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Profiles of structural language and nonverbal intellectual abilities in verbal autistic adults / Sandrine FERRE ; Laurice TULLER ; Emmanuelle HOUY-DURAND ; Frédérique BONNET-BRILHAULT ; Philippe PREVOST in Research in Autism Spectrum Disorders, 114 (June 2024)
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Titre : Profiles of structural language and nonverbal intellectual abilities in verbal autistic adults Type de document : Texte imprimé et/ou numérique Auteurs : Sandrine FERRE, Auteur ; Laurice TULLER, Auteur ; Emmanuelle HOUY-DURAND, Auteur ; Frédérique BONNET-BRILHAULT, Auteur ; Philippe PREVOST, Auteur Année de publication : 2024 Article en page(s) : p.102361 Langues : Anglais (eng) Mots-clés : Autism Adulthood Profiles Structural language Nonverbal intelligence Cluster analysis Index. décimale : PER Périodiques Résumé : Background A diagnosis of autism includes the specification of any accompanying language impairment (LI) and Disorders of Intellectual Development (DID). The International Classification of Diseases (ICD-11) mentions the existence of four different profiles for verbal autistic individuals, resulting from the logical combinations of presence and absence of LI and DID. While these profiles have been identified in autistic children, equivalent evidence is lacking for adults, as studies on this population are quantitatively and qualitatively limited. Language tasks are generally ill-adapted to autistic adults and individuals with DID are rarely integrated into experimental cohorts. This study means to fill this gap by proposing a systematic investigation of structural language and nonverbal intellectual abilities (NVIQ) in autistic adults across the whole verbal spectrum based on explicitly motivated measures. Methods For structural language, the adult adaptation of autism-friendly nonword and sentence repetition tasks shown to be sensitive to LI were selected; for NVIQ, Block Design and Matrix Reasoning of the WAIS-IV were employed. These tasks were administered to 48 autistic adults aged 18-56 years and to 50 age-matched controls. Results Cluster analysis revealed three distinct profiles: two homogeneous (intact language with high NVIQ and LI with low NVIQ) and one displaying discrepant abilities, including normal language with low NVIQ. Conversely, the LI with average/high NVIQ profile was not found. Conclusions Profiles in adulthood seem more homogeneous than in childhood. One hypothesis is that cognitive changes occur during development that reduce ability discrepancy, such as severe LI contributing to decreasing nonverbal abilities over time. En ligne : https://doi.org/10.1016/j.rasd.2024.102361 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=529
in Research in Autism Spectrum Disorders > 114 (June 2024) . - p.102361[article] Profiles of structural language and nonverbal intellectual abilities in verbal autistic adults [Texte imprimé et/ou numérique] / Sandrine FERRE, Auteur ; Laurice TULLER, Auteur ; Emmanuelle HOUY-DURAND, Auteur ; Frédérique BONNET-BRILHAULT, Auteur ; Philippe PREVOST, Auteur . - 2024 . - p.102361.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 114 (June 2024) . - p.102361
Mots-clés : Autism Adulthood Profiles Structural language Nonverbal intelligence Cluster analysis Index. décimale : PER Périodiques Résumé : Background A diagnosis of autism includes the specification of any accompanying language impairment (LI) and Disorders of Intellectual Development (DID). The International Classification of Diseases (ICD-11) mentions the existence of four different profiles for verbal autistic individuals, resulting from the logical combinations of presence and absence of LI and DID. While these profiles have been identified in autistic children, equivalent evidence is lacking for adults, as studies on this population are quantitatively and qualitatively limited. Language tasks are generally ill-adapted to autistic adults and individuals with DID are rarely integrated into experimental cohorts. This study means to fill this gap by proposing a systematic investigation of structural language and nonverbal intellectual abilities (NVIQ) in autistic adults across the whole verbal spectrum based on explicitly motivated measures. Methods For structural language, the adult adaptation of autism-friendly nonword and sentence repetition tasks shown to be sensitive to LI were selected; for NVIQ, Block Design and Matrix Reasoning of the WAIS-IV were employed. These tasks were administered to 48 autistic adults aged 18-56 years and to 50 age-matched controls. Results Cluster analysis revealed three distinct profiles: two homogeneous (intact language with high NVIQ and LI with low NVIQ) and one displaying discrepant abilities, including normal language with low NVIQ. Conversely, the LI with average/high NVIQ profile was not found. Conclusions Profiles in adulthood seem more homogeneous than in childhood. One hypothesis is that cognitive changes occur during development that reduce ability discrepancy, such as severe LI contributing to decreasing nonverbal abilities over time. En ligne : https://doi.org/10.1016/j.rasd.2024.102361 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=529 Schooling and variation in the COMT gene: the devil is in the details / Daniel B. CAMPBELL in Journal of Child Psychology and Psychiatry, 54-10 (October 2013)
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Titre : Schooling and variation in the COMT gene: the devil is in the details Type de document : Texte imprimé et/ou numérique Auteurs : Daniel B. CAMPBELL, Auteur ; Johanna BICK, Auteur ; Carolyn M. YRIGOLLEN, Auteur ; Maria LEE, Auteur ; Antony JOSEPH, Auteur ; Joseph T. CHANG, Auteur ; Elena L. GRIGORENKO, Auteur ; LEARNING DISABILITIES PROJECT ZAMBIA,, Auteur Article en page(s) : p.1056-1065 Langues : Anglais (eng) Mots-clés : Schooling nonverbal intelligence the COMT gene haplotype analysis haplo.glm interaction effects Index. décimale : PER Périodiques Résumé : Background Schooling is considered one of the major contributors to the development of intelligence within societies and individuals. Genetic variation might modulate the impact of schooling and explain, at least partially, the presence of individual differences in classrooms. Method We studied a sample of 1,502 children (mean age = 11.7 years) from Zambia. Approximately 57% of these children were enrolled in school, and the rest were not. To quantify genetic variation, we investigated a number of common polymorphisms in the catechol-O-methyltransferase (COMT) gene that controls the production of the protein thought to account for 60% of the dopamine degradation in the prefrontal cortex. Results Haplotype analyses generated results ranging from the presence to absence of significant interactions between a number of COMT haplotypes and indicators of schooling (i.e., in- vs. out-of-school and grade completed) in the prediction of nonverbal intelligence, depending on the parameter specification. However, an investigation of the distribution of corresponding p-values suggested that these positive results were false. Conclusions Convincing evidence that the variation in the COMT gene is associated with individual differences in nonverbal intelligence either directly or through interactions with schooling was not found. p-values produced by the method of testing for haplotype effects employed here may be sensitive to parameter settings, invalid under default settings, and should be checked for validity through simulation. En ligne : http://dx.doi.org/10.1111/jcpp.12120 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=212
in Journal of Child Psychology and Psychiatry > 54-10 (October 2013) . - p.1056-1065[article] Schooling and variation in the COMT gene: the devil is in the details [Texte imprimé et/ou numérique] / Daniel B. CAMPBELL, Auteur ; Johanna BICK, Auteur ; Carolyn M. YRIGOLLEN, Auteur ; Maria LEE, Auteur ; Antony JOSEPH, Auteur ; Joseph T. CHANG, Auteur ; Elena L. GRIGORENKO, Auteur ; LEARNING DISABILITIES PROJECT ZAMBIA,, Auteur . - p.1056-1065.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 54-10 (October 2013) . - p.1056-1065
Mots-clés : Schooling nonverbal intelligence the COMT gene haplotype analysis haplo.glm interaction effects Index. décimale : PER Périodiques Résumé : Background Schooling is considered one of the major contributors to the development of intelligence within societies and individuals. Genetic variation might modulate the impact of schooling and explain, at least partially, the presence of individual differences in classrooms. Method We studied a sample of 1,502 children (mean age = 11.7 years) from Zambia. Approximately 57% of these children were enrolled in school, and the rest were not. To quantify genetic variation, we investigated a number of common polymorphisms in the catechol-O-methyltransferase (COMT) gene that controls the production of the protein thought to account for 60% of the dopamine degradation in the prefrontal cortex. Results Haplotype analyses generated results ranging from the presence to absence of significant interactions between a number of COMT haplotypes and indicators of schooling (i.e., in- vs. out-of-school and grade completed) in the prediction of nonverbal intelligence, depending on the parameter specification. However, an investigation of the distribution of corresponding p-values suggested that these positive results were false. Conclusions Convincing evidence that the variation in the COMT gene is associated with individual differences in nonverbal intelligence either directly or through interactions with schooling was not found. p-values produced by the method of testing for haplotype effects employed here may be sensitive to parameter settings, invalid under default settings, and should be checked for validity through simulation. En ligne : http://dx.doi.org/10.1111/jcpp.12120 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=212