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Gender Difference in the Association Between Executive Function and Autistic Traits in Typically Developing Children / M. DAI in Journal of Autism and Developmental Disorders, 49-3 (March 2019)
[article]
Titre : Gender Difference in the Association Between Executive Function and Autistic Traits in Typically Developing Children Type de document : Texte imprimé et/ou numérique Auteurs : M. DAI, Auteur ; L. LIN, Auteur ; J. LIANG, Auteur ; Z. WANG, Auteur ; J. JING, Auteur Article en page(s) : p.1182-1192 Langues : Anglais (eng) Mots-clés : Autistic trait Children Executive functions Gender difference Index. décimale : PER Périodiques Résumé : Autistic traits and executive function (EF) were assessed in 413 typically developing children aged 6-9 years. The children were divided into the high- autistic-trait (HAT) and low-autistic-trait (LAT) groups based on their total autistic traits. Results suggested that there were gender differences in specific autistic traits in children with LAT. There were gender-specific associations between EF and autistic traits in children with HAT: the set shifting of EF predicted difficulties in social awareness in boys; whereas all the EF components predicted difficulties in social communication and social cognition in girls. These findings may have implications for developing customized interventions that are targeted at specific autistic deficits in males and females. En ligne : http://dx.doi.org/10.1007/s10803-018-3813-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=386
in Journal of Autism and Developmental Disorders > 49-3 (March 2019) . - p.1182-1192[article] Gender Difference in the Association Between Executive Function and Autistic Traits in Typically Developing Children [Texte imprimé et/ou numérique] / M. DAI, Auteur ; L. LIN, Auteur ; J. LIANG, Auteur ; Z. WANG, Auteur ; J. JING, Auteur . - p.1182-1192.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 49-3 (March 2019) . - p.1182-1192
Mots-clés : Autistic trait Children Executive functions Gender difference Index. décimale : PER Périodiques Résumé : Autistic traits and executive function (EF) were assessed in 413 typically developing children aged 6-9 years. The children were divided into the high- autistic-trait (HAT) and low-autistic-trait (LAT) groups based on their total autistic traits. Results suggested that there were gender differences in specific autistic traits in children with LAT. There were gender-specific associations between EF and autistic traits in children with HAT: the set shifting of EF predicted difficulties in social awareness in boys; whereas all the EF components predicted difficulties in social communication and social cognition in girls. These findings may have implications for developing customized interventions that are targeted at specific autistic deficits in males and females. En ligne : http://dx.doi.org/10.1007/s10803-018-3813-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=386 Research Review: A systematic review and meta-analysis of sex/gender differences in social interaction and communication in autistic and nonautistic children and adolescents / H. WOOD-DOWNIE in Journal of Child Psychology and Psychiatry, 62-8 (August 2021)
[article]
Titre : Research Review: A systematic review and meta-analysis of sex/gender differences in social interaction and communication in autistic and nonautistic children and adolescents Type de document : Texte imprimé et/ou numérique Auteurs : H. WOOD-DOWNIE, Auteur ; B. WONG, Auteur ; H. KOVSHOFF, Auteur ; S. CORTESE, Auteur ; Julie A. HADWIN, Auteur Article en page(s) : p.922-936 Langues : Anglais (eng) Mots-clés : Adolescent Adult Autism Spectrum Disorder Autistic Disorder Child Communication Cross-Sectional Studies Female Humans Male Sex Factors Social Interaction Autism spectrum disorders Dsm gender difference meta-analysis sex differences Index. décimale : PER Périodiques Résumé : BACKGROUND: Evidence increasingly suggests that ASD manifests differently in females than males. Previous reviews investigating sex/gender differences in social interaction and social communication have focused at the level of broad constructs (e.g. comparing algorithm scores from pre-existing diagnostic instruments) and have typically reported no significant differences between males and females. However, a number of individual studies have found sex/gender differences in narrow construct domains. METHODS: We conducted a systematic review and random effects model meta-analyses (in January 2019 and updated January 2020) that investigated sex/gender differences in narrow construct measures of social communication and interaction in autistic and nonautistic children and adolescents, and adults. Study quality was appraised using the Appraisal Tool for Cross-Sectional Studies (AXIS, BMJ Open, 6, 2016, 1). RESULTS: Across 16 studies (including 2,730 participants), the analysis found that female (vs. male) individuals with ASD had significantly better social interaction and social communication skills (SMD = 0.39, p < .001), which was reflective of a similar sex/gender profile in nonautistic individuals (SMD = 0.35, p < .001). Nonautistic males had significantly better social interaction and communication than males with ASD (SMD = 0.77, p < .001). Nonautistic females also had significantly better social interaction and communication than females with ASD (SMD = 0.72, p <.001). Nonautistic males had better social interaction and communication than females with ASD, though this difference was not significant (SMD = 0.30, p = .07). CONCLUSIONS: This systematic review and meta-analysis highlighted important sex/gender differences in social interaction and communication for individuals with ASD, likely not captured by pre-existing diagnostic instruments, which potentially contribute to the under recognition of autism in females, and may need to be reflected in the diagnostic process. En ligne : http://dx.doi.org/10.1111/jcpp.13337 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=456
in Journal of Child Psychology and Psychiatry > 62-8 (August 2021) . - p.922-936[article] Research Review: A systematic review and meta-analysis of sex/gender differences in social interaction and communication in autistic and nonautistic children and adolescents [Texte imprimé et/ou numérique] / H. WOOD-DOWNIE, Auteur ; B. WONG, Auteur ; H. KOVSHOFF, Auteur ; S. CORTESE, Auteur ; Julie A. HADWIN, Auteur . - p.922-936.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 62-8 (August 2021) . - p.922-936
Mots-clés : Adolescent Adult Autism Spectrum Disorder Autistic Disorder Child Communication Cross-Sectional Studies Female Humans Male Sex Factors Social Interaction Autism spectrum disorders Dsm gender difference meta-analysis sex differences Index. décimale : PER Périodiques Résumé : BACKGROUND: Evidence increasingly suggests that ASD manifests differently in females than males. Previous reviews investigating sex/gender differences in social interaction and social communication have focused at the level of broad constructs (e.g. comparing algorithm scores from pre-existing diagnostic instruments) and have typically reported no significant differences between males and females. However, a number of individual studies have found sex/gender differences in narrow construct domains. METHODS: We conducted a systematic review and random effects model meta-analyses (in January 2019 and updated January 2020) that investigated sex/gender differences in narrow construct measures of social communication and interaction in autistic and nonautistic children and adolescents, and adults. Study quality was appraised using the Appraisal Tool for Cross-Sectional Studies (AXIS, BMJ Open, 6, 2016, 1). RESULTS: Across 16 studies (including 2,730 participants), the analysis found that female (vs. male) individuals with ASD had significantly better social interaction and social communication skills (SMD = 0.39, p < .001), which was reflective of a similar sex/gender profile in nonautistic individuals (SMD = 0.35, p < .001). Nonautistic males had significantly better social interaction and communication than males with ASD (SMD = 0.77, p < .001). Nonautistic females also had significantly better social interaction and communication than females with ASD (SMD = 0.72, p <.001). Nonautistic males had better social interaction and communication than females with ASD, though this difference was not significant (SMD = 0.30, p = .07). CONCLUSIONS: This systematic review and meta-analysis highlighted important sex/gender differences in social interaction and communication for individuals with ASD, likely not captured by pre-existing diagnostic instruments, which potentially contribute to the under recognition of autism in females, and may need to be reflected in the diagnostic process. En ligne : http://dx.doi.org/10.1111/jcpp.13337 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=456 Sex differences in ADHD symptom severity / Anne B. ARNETT in Journal of Child Psychology and Psychiatry, 56-6 (June 2015)
[article]
Titre : Sex differences in ADHD symptom severity Type de document : Texte imprimé et/ou numérique Auteurs : Anne B. ARNETT, Auteur ; Bruce F. PENNINGTON, Auteur ; Erik G. WILLCUTT, Auteur ; John C. DEFRIES, Auteur ; Richard K. OLSON, Auteur Article en page(s) : p.632-639 Langues : Anglais (eng) Mots-clés : ADHD gender difference neuropsychology cognitive development mediation Index. décimale : PER Périodiques Résumé : Background Males show higher rates of attention deficit hyperactivity disorder (ADHD) than do females. Potential explanations include genuine etiological differences or artifact. Methods 2,332 twin and sibling youth participated in behavioral and cognitive testing. Partially competing models of symptom severity distribution differences, the mean difference, and variance difference models, were tested within a randomly selected subsample. The Delta method was used to test for mediation of sex differences in ADHD symptom severity by processing speed, inhibition and working memory. Results The combined mean difference and variance difference models fully explained the sex difference in ADHD symptom severity. Cognitive endophenotypes mediated 14% of the sex difference effect. Conclusions The sex difference in ADHD symptom severity is valid and may be due to differing genetic and cognitive liabilities between the sexes. En ligne : http://dx.doi.org/10.1111/jcpp.12337 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=260
in Journal of Child Psychology and Psychiatry > 56-6 (June 2015) . - p.632-639[article] Sex differences in ADHD symptom severity [Texte imprimé et/ou numérique] / Anne B. ARNETT, Auteur ; Bruce F. PENNINGTON, Auteur ; Erik G. WILLCUTT, Auteur ; John C. DEFRIES, Auteur ; Richard K. OLSON, Auteur . - p.632-639.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 56-6 (June 2015) . - p.632-639
Mots-clés : ADHD gender difference neuropsychology cognitive development mediation Index. décimale : PER Périodiques Résumé : Background Males show higher rates of attention deficit hyperactivity disorder (ADHD) than do females. Potential explanations include genuine etiological differences or artifact. Methods 2,332 twin and sibling youth participated in behavioral and cognitive testing. Partially competing models of symptom severity distribution differences, the mean difference, and variance difference models, were tested within a randomly selected subsample. The Delta method was used to test for mediation of sex differences in ADHD symptom severity by processing speed, inhibition and working memory. Results The combined mean difference and variance difference models fully explained the sex difference in ADHD symptom severity. Cognitive endophenotypes mediated 14% of the sex difference effect. Conclusions The sex difference in ADHD symptom severity is valid and may be due to differing genetic and cognitive liabilities between the sexes. En ligne : http://dx.doi.org/10.1111/jcpp.12337 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=260 The Comorbidity of Schizophrenia Spectrum and Mood Disorders in Autism Spectrum Disorder / Yi-Ling CHIEN in Autism Research, 14-3 (March 2021)
[article]
Titre : The Comorbidity of Schizophrenia Spectrum and Mood Disorders in Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Yi-Ling CHIEN, Auteur ; Chi-Shin WU, Auteur ; Hui-Ju TSAI, Auteur Article en page(s) : p.571-581 Langues : Anglais (eng) Mots-clés : affect/emotion comorbidity gender difference schizophrenia Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorder are often diagnosed with at least one or more accompanying disorders. Most studies reported prevalence of the psychiatric comorbidities among these individuals; however, the incidence of developing comorbidities is unclear. This study used Taiwan's claims database and aimed to investigate the incidence of developing major psychiatric comorbidities in individuals with autism spectrum disorder and whether the incidence was moderated by gender, autism-spectrum disorder subtypes, and autism-associated neurodevelopmental conditions. A total of 3,837 individuals with autism spectrum disorder (2,929 autistic disorder, 447 Asperger syndrome, 461 pervasive developmental disorder-not otherwise specified) and 38,370 comparison subjects, who were matched by age and gender, were included. The incidences of schizophrenia spectrum, bipolar, and major depressive disorders was examined. The results showed that the incidences of schizophrenia spectrum (9.7 per 1,000 person-year), bipolar disorder (7.0 per 1,000 person-year), and major depressive disorder (3.2 per 1,000 person-year) were significantly higher than the comparison group across all three subtypes of autism-spectrum disorder. Individuals with pervasive developmental disorder-not otherwise specified had higher risk for major depressive disorder than autistic disorder. Females with Asperger syndrome had significant higher risk for schizophrenia spectrum than males. The comorbidity rate dramatically dropped when the autism-associated neurodevelopmental conditions were taken into account. Our findings suggested that the incidences of major psychiatric comorbidities were higher in autism spectrum disorder and influenced by autism subtypes, gender, and autism-associated neurodevelopmental conditions. LAY SUMMARY: We examined whether people with autism spectrum disorder (ASD) have higher incidence of schizophrenia, bipolar disorders, and major depression using a large claims database. The results showed the incidences of these mental illness among individual with ASD were significantly higher than those without ASD. In addition, the incidences were influenced by autism subtypes, gender, and comorbid neurodevelopmental conditions. En ligne : http://dx.doi.org/10.1002/aur.2451 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=443
in Autism Research > 14-3 (March 2021) . - p.571-581[article] The Comorbidity of Schizophrenia Spectrum and Mood Disorders in Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Yi-Ling CHIEN, Auteur ; Chi-Shin WU, Auteur ; Hui-Ju TSAI, Auteur . - p.571-581.
Langues : Anglais (eng)
in Autism Research > 14-3 (March 2021) . - p.571-581
Mots-clés : affect/emotion comorbidity gender difference schizophrenia Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorder are often diagnosed with at least one or more accompanying disorders. Most studies reported prevalence of the psychiatric comorbidities among these individuals; however, the incidence of developing comorbidities is unclear. This study used Taiwan's claims database and aimed to investigate the incidence of developing major psychiatric comorbidities in individuals with autism spectrum disorder and whether the incidence was moderated by gender, autism-spectrum disorder subtypes, and autism-associated neurodevelopmental conditions. A total of 3,837 individuals with autism spectrum disorder (2,929 autistic disorder, 447 Asperger syndrome, 461 pervasive developmental disorder-not otherwise specified) and 38,370 comparison subjects, who were matched by age and gender, were included. The incidences of schizophrenia spectrum, bipolar, and major depressive disorders was examined. The results showed that the incidences of schizophrenia spectrum (9.7 per 1,000 person-year), bipolar disorder (7.0 per 1,000 person-year), and major depressive disorder (3.2 per 1,000 person-year) were significantly higher than the comparison group across all three subtypes of autism-spectrum disorder. Individuals with pervasive developmental disorder-not otherwise specified had higher risk for major depressive disorder than autistic disorder. Females with Asperger syndrome had significant higher risk for schizophrenia spectrum than males. The comorbidity rate dramatically dropped when the autism-associated neurodevelopmental conditions were taken into account. Our findings suggested that the incidences of major psychiatric comorbidities were higher in autism spectrum disorder and influenced by autism subtypes, gender, and autism-associated neurodevelopmental conditions. LAY SUMMARY: We examined whether people with autism spectrum disorder (ASD) have higher incidence of schizophrenia, bipolar disorders, and major depression using a large claims database. The results showed the incidences of these mental illness among individual with ASD were significantly higher than those without ASD. In addition, the incidences were influenced by autism subtypes, gender, and comorbid neurodevelopmental conditions. En ligne : http://dx.doi.org/10.1002/aur.2451 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=443 The Learning, Social and Emotion Adaptation Questionnaire-Short Form: A Measure of Adaptive Behavior for Primary School Students with Autism Spectrum Disorder / Hannah Man-Yan TSE in Autism Research, 14-5 (May 2021)
[article]
Titre : The Learning, Social and Emotion Adaptation Questionnaire-Short Form: A Measure of Adaptive Behavior for Primary School Students with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Hannah Man-Yan TSE, Auteur ; Irene T. HO, Auteur ; Kathy WONG, Auteur Article en page(s) : p.959-972 Langues : Anglais (eng) Mots-clés : adaptive behaviors autism spectrum disorder checklist gender difference normative statistics psychometrics school adjustment Index. décimale : PER Périodiques Résumé : Students with autism spectrum disorder (ASD) studying in mainstream classrooms have diverse adjustment difficulties in learning, social interaction, and emotion regulation. It is crucial to identify the areas these students find most challenging so that teachers can provide training and support accordingly. We therefore developed, examined, and provided norms for the Learning, Social and Emotion Adaptation Questionnaire-Short Form (LSEAQ-S), a teacher report instrument measuring 53 essential adaptive behaviors for mainstream primary school students in Hong Kong. Teachers completed the LSEAQ-S for three samples of 2,298, 2,690, and 3,305 students with ASD from 204 schools and a sample of 1,869 students without ASD from 112 schools. Our study showed that an 11-factor structure best describes the LSEAQ-S, which has high internal consistency and good convergent validity examined with the Social Responsiveness Scale-Second Edition (SRS-2). Normative data of the LSEAQ-S stratified by gender and grade (grades 1 to 3; grades 4 to 6) are presented. Gender and grade differences were found, with girls with ASD lagging behind their same-gender peers in related skills more than boys with ASD did, across both grade levels and especially in senior grades. The LSEAQ-S, together with its normative data, can reveal students' difficulties and needs, inform intervention priorities, and help monitor training progress. LAY SUMMARY: This study introduces the Learning, Social and Emotion Adaptation Questionnaire-Short Form (LSEAQ-S), a teacher report instrument developed in Hong Kong measuring school adaptation of students with autism spectrum disorder (ASD) in mainstream primary schools. The measure helps education personnel identify behaviors in which a student falls behind his/her peers and facilitate training and support targeting those behaviors. Autism Res 2021, 14: 959-972. © 2020 The Authors. Autism Research published by International Society for Autism Research and Wiley Periodicals LLC. En ligne : http://dx.doi.org/10.1002/aur.2431 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444
in Autism Research > 14-5 (May 2021) . - p.959-972[article] The Learning, Social and Emotion Adaptation Questionnaire-Short Form: A Measure of Adaptive Behavior for Primary School Students with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Hannah Man-Yan TSE, Auteur ; Irene T. HO, Auteur ; Kathy WONG, Auteur . - p.959-972.
Langues : Anglais (eng)
in Autism Research > 14-5 (May 2021) . - p.959-972
Mots-clés : adaptive behaviors autism spectrum disorder checklist gender difference normative statistics psychometrics school adjustment Index. décimale : PER Périodiques Résumé : Students with autism spectrum disorder (ASD) studying in mainstream classrooms have diverse adjustment difficulties in learning, social interaction, and emotion regulation. It is crucial to identify the areas these students find most challenging so that teachers can provide training and support accordingly. We therefore developed, examined, and provided norms for the Learning, Social and Emotion Adaptation Questionnaire-Short Form (LSEAQ-S), a teacher report instrument measuring 53 essential adaptive behaviors for mainstream primary school students in Hong Kong. Teachers completed the LSEAQ-S for three samples of 2,298, 2,690, and 3,305 students with ASD from 204 schools and a sample of 1,869 students without ASD from 112 schools. Our study showed that an 11-factor structure best describes the LSEAQ-S, which has high internal consistency and good convergent validity examined with the Social Responsiveness Scale-Second Edition (SRS-2). Normative data of the LSEAQ-S stratified by gender and grade (grades 1 to 3; grades 4 to 6) are presented. Gender and grade differences were found, with girls with ASD lagging behind their same-gender peers in related skills more than boys with ASD did, across both grade levels and especially in senior grades. The LSEAQ-S, together with its normative data, can reveal students' difficulties and needs, inform intervention priorities, and help monitor training progress. LAY SUMMARY: This study introduces the Learning, Social and Emotion Adaptation Questionnaire-Short Form (LSEAQ-S), a teacher report instrument developed in Hong Kong measuring school adaptation of students with autism spectrum disorder (ASD) in mainstream primary schools. The measure helps education personnel identify behaviors in which a student falls behind his/her peers and facilitate training and support targeting those behaviors. Autism Res 2021, 14: 959-972. © 2020 The Authors. Autism Research published by International Society for Autism Research and Wiley Periodicals LLC. En ligne : http://dx.doi.org/10.1002/aur.2431 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444 Trends in parent- and teacher-rated emotional, conduct and ADHD problems and their impact in prepubertal children in Great Britain: 1999–2008 / Ruth SELLERS in Journal of Child Psychology and Psychiatry, 56-1 (January 2015)
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