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Cross-Modal Attention-Switching is Impaired in Autism Spectrum Disorders / Phil REED in Journal of Autism and Developmental Disorders, 42-6 (June 2012)
[article]
Titre : Cross-Modal Attention-Switching is Impaired in Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Phil REED, Auteur ; Julia MCCARTHY, Auteur Année de publication : 2012 Article en page(s) : p.947-953 Langues : Anglais (eng) Mots-clés : Attention switching Cross-modal Autism Index. décimale : PER Périodiques Résumé : This investigation aimed to determine if children with ASD are impaired in their ability to switch attention between different tasks, and whether performance is further impaired when required to switch across two separate modalities (visual and auditory). Eighteen children with ASD (9–13 years old) were compared with 18 typically-developing children matched with the ASD group for mental age, and also with 18 subjects with learning difficulties matched with the ASD group for mental and chronological age. Individuals alternated between two different visual tasks, and between a different visual task and an auditory task. Children with ASD performed worse than both comparison groups at both switching tasks. Moreover, children with ASD had greater difficulty when different modalities were required than where only one modality was required in the switching task in comparison with participants matched in terms of mental and chronological age. En ligne : http://dx.doi.org/10.1007/s10803-011-1324-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=156
in Journal of Autism and Developmental Disorders > 42-6 (June 2012) . - p.947-953[article] Cross-Modal Attention-Switching is Impaired in Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Phil REED, Auteur ; Julia MCCARTHY, Auteur . - 2012 . - p.947-953.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 42-6 (June 2012) . - p.947-953
Mots-clés : Attention switching Cross-modal Autism Index. décimale : PER Périodiques Résumé : This investigation aimed to determine if children with ASD are impaired in their ability to switch attention between different tasks, and whether performance is further impaired when required to switch across two separate modalities (visual and auditory). Eighteen children with ASD (9–13 years old) were compared with 18 typically-developing children matched with the ASD group for mental age, and also with 18 subjects with learning difficulties matched with the ASD group for mental and chronological age. Individuals alternated between two different visual tasks, and between a different visual task and an auditory task. Children with ASD performed worse than both comparison groups at both switching tasks. Moreover, children with ASD had greater difficulty when different modalities were required than where only one modality was required in the switching task in comparison with participants matched in terms of mental and chronological age. En ligne : http://dx.doi.org/10.1007/s10803-011-1324-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=156 Attention and basic literacy and numeracy in children with Autism Spectrum Disorder: A one-year follow-up study / T. MAY in Research in Autism Spectrum Disorders, 9 (January 2015)
[article]
Titre : Attention and basic literacy and numeracy in children with Autism Spectrum Disorder: A one-year follow-up study Type de document : Texte imprimé et/ou numérique Auteurs : T. MAY, Auteur ; Nicole J. RINEHART, Auteur ; J. WILDING, Auteur ; Kim CORNISH, Auteur Année de publication : 2015 Article en page(s) : p.193-201 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder Literacy Numeracy Attention switching Index. décimale : PER Périodiques Résumé : Abstract Little is known about the link between Executive Functioning (EF) and academic performance in children with Autism Spectrum Disorder (ASD) and how such links develop over time. This study examined word reading, basic mathematics, attention switching, sustained attention and their development. Two age, gender and perceptual IQ matched groups of cognitively able 7–12 year olds (ASD N = 40; typical developing [TYP] N = 40) were assessed at baseline and one year later, completing Word Reading and Numerical Operations tests and computerized tasks tapping attention switching and sustained attention. Children with ASD had similar word reading and numerical operations performance and similar development of these skills relative to TYP children. A delay in attention switching but similar development was found in children with ASD relative to TYP children. The EF tasks were correlated with reading and mathematics in ASD children only, however, in regression analyses these factors were not significant predictors of Time 2 reading and mathematics after accounting for Time 1 reading and mathematics scores. These findings indicate similar word reading and mathematics development but atypical attention profiles in cognitively able children with ASD. Implications for educators are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.10.010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=243
in Research in Autism Spectrum Disorders > 9 (January 2015) . - p.193-201[article] Attention and basic literacy and numeracy in children with Autism Spectrum Disorder: A one-year follow-up study [Texte imprimé et/ou numérique] / T. MAY, Auteur ; Nicole J. RINEHART, Auteur ; J. WILDING, Auteur ; Kim CORNISH, Auteur . - 2015 . - p.193-201.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 9 (January 2015) . - p.193-201
Mots-clés : Autism Spectrum Disorder Literacy Numeracy Attention switching Index. décimale : PER Périodiques Résumé : Abstract Little is known about the link between Executive Functioning (EF) and academic performance in children with Autism Spectrum Disorder (ASD) and how such links develop over time. This study examined word reading, basic mathematics, attention switching, sustained attention and their development. Two age, gender and perceptual IQ matched groups of cognitively able 7–12 year olds (ASD N = 40; typical developing [TYP] N = 40) were assessed at baseline and one year later, completing Word Reading and Numerical Operations tests and computerized tasks tapping attention switching and sustained attention. Children with ASD had similar word reading and numerical operations performance and similar development of these skills relative to TYP children. A delay in attention switching but similar development was found in children with ASD relative to TYP children. The EF tasks were correlated with reading and mathematics in ASD children only, however, in regression analyses these factors were not significant predictors of Time 2 reading and mathematics after accounting for Time 1 reading and mathematics scores. These findings indicate similar word reading and mathematics development but atypical attention profiles in cognitively able children with ASD. Implications for educators are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.10.010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=243 The Role of Attention in the Academic Attainment of Children with Autism Spectrum Disorder / Tamara MAY in Journal of Autism and Developmental Disorders, 43-9 (September 2013)
[article]
Titre : The Role of Attention in the Academic Attainment of Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Tamara MAY, Auteur ; Nicole J. RINEHART, Auteur ; John WILDING, Auteur ; Kim CORNISH, Auteur Article en page(s) : p.2147-2158 Langues : Anglais (eng) Mots-clés : Academic Autism spectrum disorder Reading Mathematics Attention switching Sustained attention Index. décimale : PER Périodiques Résumé : Academic attainment in children with Autism Spectrum Disorder (ASD) is under-studied, with associated factors largely undetermined. Parent-reported attention symptoms, attentional-switching and sustained-attention tasks were examined to determine relationships with mathematics and reading attainment in 124 children aged 7–12 years; sixty-four with high-functioning ASD, half girls, and sixty age- and gender-matched typical children (TYP). With full-scale IQ controlled there were no differences in mathematics, reading, attentional switching or sustained attention. In regression analysis, attentional switching was related to mathematics achievement in ASD but not TYP children. Findings highlight attentional switching difficulties are linked with poorer mathematics outcomes in ASD. En ligne : http://dx.doi.org/10.1007/s10803-013-1766-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=212
in Journal of Autism and Developmental Disorders > 43-9 (September 2013) . - p.2147-2158[article] The Role of Attention in the Academic Attainment of Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Tamara MAY, Auteur ; Nicole J. RINEHART, Auteur ; John WILDING, Auteur ; Kim CORNISH, Auteur . - p.2147-2158.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 43-9 (September 2013) . - p.2147-2158
Mots-clés : Academic Autism spectrum disorder Reading Mathematics Attention switching Sustained attention Index. décimale : PER Périodiques Résumé : Academic attainment in children with Autism Spectrum Disorder (ASD) is under-studied, with associated factors largely undetermined. Parent-reported attention symptoms, attentional-switching and sustained-attention tasks were examined to determine relationships with mathematics and reading attainment in 124 children aged 7–12 years; sixty-four with high-functioning ASD, half girls, and sixty age- and gender-matched typical children (TYP). With full-scale IQ controlled there were no differences in mathematics, reading, attentional switching or sustained attention. In regression analysis, attentional switching was related to mathematics achievement in ASD but not TYP children. Findings highlight attentional switching difficulties are linked with poorer mathematics outcomes in ASD. En ligne : http://dx.doi.org/10.1007/s10803-013-1766-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=212 Exploring Traits of Autism and Their Impact on Functional Disability in Children with Somatic Symptom Disorder / K. HATTA in Journal of Autism and Developmental Disorders, 49-2 (February 2019)
[article]
Titre : Exploring Traits of Autism and Their Impact on Functional Disability in Children with Somatic Symptom Disorder Type de document : Texte imprimé et/ou numérique Auteurs : K. HATTA, Auteur ; M. HOSOZAWA, Auteur ; K. TANAKA, Auteur ; T. SHIMIZU, Auteur Article en page(s) : p.729-737 Langues : Anglais (eng) Mots-clés : Attention switching Autism Spectrum Quotient Autism spectrum disorder Autistic traits Somatic symptom disorder Index. décimale : PER Périodiques Résumé : Subclinical traits of autism were measured in children with somatic symptom disorder (SSD, n = 28) and compared with age-matched controls (n = 26) using the Autism Spectrum Quotient (AQ) children's version. The KINDL(R) quality of life questionnaire was used to assess functional disability. Although there was no significant group difference in total traits of autism, SSD group had significantly greater difficulty in attention switching domain. Logistic regression analysis confirmed attention switching and age were associated with increased likelihood of SSD. In SSD group, difficulty in attention switching significantly negatively correlated with total, family, and friends quality of life scores. In conclusion, assessment and treatment targeting difficulties in attention switching could be useful when dealing with children with SSD. En ligne : http://dx.doi.org/10.1007/s10803-018-3751-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=382
in Journal of Autism and Developmental Disorders > 49-2 (February 2019) . - p.729-737[article] Exploring Traits of Autism and Their Impact on Functional Disability in Children with Somatic Symptom Disorder [Texte imprimé et/ou numérique] / K. HATTA, Auteur ; M. HOSOZAWA, Auteur ; K. TANAKA, Auteur ; T. SHIMIZU, Auteur . - p.729-737.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 49-2 (February 2019) . - p.729-737
Mots-clés : Attention switching Autism Spectrum Quotient Autism spectrum disorder Autistic traits Somatic symptom disorder Index. décimale : PER Périodiques Résumé : Subclinical traits of autism were measured in children with somatic symptom disorder (SSD, n = 28) and compared with age-matched controls (n = 26) using the Autism Spectrum Quotient (AQ) children's version. The KINDL(R) quality of life questionnaire was used to assess functional disability. Although there was no significant group difference in total traits of autism, SSD group had significantly greater difficulty in attention switching domain. Logistic regression analysis confirmed attention switching and age were associated with increased likelihood of SSD. In SSD group, difficulty in attention switching significantly negatively correlated with total, family, and friends quality of life scores. In conclusion, assessment and treatment targeting difficulties in attention switching could be useful when dealing with children with SSD. En ligne : http://dx.doi.org/10.1007/s10803-018-3751-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=382 Examining the relationship between Autism spectrum disorders and technical professions in high functioning adults / Annelies A. SPEK in Research in Autism Spectrum Disorders, 7-5 (May 2013)
[article]
Titre : Examining the relationship between Autism spectrum disorders and technical professions in high functioning adults Type de document : Texte imprimé et/ou numérique Auteurs : Annelies A. SPEK, Auteur ; E. VELDERMAN, Auteur Article en page(s) : p.606-612 Mots-clés : Autism Technical skills Attention to detail Attention switching Social skill Index. décimale : PER Périodiques Résumé : A relationship has been hypothesized between Autism and technical professions. This has been attributed to superior folk physics in individuals with Autism. Folk physics can be described as the capability to understand physical causality. Since all the previous studies in this area were focused on family members of individuals with Autism, it was unclear if there is a direct relationship between Autism and technical professions. Therefore, we examined the degree to which the professions of high functioning adults with Autism (N = 29) encompass technical skills and compared the results to adults with Schizophrenia (N = 17) and a neurotypical control group (N = 30). Furthermore, we examined whether the degree of technical skills in the professions of the Autism group was related to their autistic traits. The results showed that the last and longest attained professions of the adults with Autism require more technical skills than those of the Schizophrenia and neurotypical group. Furthermore, the degree of technical skills in the professions of the adults with Autism is related to impairments in social skills, but not to strengths in detailed information processing. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.02.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=194
in Research in Autism Spectrum Disorders > 7-5 (May 2013) . - p.606-612[article] Examining the relationship between Autism spectrum disorders and technical professions in high functioning adults [Texte imprimé et/ou numérique] / Annelies A. SPEK, Auteur ; E. VELDERMAN, Auteur . - p.606-612.
in Research in Autism Spectrum Disorders > 7-5 (May 2013) . - p.606-612
Mots-clés : Autism Technical skills Attention to detail Attention switching Social skill Index. décimale : PER Périodiques Résumé : A relationship has been hypothesized between Autism and technical professions. This has been attributed to superior folk physics in individuals with Autism. Folk physics can be described as the capability to understand physical causality. Since all the previous studies in this area were focused on family members of individuals with Autism, it was unclear if there is a direct relationship between Autism and technical professions. Therefore, we examined the degree to which the professions of high functioning adults with Autism (N = 29) encompass technical skills and compared the results to adults with Schizophrenia (N = 17) and a neurotypical control group (N = 30). Furthermore, we examined whether the degree of technical skills in the professions of the Autism group was related to their autistic traits. The results showed that the last and longest attained professions of the adults with Autism require more technical skills than those of the Schizophrenia and neurotypical group. Furthermore, the degree of technical skills in the professions of the adults with Autism is related to impairments in social skills, but not to strengths in detailed information processing. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.02.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=194 Exploring Perceptual Skills in Children with Autism Spectrum Disorders: From Target Detection to Dynamic Perceptual Discrimination / Louisa MILLER in Journal of Autism and Developmental Disorders, 44-5 (May 2014)
PermalinkIndividuals with Autistic Traits Exhibit Heightened Alexithymia But Intact Interoceptive-Exteroceptive Sensory Integration / Han-Xue YANG in Journal of Autism and Developmental Disorders, 52-7 (July 2022)
PermalinkMeasuring Autism Traits in the Adult General Population with the Brief Autism-Spectrum Quotient, AQ-10: Findings from the Stockholm Public Health Cohort / A. LUNDIN in Journal of Autism and Developmental Disorders, 49-2 (February 2019)
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