur ; Roger BAKEMAN, Auteur ; Christopher C. HENRICH, Auteur . - 2012 . - p.191-200. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 42-2 (February 2012) . - p.191-200 Mots-clés : Autism spectrum disorders (ASDs)  Early identification  Early diagnosis  Cluster analysis Index. décimale : PER Périodiques Résumé : We examined whether clinically distinct subgroups can be derived from a sample of toddlers (n = 186) who failed the Modified Checklist for Autism in Toddlers, received a comprehensive clinical evaluation, and were diagnosed with an autism spectrum disorder (ASD). Three subgroups emerged from cluster analysis distinguished by (a) social, communication, and intellectual skills and (b) the rate and intensity of repetitive behaviors and abnormal sensory response. Preoccupations, compulsions, and rituals did not distinguish resultant subgroups. These results support a dimensional diagnostic view of ASDs in toddlers since subgroup differences were based on symptom severity rather than different symptom profiles. Results also identify specific types and levels of behavioral deficit relevant to toddler populations. Implications for early diagnosis are discussed. En ligne : http://dx.doi.org/10.1007/s10803-011-1230-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=151

An Indirect Examination of the Function of Problem Behavior Associated with Fragile X Syndrome and Smith-Magenis Syndrome / Paul LANGTHORNE in Journal of Autism and Developmental Disorders, 42-2 (February 2012)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 42-2 (February 2012) . - p.201-209 Titre : An Indirect Examination of the Function of Problem Behavior Associated with Fragile X Syndrome and Smith-Magenis Syndrome Type de document : Texte imprimé et/ou numérique Auteurs : Paul LANGTHORNE, Auteur ; Peter MCGILL, Auteur Année de publication : 2012 Article en page(s) : p.201-209 Langues : Anglais (eng) Mots-clés : Functional assessment  Problem behavior  Fragile X syndrome  Smith-Magenis syndrome Index. décimale : PER Périodiques Résumé : Fragile X syndrome (FXS) and Smith-Magenis syndrome (SMS) are associated with a number of specific topographies of problem behavior. Very few studies have examined the function served by problem behavior in these groups. Using the Questions About Behavioral Function scale Matson and Vollmer (User’s guide: questions about behavioral function (QABF). Scientific Publishers Inc., Baton Rouge, LA, 1995) the current study examined group differences in the function of problem behavior displayed by children with FXS and SMS, in comparison to a control group of children with non-specific intellectual and developmental disabilities. Between-group analyses showed children with SMS were more likely to display problem behavior related to physical discomfort. Both within- and between-group analyses showed children with FXS were less likely to display attention-maintained problem behavior. These findings hold implications for the assessment, treatment and prevention of problem behavior associated with both FXS and SMS. En ligne : http://dx.doi.org/10.1007/s10803-011-1229-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=151 [article] An Indirect Examination of the Function of Problem Behavior Associated with Fragile X Syndrome and Smith-Magenis Syndrome [Texte imprimé et/ou numérique] / Paul LANGTHORNE, Auteur ; Peter MCGILL, Auteur . - 2012 . - p.201-209. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 42-2 (February 2012) . - p.201-209 Mots-clés : Functional assessment  Problem behavior  Fragile X syndrome  Smith-Magenis syndrome Index. décimale : PER Périodiques Résumé : Fragile X syndrome (FXS) and Smith-Magenis syndrome (SMS) are associated with a number of specific topographies of problem behavior. Very few studies have examined the function served by problem behavior in these groups. Using the Questions About Behavioral Function scale Matson and Vollmer (User’s guide: questions about behavioral function (QABF). Scientific Publishers Inc., Baton Rouge, LA, 1995) the current study examined group differences in the function of problem behavior displayed by children with FXS and SMS, in comparison to a control group of children with non-specific intellectual and developmental disabilities. Between-group analyses showed children with SMS were more likely to display problem behavior related to physical discomfort. Both within- and between-group analyses showed children with FXS were less likely to display attention-maintained problem behavior. These findings hold implications for the assessment, treatment and prevention of problem behavior associated with both FXS and SMS. En ligne : http://dx.doi.org/10.1007/s10803-011-1229-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=151

Outcomes of Behavioral Intervention for Children with Autism in Mainstream Pre-School Settings / Sigmund ELDEVIK in Journal of Autism and Developmental Disorders, 42-2 (February 2012)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 42-2 (February 2012) . - p.210-220 Titre : Outcomes of Behavioral Intervention for Children with Autism in Mainstream Pre-School Settings Type de document : Texte imprimé et/ou numérique Auteurs : Sigmund ELDEVIK, Auteur ; Richard P. HASTINGS, Auteur ; Erik JAHR, Auteur ; J. Carl HUGHES, Auteur Année de publication : 2012 Article en page(s) : p.210-220 Langues : Anglais (eng) Mots-clés : Early intensive behavioral intervention  Autism  Mainstream setting  Pre-school  Effectiveness Index. décimale : PER Périodiques Résumé : We evaluated outcomes for 31 children with autism (2–6 years of age at intake) who received behavioral intervention in mainstream pre-school settings and a comparison group of 12 children receiving treatment as usual. After 2 years, children receiving behavioral intervention had higher IQ scores (Hedges g = 1.03 (95% CI = .34, 1.72) and adaptive behavior composite scores (Hedges g = .73 (95% CI = .05, 1.36). Despite probably fewer intervention hours, these group level outcomes were comparable to studies providing more intensive intervention. Individual child data also showed positive results with 19.4% achieving change at a reliable level for IQ; but a lower percentage than found in recent meta-analysis research. Strengths and weaknesses of the mainstream pre-school delivery model are discussed. En ligne : http://dx.doi.org/10.1007/s10803-011-1234-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=151 [article] Outcomes of Behavioral Intervention for Children with Autism in Mainstream Pre-School Settings [Texte imprimé et/ou numérique] / Sigmund ELDEVIK, Auteur ; Richard P. HASTINGS, Auteur ; Erik JAHR, Auteur ; J. Carl HUGHES, Auteur . - 2012 . - p.210-220. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 42-2 (February 2012) . - p.210-220 Mots-clés : Early intensive behavioral intervention  Autism  Mainstream setting  Pre-school  Effectiveness Index. décimale : PER Périodiques Résumé : We evaluated outcomes for 31 children with autism (2–6 years of age at intake) who received behavioral intervention in mainstream pre-school settings and a comparison group of 12 children receiving treatment as usual. After 2 years, children receiving behavioral intervention had higher IQ scores (Hedges g = 1.03 (95% CI = .34, 1.72) and adaptive behavior composite scores (Hedges g = .73 (95% CI = .05, 1.36). Despite probably fewer intervention hours, these group level outcomes were comparable to studies providing more intensive intervention. Individual child data also showed positive results with 19.4% achieving change at a reliable level for IQ; but a lower percentage than found in recent meta-analysis research. Strengths and weaknesses of the mainstream pre-school delivery model are discussed. En ligne : http://dx.doi.org/10.1007/s10803-011-1234-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=151

Visual Afterimages of Emotional Faces in High Functioning Autism / Melissa D. RUTHERFORD in Journal of Autism and Developmental Disorders, 42-2 (February 2012)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 42-2 (February 2012) . - p.221-229 Titre : Visual Afterimages of Emotional Faces in High Functioning Autism Type de document : Texte imprimé et/ou numérique Auteurs : Melissa D. RUTHERFORD, Auteur ; Erin K. TROUBRIDGE, Auteur ; Jennifer A. WALSH, Auteur Année de publication : 2012 Article en page(s) : p.221-229 Langues : Anglais (eng) Mots-clés : Facial expression  Afterimage  Psychological space  Face perception Index. décimale : PER Périodiques Résumé : Fixating an emotional facial expression can create afterimages, such that subsequent faces are seen as having the opposite expression of that fixated. Visual afterimages have been used to map the relationships among emotion categories, and this method was used here to compare ASD and matched control participants. Participants adapted to a facial expression for 45 s then saw a neutral face for 800 ms and chose a label to describe the latter. The ASD group showed evidence of afterimages, but atypical patterns of opposition: whereas fixating negative emotions uniformly evokes a positive afterimage in the control group, fixating negative emotions was more likely to evoke a negative afterimage in the ASD group. This study was the first to provide evidence of visual aftereffects in ASD and suggests a different psychological organization among emotions in those with ASD. En ligne : http://dx.doi.org/10.1007/s10803-011-1233-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=151 [article] Visual Afterimages of Emotional Faces in High Functioning Autism [Texte imprimé et/ou numérique] / Melissa D. RUTHERFORD, Auteur ; Erin K. TROUBRIDGE, Auteur ; Jennifer A. WALSH, Auteur . - 2012 . - p.221-229. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 42-2 (February 2012) . - p.221-229 Mots-clés : Facial expression  Afterimage  Psychological space  Face perception Index. décimale : PER Périodiques Résumé : Fixating an emotional facial expression can create afterimages, such that subsequent faces are seen as having the opposite expression of that fixated. Visual afterimages have been used to map the relationships among emotion categories, and this method was used here to compare ASD and matched control participants. Participants adapted to a facial expression for 45 s then saw a neutral face for 800 ms and chose a label to describe the latter. The ASD group showed evidence of afterimages, but atypical patterns of opposition: whereas fixating negative emotions uniformly evokes a positive afterimage in the control group, fixating negative emotions was more likely to evoke a negative afterimage in the ASD group. This study was the first to provide evidence of visual aftereffects in ASD and suggests a different psychological organization among emotions in those with ASD. En ligne : http://dx.doi.org/10.1007/s10803-011-1233-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=151

High-Functioning Autism and Asperger’s Disorder: Utility and Meaning for Families / Luisa RUIZ CALZADA in Journal of Autism and Developmental Disorders, 42-2 (February 2012)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 42-2 (February 2012) . - p.230-243 Titre : High-Functioning Autism and Asperger’s Disorder: Utility and Meaning for Families Type de document : Texte imprimé et/ou numérique Auteurs : Luisa RUIZ CALZADA, Auteur ; Nancy PISTRANG, Auteur ; William P.L. MANDY, Auteur Année de publication : 2012 Article en page(s) : p.230-243 Langues : Anglais (eng) Mots-clés : Autistic disorder  Asperger’s disorder  Utility  Qualitative research  Framework analysis Index. décimale : PER Périodiques Résumé : We used framework analysis to investigate the utility of pervasive developmental disorder diagnoses, interviewing young people (aged 9–16 years) with high-functioning autistic disorder (AD) and Asperger’s disorder (AsD), and their parents. Twenty two participants from ten families described both gains and costs resulting from diagnosis. Perceived advantages of AD and AsD diagnosis were increased understanding and practical support, and parental empowerment. Disadvantages included the effects of stigma and concerns about validity. Participants tended to consider AsD and AD as interchangeable terms. Findings suggest that the utility of AD and AsD depends upon both their validity and how these diagnoses are received in their cultural, economic and legislative context. Improvement of post-diagnostic services will improve the utility of AD and AsD. En ligne : http://dx.doi.org/10.1007/s10803-011-1238-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=151 [article] High-Functioning Autism and Asperger’s Disorder: Utility and Meaning for Families [Texte imprimé et/ou numérique] / Luisa RUIZ CALZADA, Auteur ; Nancy PISTRANG, Auteur ; William P.L. MANDY, Auteur . - 2012 . - p.230-243. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 42-2 (February 2012) . - p.230-243 Mots-clés : Autistic disorder  Asperger’s disorder  Utility  Qualitative research  Framework analysis Index. décimale : PER Périodiques Résumé : We used framework analysis to investigate the utility of pervasive developmental disorder diagnoses, interviewing young people (aged 9–16 years) with high-functioning autistic disorder (AD) and Asperger’s disorder (AsD), and their parents. Twenty two participants from ten families described both gains and costs resulting from diagnosis. Perceived advantages of AD and AsD diagnosis were increased understanding and practical support, and parental empowerment. Disadvantages included the effects of stigma and concerns about validity. Participants tended to consider AsD and AD as interchangeable terms. Findings suggest that the utility of AD and AsD depends upon both their validity and how these diagnoses are received in their cultural, economic and legislative context. Improvement of post-diagnostic services will improve the utility of AD and AsD. En ligne : http://dx.doi.org/10.1007/s10803-011-1238-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=151

Implicit Learning of Local Context in Autism Spectrum Disorder / Anastasia KOURKOULOU in Journal of Autism and Developmental Disorders, 42-2 (February 2012)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 42-2 (February 2012) . - p.244-256 Titre : Implicit Learning of Local Context in Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Anastasia KOURKOULOU, Auteur ; Susan R. LEEKAM, Auteur ; John M. FINDLAY, Auteur Année de publication : 2012 Article en page(s) : p.244-256 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Implicit learning  Visual search  Global  Local Index. décimale : PER Périodiques Résumé : Although previous research has reported impairments in implicit learning in individuals with ASD, research using one implicit learning paradigm, the contextual cueing task (Chun and Jiang in Cognitive Psychol 36:28–71, 1998), shows evidence of intact ability to integrate spatial contextual information. Using an adaptation of this paradigm, we replicated earlier findings showing that contextual cueing facilitates learning in ASD. Nevertheless, we found that exposure to repeated contexts that biased attention to local rather than global displays rendered it difficult for individuals with ASD to adapt to new trials. Thus, adaptive processes that allow one to respond flexibly and rapidly to new situations appear diminished in ASD when exposed to local spatial contexts. These findings have implications for practical learning strategies used in educational settings. En ligne : http://dx.doi.org/10.1007/s10803-011-1237-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=151 [article] Implicit Learning of Local Context in Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Anastasia KOURKOULOU, Auteur ; Susan R. LEEKAM, Auteur ; John M. FINDLAY, Auteur . - 2012 . - p.244-256. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 42-2 (February 2012) . - p.244-256 Mots-clés : Autism spectrum disorder  Implicit learning  Visual search  Global  Local Index. décimale : PER Périodiques Résumé : Although previous research has reported impairments in implicit learning in individuals with ASD, research using one implicit learning paradigm, the contextual cueing task (Chun and Jiang in Cognitive Psychol 36:28–71, 1998), shows evidence of intact ability to integrate spatial contextual information. Using an adaptation of this paradigm, we replicated earlier findings showing that contextual cueing facilitates learning in ASD. Nevertheless, we found that exposure to repeated contexts that biased attention to local rather than global displays rendered it difficult for individuals with ASD to adapt to new trials. Thus, adaptive processes that allow one to respond flexibly and rapidly to new situations appear diminished in ASD when exposed to local spatial contexts. These findings have implications for practical learning strategies used in educational settings. En ligne : http://dx.doi.org/10.1007/s10803-011-1237-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=151

Verification of Parent-Report of Child Autism Spectrum Disorder Diagnosis to a Web-Based Autism Registry / Amy M. DANIELS in Journal of Autism and Developmental Disorders, 42-2 (February 2012)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 42-2 (February 2012) . - p.257-265 Titre : Verification of Parent-Report of Child Autism Spectrum Disorder Diagnosis to a Web-Based Autism Registry Type de document : Texte imprimé et/ou numérique Auteurs : Amy M. DANIELS, Auteur ; Rebecca E. ROSENBERG, Auteur ; Connie M. ANDERSON, Auteur ; J. Kiely LAW, Auteur ; Alison MARVIN, Auteur ; Paul A. LAW, Auteur Année de publication : 2012 Article en page(s) : p.257-265 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  Web-based research  Parent-report  Community  Diagnosis Index. décimale : PER Périodiques Résumé : Growing interest in autism spectrum disorder (ASD) research requires increasingly large samples to uncover epidemiologic trends; such a large dataset is available in a national, web-based autism registry, the Interactive Autism Network (IAN). The objective of this study was to verify parent-report of professional ASD diagnosis to the registry’s database via a medical record review on a sample of IAN Research participants. Sixty-one percent of families agreed to participate; 98% (n = 116) of whom provided documentation verifying a professionally diagnosed ASD. Results of this study suggest that information collected from parents participating in IAN Research is valid, participants can be authenticated, and that scientists can both confidently use IAN data and recruit participants for autism research. En ligne : http://dx.doi.org/10.1007/s10803-011-1236-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=151 [article] Verification of Parent-Report of Child Autism Spectrum Disorder Diagnosis to a Web-Based Autism Registry [Texte imprimé et/ou numérique] / Amy M. DANIELS, Auteur ; Rebecca E. ROSENBERG, Auteur ; Connie M. ANDERSON, Auteur ; J. Kiely LAW, Auteur ; Alison MARVIN, Auteur ; Paul A. LAW, Auteur . - 2012 . - p.257-265. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 42-2 (February 2012) . - p.257-265 Mots-clés : Autism spectrum disorders  Web-based research  Parent-report  Community  Diagnosis Index. décimale : PER Périodiques Résumé : Growing interest in autism spectrum disorder (ASD) research requires increasingly large samples to uncover epidemiologic trends; such a large dataset is available in a national, web-based autism registry, the Interactive Autism Network (IAN). The objective of this study was to verify parent-report of professional ASD diagnosis to the registry’s database via a medical record review on a sample of IAN Research participants. Sixty-one percent of families agreed to participate; 98% (n = 116) of whom provided documentation verifying a professionally diagnosed ASD. Results of this study suggest that information collected from parents participating in IAN Research is valid, participants can be authenticated, and that scientists can both confidently use IAN data and recruit participants for autism research. En ligne : http://dx.doi.org/10.1007/s10803-011-1236-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=151

Bullying Experiences Among Children and Youth with Autism Spectrum Disorders / M. Catherine CAPPADOCIA in Journal of Autism and Developmental Disorders, 42-2 (February 2012)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 42-2 (February 2012) . - p.266-277 Titre : Bullying Experiences Among Children and Youth with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : M. Catherine CAPPADOCIA, Auteur ; Jonathan A. WEISS, Auteur ; Debra PEPLER, Auteur Année de publication : 2012 Article en page(s) : p.266-277 Langues : Anglais (eng) Mots-clés : Bullying  Victimization  Peer relationships  Mental health  Autism spectrum disorders Index. décimale : PER Périodiques Résumé : Few studies have investigated bullying experiences among children diagnosed with autism spectrum disorders (ASD); however, preliminary research suggests that children with ASD are at greater risk for being bullied than typically developing peers. The aim of the current study was to build an understanding of bullying experiences among children with ASD based on parent reports by examining rates of various forms of bullying, exploring the association between victimization and mental health problems, and investigating individual and contextual variables as correlates of victimization. Victimization was related to child age, internalizing and externalizing mental health problems, communication difficulties, and number of friends at school, as well as parent mental health problems. Bullying prevention and intervention strategies are discussed. En ligne : http://dx.doi.org/10.1007/s10803-011-1241-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=151 [article] Bullying Experiences Among Children and Youth with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / M. Catherine CAPPADOCIA, Auteur ; Jonathan A. WEISS, Auteur ; Debra PEPLER, Auteur . - 2012 . - p.266-277. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 42-2 (February 2012) . - p.266-277 Mots-clés : Bullying  Victimization  Peer relationships  Mental health  Autism spectrum disorders Index. décimale : PER Périodiques Résumé : Few studies have investigated bullying experiences among children diagnosed with autism spectrum disorders (ASD); however, preliminary research suggests that children with ASD are at greater risk for being bullied than typically developing peers. The aim of the current study was to build an understanding of bullying experiences among children with ASD based on parent reports by examining rates of various forms of bullying, exploring the association between victimization and mental health problems, and investigating individual and contextual variables as correlates of victimization. Victimization was related to child age, internalizing and externalizing mental health problems, communication difficulties, and number of friends at school, as well as parent mental health problems. Bullying prevention and intervention strategies are discussed. En ligne : http://dx.doi.org/10.1007/s10803-011-1241-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=151

The Effects of Face Expertise Training on the Behavioral Performance and Brain Activity of Adults with High Functioning Autism Spectrum Disorders / Susan FAJA in Journal of Autism and Developmental Disorders, 42-2 (February 2012)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 42-2 (February 2012) . - p.278-293 Titre : The Effects of Face Expertise Training on the Behavioral Performance and Brain Activity of Adults with High Functioning Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Susan FAJA, Auteur ; Sara Jane WEBB, Auteur ; Emily A. JONES, Auteur ; Kristen MERKLE, Auteur ; Dana KAMARA, Auteur ; Joshua BAVARO, Auteur ; Elizabeth H. AYLWARD, Auteur ; Geraldine DAWSON, Auteur Année de publication : 2012 Article en page(s) : p.278-293 Langues : Anglais (eng) Mots-clés : ASD  Face processing  Training  Intervention  ERPs  N170 Index. décimale : PER Périodiques Résumé : The effect of expertise training with faces was studied in adults with ASD who showed initial impairment in face recognition. Participants were randomly assigned to a computerized training program involving either faces or houses. Pre- and post-testing included standardized and experimental measures of behavior and event-related brain potentials (ERPs), as well as interviews after training. After training, all participants met behavioral criteria for expertise with the specific stimuli on which they received training. Scores on standardized measures improved after training for both groups, but only the face training group showed an increased face inversion effect behaviorally and electrophysiological changes to faces in the P100 component. These findings suggest that individuals with ASD can gain expertise in face processing through training. En ligne : http://dx.doi.org/10.1007/s10803-011-1243-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=151 [article] The Effects of Face Expertise Training on the Behavioral Performance and Brain Activity of Adults with High Functioning Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Susan FAJA, Auteur ; Sara Jane WEBB, Auteur ; Emily A. JONES, Auteur ; Kristen MERKLE, Auteur ; Dana KAMARA, Auteur ; Joshua BAVARO, Auteur ; Elizabeth H. AYLWARD, Auteur ; Geraldine DAWSON, Auteur . - 2012 . - p.278-293. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 42-2 (February 2012) . - p.278-293 Mots-clés : ASD  Face processing  Training  Intervention  ERPs  N170 Index. décimale : PER Périodiques Résumé : The effect of expertise training with faces was studied in adults with ASD who showed initial impairment in face recognition. Participants were randomly assigned to a computerized training program involving either faces or houses. Pre- and post-testing included standardized and experimental measures of behavior and event-related brain potentials (ERPs), as well as interviews after training. After training, all participants met behavioral criteria for expertise with the specific stimuli on which they received training. Scores on standardized measures improved after training for both groups, but only the face training group showed an increased face inversion effect behaviorally and electrophysiological changes to faces in the P100 component. These findings suggest that individuals with ASD can gain expertise in face processing through training. En ligne : http://dx.doi.org/10.1007/s10803-011-1243-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=151

Investigating the Clinical Usefulness of the Social Responsiveness Scale (SRS) in a Tertiary Level, Autism Spectrum Disorder Specific Assessment Clinic / Fiona J. ALDRIDGE in Journal of Autism and Developmental Disorders, 42-2 (February 2012)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 42-2 (February 2012) . - p.294-300 Titre : Investigating the Clinical Usefulness of the Social Responsiveness Scale (SRS) in a Tertiary Level, Autism Spectrum Disorder Specific Assessment Clinic Type de document : Texte imprimé et/ou numérique Auteurs : Fiona J. ALDRIDGE, Auteur ; Vicki M. GIBBS, Auteur ; Katherine SCHMIDHOFER, Auteur ; Megan WILLIAMS, Auteur Année de publication : 2012 Article en page(s) : p.294-300 Langues : Anglais (eng) Mots-clés : Social Responsiveness Scale (SRS)  Autism spectrum disorder  Screening tools  Assessment  Diagnosis Index. décimale : PER Périodiques Résumé : The Social Responsiveness Scale (SRS; Constantino and Gruber in Social Responsiveness Scale (SRS). Western Psychological Services, Los Angeles, 2005) is a commonly used screening tool for identifying children with possible autism spectrum disorder (ASD). This study investigated the relationship between SRS scores and eventual diagnostic outcome for children referred to a tertiary level, autism specific assessment service. Forty eight children (mean age = 8.10; 92% male) underwent a comprehensive ASD assessment. Parent and teacher SRS scores were subsequently compared with diagnostic outcome. Sensitivity was high (91% for parent report; 84% for teacher report), however specificity was much lower (8% for parent report; 41% for teacher report). Results demonstrate a need for caution when interpreting SRS results based on current cut-off scores, particularly in children with previously identified social developmental problems. En ligne : http://dx.doi.org/10.1007/s10803-011-1242-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=151 [article] Investigating the Clinical Usefulness of the Social Responsiveness Scale (SRS) in a Tertiary Level, Autism Spectrum Disorder Specific Assessment Clinic [Texte imprimé et/ou numérique] / Fiona J. ALDRIDGE, Auteur ; Vicki M. GIBBS, Auteur ; Katherine SCHMIDHOFER, Auteur ; Megan WILLIAMS, Auteur . - 2012 . - p.294-300. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 42-2 (February 2012) . - p.294-300 Mots-clés : Social Responsiveness Scale (SRS)  Autism spectrum disorder  Screening tools  Assessment  Diagnosis Index. décimale : PER Périodiques Résumé : The Social Responsiveness Scale (SRS; Constantino and Gruber in Social Responsiveness Scale (SRS). Western Psychological Services, Los Angeles, 2005) is a commonly used screening tool for identifying children with possible autism spectrum disorder (ASD). This study investigated the relationship between SRS scores and eventual diagnostic outcome for children referred to a tertiary level, autism specific assessment service. Forty eight children (mean age = 8.10; 92% male) underwent a comprehensive ASD assessment. Parent and teacher SRS scores were subsequently compared with diagnostic outcome. Sensitivity was high (91% for parent report; 84% for teacher report), however specificity was much lower (8% for parent report; 41% for teacher report). Results demonstrate a need for caution when interpreting SRS results based on current cut-off scores, particularly in children with previously identified social developmental problems. En ligne : http://dx.doi.org/10.1007/s10803-011-1242-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=151

Brief Report: Female-To-Male Transsexual People and Autistic Traits / Rebecca M. JONES in Journal of Autism and Developmental Disorders, 42-2 (February 2012)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 42-2 (February 2012) . - p.301-306 Titre : Brief Report: Female-To-Male Transsexual People and Autistic Traits Type de document : Texte imprimé et/ou numérique Auteurs : Rebecca M. JONES, Auteur ; Sally WHEELWRIGHT, Auteur ; Krista FARRELL, Auteur ; Emma MARTIN, Auteur ; Richard GREEN, Auteur ; Domenico DI CEGLIE, Auteur ; Simon BARON-COHEN, Auteur Année de publication : 2012 Article en page(s) : p.301-306 Langues : Anglais (eng) Mots-clés : Autism Spectrum Conditions  Gender Identity Disorder  Autism Spectrum Quotient (AQ)  Co-occurrence Index. décimale : PER Périodiques Résumé : The ‘extreme male brain’ theory suggests females with Autism Spectrum Conditions are hyper-masculinized in certain aspects of behavior. We predicted that females with Gender Identity Disorder (who are masculinized) would have elevated Autism Spectrum Quotient (AQ) scores. AQ scores from five groups were compared: (1) n = 61 transmen (female-to-male transsexual people); (2) n = 198 transwomen (male-to-female transsexual people); (3) n = 76 typical males; (4) n = 98 typical females; and (5) n = 125 individuals with Asperger Syndrome (AS). Transmen had a higher mean AQ than typical females, typical males and transwomen, but lower than individuals with AS. Transmen have more autistic traits and may have had difficulty socializing with female peers and thus found it easier to identify with male peer groups. En ligne : http://dx.doi.org/10.1007/s10803-011-1227-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=151 [article] Brief Report: Female-To-Male Transsexual People and Autistic Traits [Texte imprimé et/ou numérique] / Rebecca M. JONES, Auteur ; Sally WHEELWRIGHT, Auteur ; Krista FARRELL, Auteur ; Emma MARTIN, Auteur ; Richard GREEN, Auteur ; Domenico DI CEGLIE, Auteur ; Simon BARON-COHEN, Auteur . - 2012 . - p.301-306. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 42-2 (February 2012) . - p.301-306 Mots-clés : Autism Spectrum Conditions  Gender Identity Disorder  Autism Spectrum Quotient (AQ)  Co-occurrence Index. décimale : PER Périodiques Résumé : The ‘extreme male brain’ theory suggests females with Autism Spectrum Conditions are hyper-masculinized in certain aspects of behavior. We predicted that females with Gender Identity Disorder (who are masculinized) would have elevated Autism Spectrum Quotient (AQ) scores. AQ scores from five groups were compared: (1) n = 61 transmen (female-to-male transsexual people); (2) n = 198 transwomen (male-to-female transsexual people); (3) n = 76 typical males; (4) n = 98 typical females; and (5) n = 125 individuals with Asperger Syndrome (AS). Transmen had a higher mean AQ than typical females, typical males and transwomen, but lower than individuals with AS. Transmen have more autistic traits and may have had difficulty socializing with female peers and thus found it easier to identify with male peer groups. En ligne : http://dx.doi.org/10.1007/s10803-011-1227-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=151

Brief Report: Longitudinal Improvements in the Quality of Joint Attention in Preschool Children with Autism / Kathy LAWTON in Journal of Autism and Developmental Disorders, 42-2 (February 2012)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 42-2 (February 2012) . - p.307-312 Titre : Brief Report: Longitudinal Improvements in the Quality of Joint Attention in Preschool Children with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Kathy LAWTON, Auteur ; Connie KASARI, Auteur Année de publication : 2012 Article en page(s) : p.307-312 Langues : Anglais (eng) Mots-clés : Autism  Intervention  Joint attention  Shared positive affect  Preschool Index. décimale : PER Périodiques Résumé : Children with autism exhibit deficits in their quantity and quality of joint attention. Early autism intervention studies rarely document improvement in joint attention quality. The purpose of this study was to determine whether there was a change in joint attention quality for preschoolers with autism who were randomized to a joint attention intervention, symbolic play intervention, or a control group. Quality was defined as shared positive affect during joint attention as well as shared positive affect and utterances during joint attention. Interactions of group and time were found for both types of joint attention quality. During the follow up visits, the joint attention and symbolic play intervention groups produced more of these two types of joint attention quality than the control group. En ligne : http://dx.doi.org/10.1007/s10803-011-1231-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=151 [article] Brief Report: Longitudinal Improvements in the Quality of Joint Attention in Preschool Children with Autism [Texte imprimé et/ou numérique] / Kathy LAWTON, Auteur ; Connie KASARI, Auteur . - 2012 . - p.307-312. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 42-2 (February 2012) . - p.307-312 Mots-clés : Autism  Intervention  Joint attention  Shared positive affect  Preschool Index. décimale : PER Périodiques Résumé : Children with autism exhibit deficits in their quantity and quality of joint attention. Early autism intervention studies rarely document improvement in joint attention quality. The purpose of this study was to determine whether there was a change in joint attention quality for preschoolers with autism who were randomized to a joint attention intervention, symbolic play intervention, or a control group. Quality was defined as shared positive affect during joint attention as well as shared positive affect and utterances during joint attention. Interactions of group and time were found for both types of joint attention quality. During the follow up visits, the joint attention and symbolic play intervention groups produced more of these two types of joint attention quality than the control group. En ligne : http://dx.doi.org/10.1007/s10803-011-1231-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=151

Brief Report: Alterations in Cerebral Blood Flow as Assessed by PET/CT in Adults with Autism Spectrum Disorder with Normal IQ / Marco PAGANI in Journal of Autism and Developmental Disorders, 42-2 (February 2012)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 42-2 (February 2012) . - p.313-318 Titre : Brief Report: Alterations in Cerebral Blood Flow as Assessed by PET/CT in Adults with Autism Spectrum Disorder with Normal IQ Type de document : Texte imprimé et/ou numérique Auteurs : Marco PAGANI, Auteur ; Irina MANOUILENKO, Auteur ; Sharon STONE-ELANDER, Auteur ; Richard ODH, Auteur ; Dario SALMASO, Auteur ; Robert HATHERLY, Auteur ; Fredrik BROLIN, Auteur ; Hans JACOBSSON, Auteur ; Stig A. LARSSON, Auteur ; Susanne BEJEROT, Auteur Année de publication : 2012 Article en page(s) : p.313-318 Langues : Anglais (eng) Mots-clés : High functioning autism  PET/CT  [1-11C]butanol  Cerebral blood flow Index. décimale : PER Périodiques Résumé : Specific biological markers for Autism Spectrum Disorder (ASD) have not yet been established. Functional studies have shown abnormalities in the anatomo-functional connectivity of the limbic-striatal “social” brain. This study aimed to investigate regional cerebral blood flow (rCBF) at rest. Thirteen patients with ASD of normal intelligence and ten IQ-, sex- and age-matched healthy controls (HC) underwent PET/CT using [1-11C]butanol, a perfusion tracer. As compared to HC, ASD showed significant CBF increases in the right parahippocampal, posterior cingulate, primary visual and temporal cortex, putamen, caudatus, substantia nigra and cerebellum. No statistically significant correlation between CBF and IQ was found. The limbic, posterior associative and cerebellar cortices showed increased blood flow in ASD, confirming previous findings about the neurobiology of ASD. En ligne : http://dx.doi.org/10.1007/s10803-011-1240-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=151 [article] Brief Report: Alterations in Cerebral Blood Flow as Assessed by PET/CT in Adults with Autism Spectrum Disorder with Normal IQ [Texte imprimé et/ou numérique] / Marco PAGANI, Auteur ; Irina MANOUILENKO, Auteur ; Sharon STONE-ELANDER, Auteur ; Richard ODH, Auteur ; Dario SALMASO, Auteur ; Robert HATHERLY, Auteur ; Fredrik BROLIN, Auteur ; Hans JACOBSSON, Auteur ; Stig A. LARSSON, Auteur ; Susanne BEJEROT, Auteur . - 2012 . - p.313-318. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 42-2 (February 2012) . - p.313-318 Mots-clés : High functioning autism  PET/CT  [1-11C]butanol  Cerebral blood flow Index. décimale : PER Périodiques Résumé : Specific biological markers for Autism Spectrum Disorder (ASD) have not yet been established. Functional studies have shown abnormalities in the anatomo-functional connectivity of the limbic-striatal “social” brain. This study aimed to investigate regional cerebral blood flow (rCBF) at rest. Thirteen patients with ASD of normal intelligence and ten IQ-, sex- and age-matched healthy controls (HC) underwent PET/CT using [1-11C]butanol, a perfusion tracer. As compared to HC, ASD showed significant CBF increases in the right parahippocampal, posterior cingulate, primary visual and temporal cortex, putamen, caudatus, substantia nigra and cerebellum. No statistically significant correlation between CBF and IQ was found. The limbic, posterior associative and cerebellar cortices showed increased blood flow in ASD, confirming previous findings about the neurobiology of ASD. En ligne : http://dx.doi.org/10.1007/s10803-011-1240-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=151

The Effect of an Autism-Associated Polymorphism in the STK39 Gene on the Autism Symptom Domains / Rick D. VAVOLIZZA in Journal of Autism and Developmental Disorders, 42-2 (February 2012)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 42-2 (February 2012) . - p.319-320 Titre : The Effect of an Autism-Associated Polymorphism in the STK39 Gene on the Autism Symptom Domains Type de document : Texte imprimé et/ou numérique Auteurs : Rick D. VAVOLIZZA, Auteur ; James SCHMEIDLER, Auteur ; Nicolas RAMOZ, Auteur ; Joseph D. BUXBAUM, Auteur ; Christopher J. SMITH, Auteur ; Jeremy M. SILVERMAN, Auteur Année de publication : 2012 Article en page(s) : p.319-320 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-011-1226-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=151 [article] The Effect of an Autism-Associated Polymorphism in the STK39 Gene on the Autism Symptom Domains [Texte imprimé et/ou numérique] / Rick D. VAVOLIZZA, Auteur ; James SCHMEIDLER, Auteur ; Nicolas RAMOZ, Auteur ; Joseph D. BUXBAUM, Auteur ; Christopher J. SMITH, Auteur ; Jeremy M. SILVERMAN, Auteur . - 2012 . - p.319-320. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 42-2 (February 2012) . - p.319-320 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-011-1226-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=151

J. Merges: Social Enjoyment Groups for Children, Teens, and Young Adults with Autism Spectrum Disorders: Guiding Toward Growth / Ernst O. VANBERGEIJK in Journal of Autism and Developmental Disorders, 42-2 (February 2012)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 42-2 (February 2012) . - p.321-322 Titre : J. Merges: Social Enjoyment Groups for Children, Teens, and Young Adults with Autism Spectrum Disorders: Guiding Toward Growth : Jessica Kingsley, 2011, 208 pp, ISBN 978 1 84905 834 6, $22.95 (paper) Type de document : Texte imprimé et/ou numérique Auteurs : Ernst O. VANBERGEIJK, Auteur Année de publication : 2012 Article en page(s) : p.321-322 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-011-1247-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=151 [article] J. Merges: Social Enjoyment Groups for Children, Teens, and Young Adults with Autism Spectrum Disorders: Guiding Toward Growth : Jessica Kingsley, 2011, 208 pp, ISBN 978 1 84905 834 6, $22.95 (paper) [Texte imprimé et/ou numérique] / Ernst O. VANBERGEIJK, Auteur . - 2012 . - p.321-322. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 42-2 (February 2012) . - p.321-322 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-011-1247-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=151

M. Augustyn, B. Zuckerman and E.B. Caronna (eds.): The Zuckerman Parker Handbook of Developmental and Behavioral Pediatrics for Primary Care in Journal of Autism and Developmental Disorders, 42-2 (February 2012)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 42-2 (February 2012) . - p.323-324 Titre : M. Augustyn, B. Zuckerman and E.B. Caronna (eds.): The Zuckerman Parker Handbook of Developmental and Behavioral Pediatrics for Primary Care : Third Edition, Wolters Kluwer/Lippincott Williams & Wilkins, 2011, xxix + 521pp, ISBN-13: 978-1-60831-914-5; ISBN-10: 1-60831-914-8, $69.95; £44.00 (Paper) Type de document : Texte imprimé et/ou numérique Année de publication : 2012 Article en page(s) : p.323-324 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-011-1253-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=151 [article] M. Augustyn, B. Zuckerman and E.B. Caronna (eds.): The Zuckerman Parker Handbook of Developmental and Behavioral Pediatrics for Primary Care : Third Edition, Wolters Kluwer/Lippincott Williams & Wilkins, 2011, xxix + 521pp, ISBN-13: 978-1-60831-914-5; ISBN-10: 1-60831-914-8, $69.95; £44.00 (Paper) [Texte imprimé et/ou numérique] . - 2012 . - p.323-324. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 42-2 (February 2012) . - p.323-324 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-011-1253-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=151

The Hilibrand Autism Fellowship in Adolescence and Adulthood in Journal of Autism and Developmental Disorders, 42-2 (February 2012)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 42-2 (February 2012) . - p.325 Titre : The Hilibrand Autism Fellowship in Adolescence and Adulthood : Child Study Center, Yale University School of Medicine Type de document : Texte imprimé et/ou numérique Année de publication : 2012 Article en page(s) : p.325 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-011-1440-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=151 [article] The Hilibrand Autism Fellowship in Adolescence and Adulthood : Child Study Center, Yale University School of Medicine [Texte imprimé et/ou numérique] . - 2012 . - p.325. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 42-2 (February 2012) . - p.325 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-011-1440-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=151

Preparing for College: A Day Long Conference for Students, Parents, and Professionals, April 22, 2012 in Journal of Autism and Developmental Disorders, 42-2 (February 2012)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 42-2 (February 2012) . - p.326 Titre : Preparing for College: A Day Long Conference for Students, Parents, and Professionals, April 22, 2012 Type de document : Texte imprimé et/ou numérique Année de publication : 2012 Article en page(s) : p.326 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-011-1433-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=151 [article] Preparing for College: A Day Long Conference for Students, Parents, and Professionals, April 22, 2012 [Texte imprimé et/ou numérique] . - 2012 . - p.326. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 42-2 (February 2012) . - p.326 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-011-1433-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=151