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Assessing global developmental delay across instruments in minimally verbal preschool autistic children: The importance of a multi-method and multi-informant approach / D. GIRARD in Autism Research, 15-1 (January 2022)
[article]
Titre : Assessing global developmental delay across instruments in minimally verbal preschool autistic children: The importance of a multi-method and multi-informant approach Type de document : Texte imprimé et/ou numérique Auteurs : D. GIRARD, Auteur ; V. COURCHESNE, Auteur ; Janie DEGRE-PELLETIER, Auteur ; C. LETENDRE, Auteur ; I. SOULIERES, Auteur Article en page(s) : p.103-116 Langues : Anglais (eng) Mots-clés : Aptitude Autism Spectrum Disorder/complications Autistic Disorder Child, Preschool Cognition Humans Language Development Disorders Mullen Scales of Early Learning Vineland Adaptive Behavior Scale adaptive functioning autism intelligence minimally verbal nonverbal skills Index. décimale : PER Périodiques Résumé : Intellectual assessment in preschool autistic children bears many challenges, particularly for those who have lower language and/or cognitive abilities. These challenges often result in underestimation of their potential or exclusion from research studies. Understanding how different instruments and definitions used to identify autistic preschool children with global developmental delay (GDD) affect sample composition is critical to advance research on this understudied clinical population. This study set out to examine the extent to which using different instruments to define GDD affects sample composition and whether different definitions affect resultant cognitive and adaptive profiles. Data from the Mullen Scales of Early Learning and the Vineland Adaptive Behavior Scales-Second Edition, a parent-report tool, were analyzed in a sample of 64 autistic and 73 neurotypical children (28-69?months). Our results highlight that cognitive assessment alone should not be used in clinical or research practices to infer a comorbid diagnosis of GDD, as it might lead to underestimating autistic children's potential. Instead, using both adaptive and cognitive levels as a stratification method to create subgroups of children with and without GDD might be a promising approach to adequately differentiate them, with less risk of underestimating them. En ligne : http://dx.doi.org/10.1002/aur.2630 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=450
in Autism Research > 15-1 (January 2022) . - p.103-116[article] Assessing global developmental delay across instruments in minimally verbal preschool autistic children: The importance of a multi-method and multi-informant approach [Texte imprimé et/ou numérique] / D. GIRARD, Auteur ; V. COURCHESNE, Auteur ; Janie DEGRE-PELLETIER, Auteur ; C. LETENDRE, Auteur ; I. SOULIERES, Auteur . - p.103-116.
Langues : Anglais (eng)
in Autism Research > 15-1 (January 2022) . - p.103-116
Mots-clés : Aptitude Autism Spectrum Disorder/complications Autistic Disorder Child, Preschool Cognition Humans Language Development Disorders Mullen Scales of Early Learning Vineland Adaptive Behavior Scale adaptive functioning autism intelligence minimally verbal nonverbal skills Index. décimale : PER Périodiques Résumé : Intellectual assessment in preschool autistic children bears many challenges, particularly for those who have lower language and/or cognitive abilities. These challenges often result in underestimation of their potential or exclusion from research studies. Understanding how different instruments and definitions used to identify autistic preschool children with global developmental delay (GDD) affect sample composition is critical to advance research on this understudied clinical population. This study set out to examine the extent to which using different instruments to define GDD affects sample composition and whether different definitions affect resultant cognitive and adaptive profiles. Data from the Mullen Scales of Early Learning and the Vineland Adaptive Behavior Scales-Second Edition, a parent-report tool, were analyzed in a sample of 64 autistic and 73 neurotypical children (28-69?months). Our results highlight that cognitive assessment alone should not be used in clinical or research practices to infer a comorbid diagnosis of GDD, as it might lead to underestimating autistic children's potential. Instead, using both adaptive and cognitive levels as a stratification method to create subgroups of children with and without GDD might be a promising approach to adequately differentiate them, with less risk of underestimating them. En ligne : http://dx.doi.org/10.1002/aur.2630 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=450 Comparing Early Pragmatics in Typically Developing Children and Children with Neurodevelopmental Disorders / Kay H. Y. WONG in Journal of Autism and Developmental Disorders, 52-9 (September 2022)
[article]
Titre : Comparing Early Pragmatics in Typically Developing Children and Children with Neurodevelopmental Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Kay H. Y. WONG, Auteur ; Kathy Y. S. LEE, Auteur ; Sharon C. Y. TSZE, Auteur ; Wilson S. YU, Auteur ; Iris H.-Y. NG, Auteur ; Michael C. F. TONG, Auteur ; Thomas LAW, Auteur Article en page(s) : p.3825-3839 Langues : Anglais (eng) Mots-clés : Aptitude Autism Spectrum Disorder Child Child, Preschool Humans Language Language Development Disorders/diagnosis Autism spectrum disorder Direct assessment Early pragmatics Language impairment Index. décimale : PER Périodiques Résumé : This study examined the early pragmatic language skills in typically developing (TD) preschool-age children, children with language impairment (LI) and children with autism spectrum disorder (ASD). Two hundred and sixty-two TD children, 73 children with LI, and 16 children with ASD were compared on early pragmatics through direct assessment (DA). Post hoc analysis revealed that children in two clinical groups displayed significant pragmatic language deficits. Children in the ASD group who were older exhibited comparable degree of impairments as their LI peers, suggesting a relatively stagnant development of pragmatic language skills in children with ASD. Findings also supported the use of DA in identifying pragmatic language deficits, which have implications for the adoption of this assessment approach in clinical settings. En ligne : http://dx.doi.org/10.1007/s10803-021-05261-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485
in Journal of Autism and Developmental Disorders > 52-9 (September 2022) . - p.3825-3839[article] Comparing Early Pragmatics in Typically Developing Children and Children with Neurodevelopmental Disorders [Texte imprimé et/ou numérique] / Kay H. Y. WONG, Auteur ; Kathy Y. S. LEE, Auteur ; Sharon C. Y. TSZE, Auteur ; Wilson S. YU, Auteur ; Iris H.-Y. NG, Auteur ; Michael C. F. TONG, Auteur ; Thomas LAW, Auteur . - p.3825-3839.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 52-9 (September 2022) . - p.3825-3839
Mots-clés : Aptitude Autism Spectrum Disorder Child Child, Preschool Humans Language Language Development Disorders/diagnosis Autism spectrum disorder Direct assessment Early pragmatics Language impairment Index. décimale : PER Périodiques Résumé : This study examined the early pragmatic language skills in typically developing (TD) preschool-age children, children with language impairment (LI) and children with autism spectrum disorder (ASD). Two hundred and sixty-two TD children, 73 children with LI, and 16 children with ASD were compared on early pragmatics through direct assessment (DA). Post hoc analysis revealed that children in two clinical groups displayed significant pragmatic language deficits. Children in the ASD group who were older exhibited comparable degree of impairments as their LI peers, suggesting a relatively stagnant development of pragmatic language skills in children with ASD. Findings also supported the use of DA in identifying pragmatic language deficits, which have implications for the adoption of this assessment approach in clinical settings. En ligne : http://dx.doi.org/10.1007/s10803-021-05261-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485 Competing Perceptual Salience in a Visual Word Recognition Task Differentially Affects Children With and Without Autism Spectrum Disorder / Courtney E. VENKER in Autism Research, 14-6 (June 2021)
[article]
Titre : Competing Perceptual Salience in a Visual Word Recognition Task Differentially Affects Children With and Without Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Courtney E. VENKER, Auteur ; J. MATHÉE, Auteur ; D. NEUMANN, Auteur ; J. EDWARDS, Auteur ; Jenny SAFFRAN, Auteur ; S. ELLIS WEISMER, Auteur Article en page(s) : p.1147-1162 Langues : Anglais (eng) Mots-clés : Aptitude Autism Spectrum Disorder Child Child, Preschool Humans Infant Language Learning Linguistics attention child cues information seeking behavior language language development Index. décimale : PER Périodiques Résumé : Differences in visual attention have long been recognized as a central characteristic of autism spectrum disorder (ASD). Regardless of social content, children with ASD show a strong preference for perceptual salience-how interesting (i.e., striking) certain stimuli are, based on their visual properties (e.g., color, geometric patterning). However, we do not know the extent to which attentional allocation preferences for perceptual salience persist when they compete with top-down, linguistic information. This study examined the impact of competing perceptual salience on visual word recognition in 17 children with ASD (mean age 31?months) and 17 children with typical development (mean age 20?months) matched on receptive language skills. A word recognition task presented two images on a screen, one of which was named (e.g., Find the bowl!). On Neutral trials, both images had high salience (i.e., were colorful and had geometric patterning). On Competing trials, the distracter image had high salience but the target image had low salience, creating competition between bottom-up (i.e., salience-driven) and top-down (i.e., language-driven) processes. Though both groups of children showed word recognition in an absolute sense, competing perceptual salience significantly decreased attention to the target only in the children with ASD. These findings indicate that perceptual properties of objects can disrupt attention to relevant information in children with ASD, which has implications for supporting their language development. Findings also demonstrate that perceptual salience affects attentional allocation preferences in children with ASD, even in the absence of social stimuli. LAY SUMMARY: This study found that visually striking objects distract young children with autism spectrum disorder (ASD) from looking at relevant (but less striking) objects named by an adult. Language-matched, younger children with typical development were not significantly affected by this visual distraction. Though visual distraction could have cascading negative effects on language development in children with ASD, learning opportunities that build on children's focus of attention are likely to support positive outcomes. En ligne : http://dx.doi.org/10.1002/aur.2457 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=449
in Autism Research > 14-6 (June 2021) . - p.1147-1162[article] Competing Perceptual Salience in a Visual Word Recognition Task Differentially Affects Children With and Without Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Courtney E. VENKER, Auteur ; J. MATHÉE, Auteur ; D. NEUMANN, Auteur ; J. EDWARDS, Auteur ; Jenny SAFFRAN, Auteur ; S. ELLIS WEISMER, Auteur . - p.1147-1162.
Langues : Anglais (eng)
in Autism Research > 14-6 (June 2021) . - p.1147-1162
Mots-clés : Aptitude Autism Spectrum Disorder Child Child, Preschool Humans Infant Language Learning Linguistics attention child cues information seeking behavior language language development Index. décimale : PER Périodiques Résumé : Differences in visual attention have long been recognized as a central characteristic of autism spectrum disorder (ASD). Regardless of social content, children with ASD show a strong preference for perceptual salience-how interesting (i.e., striking) certain stimuli are, based on their visual properties (e.g., color, geometric patterning). However, we do not know the extent to which attentional allocation preferences for perceptual salience persist when they compete with top-down, linguistic information. This study examined the impact of competing perceptual salience on visual word recognition in 17 children with ASD (mean age 31?months) and 17 children with typical development (mean age 20?months) matched on receptive language skills. A word recognition task presented two images on a screen, one of which was named (e.g., Find the bowl!). On Neutral trials, both images had high salience (i.e., were colorful and had geometric patterning). On Competing trials, the distracter image had high salience but the target image had low salience, creating competition between bottom-up (i.e., salience-driven) and top-down (i.e., language-driven) processes. Though both groups of children showed word recognition in an absolute sense, competing perceptual salience significantly decreased attention to the target only in the children with ASD. These findings indicate that perceptual properties of objects can disrupt attention to relevant information in children with ASD, which has implications for supporting their language development. Findings also demonstrate that perceptual salience affects attentional allocation preferences in children with ASD, even in the absence of social stimuli. LAY SUMMARY: This study found that visually striking objects distract young children with autism spectrum disorder (ASD) from looking at relevant (but less striking) objects named by an adult. Language-matched, younger children with typical development were not significantly affected by this visual distraction. Though visual distraction could have cascading negative effects on language development in children with ASD, learning opportunities that build on children's focus of attention are likely to support positive outcomes. En ligne : http://dx.doi.org/10.1002/aur.2457 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=449 A granular perspective on inclusion: Objectively measured interactions of preschoolers with and without autism / R. M. FASANO in Autism Research, 14-8 (August 2021)
[article]
Titre : A granular perspective on inclusion: Objectively measured interactions of preschoolers with and without autism Type de document : Texte imprimé et/ou numérique Auteurs : R. M. FASANO, Auteur ; L. K. PERRY, Auteur ; Y. ZHANG, Auteur ; L. VITALE, Auteur ; J. WANG, Auteur ; C. SONG, Auteur ; D. S. MESSINGER, Auteur Article en page(s) : p.1658-1669 Langues : Anglais (eng) Mots-clés : Aptitude Autism Spectrum Disorder Autistic Disorder Child Child, Preschool Female Humans Language Language Development developmental disabilities language development objective measurement peer interactions social networks Index. décimale : PER Périodiques Résumé : Children's preschool experiences have consequences for development. However, it is not clear how children's real-time interactions with peers affect their language development; nor is it clear whether these processes differ between children with autism spectrum disorder (ASD) and two other groups of children, those with general developmental delays (DD) and typically developing (TD) children. We used objective measures of movement and vocalizations to quantify children's real-time dyadic vocal interactions and quantify classroom social networks. Participants included 56 preschoolers (22 female; M?= 50.14?months) in five inclusive classrooms for children with ASD or DD and their TD peers. Each class was observed monthly on two to five occasions. Overall, children vocalized more to peers who had vocalized more to them in the previous observation. These dyadic vocalization patterns were associated with group differences in social network analyses. Modularity, the cohesiveness of group ties, was lower among children with ASD than it was among TD children or children with DD. Individually, children with ASD exhibited lower total levels of vocalizations with peers (lower degree centrality) than TD children and children with DD. In an exploratory analysis with a subset of the participants, children's degree centrality was strongly associated with their end-of-year assessed language abilities, even when accounting for mean differences between groups. Findings highlight the impact peers and social networks play in real-time language use and in the developing language abilities of children with ASD in inclusion classrooms. LAY SUMMARY: This study objectively measured associations between children's peer vocal interactions and assessed language abilities in inclusion classrooms for children with autism spectrum disorder (ASD) and their peers. All children benefited from peers talking to them, but children with ASD were less central to classroom speech networks than were typically developing children. Children's centrality to social speech networks, regardless of ASD status, was associated with assessed language abilities. En ligne : http://dx.doi.org/10.1002/aur.2526 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=449
in Autism Research > 14-8 (August 2021) . - p.1658-1669[article] A granular perspective on inclusion: Objectively measured interactions of preschoolers with and without autism [Texte imprimé et/ou numérique] / R. M. FASANO, Auteur ; L. K. PERRY, Auteur ; Y. ZHANG, Auteur ; L. VITALE, Auteur ; J. WANG, Auteur ; C. SONG, Auteur ; D. S. MESSINGER, Auteur . - p.1658-1669.
Langues : Anglais (eng)
in Autism Research > 14-8 (August 2021) . - p.1658-1669
Mots-clés : Aptitude Autism Spectrum Disorder Autistic Disorder Child Child, Preschool Female Humans Language Language Development developmental disabilities language development objective measurement peer interactions social networks Index. décimale : PER Périodiques Résumé : Children's preschool experiences have consequences for development. However, it is not clear how children's real-time interactions with peers affect their language development; nor is it clear whether these processes differ between children with autism spectrum disorder (ASD) and two other groups of children, those with general developmental delays (DD) and typically developing (TD) children. We used objective measures of movement and vocalizations to quantify children's real-time dyadic vocal interactions and quantify classroom social networks. Participants included 56 preschoolers (22 female; M?= 50.14?months) in five inclusive classrooms for children with ASD or DD and their TD peers. Each class was observed monthly on two to five occasions. Overall, children vocalized more to peers who had vocalized more to them in the previous observation. These dyadic vocalization patterns were associated with group differences in social network analyses. Modularity, the cohesiveness of group ties, was lower among children with ASD than it was among TD children or children with DD. Individually, children with ASD exhibited lower total levels of vocalizations with peers (lower degree centrality) than TD children and children with DD. In an exploratory analysis with a subset of the participants, children's degree centrality was strongly associated with their end-of-year assessed language abilities, even when accounting for mean differences between groups. Findings highlight the impact peers and social networks play in real-time language use and in the developing language abilities of children with ASD in inclusion classrooms. LAY SUMMARY: This study objectively measured associations between children's peer vocal interactions and assessed language abilities in inclusion classrooms for children with autism spectrum disorder (ASD) and their peers. All children benefited from peers talking to them, but children with ASD were less central to classroom speech networks than were typically developing children. Children's centrality to social speech networks, regardless of ASD status, was associated with assessed language abilities. En ligne : http://dx.doi.org/10.1002/aur.2526 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=449 Review of Cognitive Characteristics of Autism Spectrum Disorder Using Performance on Six Subtests on Four Versions of the Wechsler Intelligence Scale for Children / M. TAKAYANAGI in Journal of Autism and Developmental Disorders, 52-1 (January 2022)
[article]
Titre : Review of Cognitive Characteristics of Autism Spectrum Disorder Using Performance on Six Subtests on Four Versions of the Wechsler Intelligence Scale for Children Type de document : Texte imprimé et/ou numérique Auteurs : M. TAKAYANAGI, Auteur ; Y. KAWASAKI, Auteur ; M. SHINOMIYA, Auteur ; H. HIROSHI, Auteur ; S. OKADA, Auteur ; T. INO, Auteur ; K. SAKAI, Auteur ; K. MURAKAMI, Auteur ; R. ISHIDA, Auteur ; K. MIZUNO, Auteur ; S. I. NIWA, Auteur Article en page(s) : p.240-253 Langues : Anglais (eng) Mots-clés : Aptitude Autism Spectrum Disorder/diagnosis Child Cognition Humans Prevalence Wechsler Scales Autism spectrum disorder (ASD) Cognitive function Intelligence ability Systematic review Index. décimale : PER Périodiques Résumé : This study was a systematic review of research using the Wechsler Intelligence Scale for Children (WISC) with Autism Spectrum Disorder (ASD) to examine cognitive characteristics of children with ASD beyond the impact of revisions based on WISC and diagnostic criteria changes. The classic "islets of ability" was found in individuals with full-scale IQs?100. The "right-descending profiles" were observed among high IQ score individuals. High levels on the Block Design and low Coding levels were consistently found regardless of the variation in intellectual functioning or diagnosis. This review identified patterns of cognitive characteristics in ASD individuals using empirical data that researchers may have previously been aware of, based on their experiences, owing to the increased prevalence of ASD. En ligne : http://dx.doi.org/10.1007/s10803-021-04932-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454
in Journal of Autism and Developmental Disorders > 52-1 (January 2022) . - p.240-253[article] Review of Cognitive Characteristics of Autism Spectrum Disorder Using Performance on Six Subtests on Four Versions of the Wechsler Intelligence Scale for Children [Texte imprimé et/ou numérique] / M. TAKAYANAGI, Auteur ; Y. KAWASAKI, Auteur ; M. SHINOMIYA, Auteur ; H. HIROSHI, Auteur ; S. OKADA, Auteur ; T. INO, Auteur ; K. SAKAI, Auteur ; K. MURAKAMI, Auteur ; R. ISHIDA, Auteur ; K. MIZUNO, Auteur ; S. I. NIWA, Auteur . - p.240-253.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 52-1 (January 2022) . - p.240-253
Mots-clés : Aptitude Autism Spectrum Disorder/diagnosis Child Cognition Humans Prevalence Wechsler Scales Autism spectrum disorder (ASD) Cognitive function Intelligence ability Systematic review Index. décimale : PER Périodiques Résumé : This study was a systematic review of research using the Wechsler Intelligence Scale for Children (WISC) with Autism Spectrum Disorder (ASD) to examine cognitive characteristics of children with ASD beyond the impact of revisions based on WISC and diagnostic criteria changes. The classic "islets of ability" was found in individuals with full-scale IQs?100. The "right-descending profiles" were observed among high IQ score individuals. High levels on the Block Design and low Coding levels were consistently found regardless of the variation in intellectual functioning or diagnosis. This review identified patterns of cognitive characteristics in ASD individuals using empirical data that researchers may have previously been aware of, based on their experiences, owing to the increased prevalence of ASD. En ligne : http://dx.doi.org/10.1007/s10803-021-04932-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454