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Cognitive Ability is Associated with Different Outcome Trajectories in Autism Spectrum Disorders / Esther BEN-ITZCHAK in Journal of Autism and Developmental Disorders, 44-9 (September 2014)
[article]
Titre : Cognitive Ability is Associated with Different Outcome Trajectories in Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Esther BEN-ITZCHAK, Auteur ; Linda R. WATSON, Auteur ; Ditza A. ZACHOR, Auteur Article en page(s) : p.2221-2229 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders Early intensive behavioral intervention Autism severity Adaptive skills Cognitive ability Index. décimale : PER Périodiques Résumé : Variability in clinical expression and in intervention outcome has been described in autism spectrum disorder (ASD). The study examined progress after 1 and 2 years of intervention and compared the impact of baseline cognitive ability on outcome trajectories in 46 children (m = 25.5 months) with ASD. The entire group showed a gradual decrease in autism severity and increase in verbal cognitive scores. Only the low cognitive scores (DQ 70) group significantly improved in fine motor and receptive language scores. Significant gains in adaptive skills were found only for the high cognitive scores (DQ ?70) group after 2 years of intervention. The entire group progressed with intervention, but only children with higher cognitive levels at baseline transferred their acquired socio-communication skills into daily functioning. En ligne : http://dx.doi.org/10.1007/s10803-014-2091-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238
in Journal of Autism and Developmental Disorders > 44-9 (September 2014) . - p.2221-2229[article] Cognitive Ability is Associated with Different Outcome Trajectories in Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Esther BEN-ITZCHAK, Auteur ; Linda R. WATSON, Auteur ; Ditza A. ZACHOR, Auteur . - p.2221-2229.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 44-9 (September 2014) . - p.2221-2229
Mots-clés : Autism spectrum disorders Early intensive behavioral intervention Autism severity Adaptive skills Cognitive ability Index. décimale : PER Périodiques Résumé : Variability in clinical expression and in intervention outcome has been described in autism spectrum disorder (ASD). The study examined progress after 1 and 2 years of intervention and compared the impact of baseline cognitive ability on outcome trajectories in 46 children (m = 25.5 months) with ASD. The entire group showed a gradual decrease in autism severity and increase in verbal cognitive scores. Only the low cognitive scores (DQ 70) group significantly improved in fine motor and receptive language scores. Significant gains in adaptive skills were found only for the high cognitive scores (DQ ?70) group after 2 years of intervention. The entire group progressed with intervention, but only children with higher cognitive levels at baseline transferred their acquired socio-communication skills into daily functioning. En ligne : http://dx.doi.org/10.1007/s10803-014-2091-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238 The codevelopment of internalizing symptoms, externalizing symptoms, and cognitive ability across childhood and adolescence / Efstathios PAPACHRISTOU in Development and Psychopathology, 32-4 (October 2020)
[article]
Titre : The codevelopment of internalizing symptoms, externalizing symptoms, and cognitive ability across childhood and adolescence Type de document : Texte imprimé et/ou numérique Auteurs : Efstathios PAPACHRISTOU, Auteur ; Eirini FLOURI, Auteur Article en page(s) : p.1375-1389 Langues : Anglais (eng) Mots-clés : adolescence childhood cognitive ability externalizing symptoms internalizing symptoms trajectories Index. décimale : PER Périodiques Résumé : Cognitive ability, externalizing symptoms, and internalizing symptoms are correlated in children. However, it is not known why they combine in the general child population over time. To address this, we used data on 17,318 children participating in the UK Millennium Cohort Study and followed-up five times between ages 3 and 14 years. We fitted three parallel-process latent growth curve models to identify the parallel unfolding of children's trajectories of internalizing symptoms, externalizing symptoms, and cognitive ability across this period. We also examined the effects of time-invariant (ethnicity, birth weight, maternal education and age at birth, and breastfeeding status) and time-varying covariates (maternal psychological distress and socioeconomic disadvantage) on the growth parameters of the trajectories. The results showed that the intercepts of the trajectories of cognitive ability and, particularly, externalizing symptoms were inversely correlated. Their linear slopes were also inversely correlated, suggesting parallel development. Internalizing symptoms were correlated positively with externalizing symptoms and inversely (and more modestly) with cognitive ability at baseline, but the slope of internalizing symptoms correlated (positively) only with the slope of externalizing symptoms. The covariates predicted 9% to 41% of the variance in the intercepts and slopes of all domains, suggesting they are important common risk factors. Overall, it appears that externalizing symptoms develop in parallel with both cognitive ability and internalizing symptoms from early childhood through to middle adolescence. Children on an increasing trajectory of externalizing symptoms are likely both increasing in internalizing symptoms and decreasing in cognitive skills as well, and are thus an important group to target for intervention. En ligne : http://dx.doi.org/10.1017/s0954579419001330 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=433
in Development and Psychopathology > 32-4 (October 2020) . - p.1375-1389[article] The codevelopment of internalizing symptoms, externalizing symptoms, and cognitive ability across childhood and adolescence [Texte imprimé et/ou numérique] / Efstathios PAPACHRISTOU, Auteur ; Eirini FLOURI, Auteur . - p.1375-1389.
Langues : Anglais (eng)
in Development and Psychopathology > 32-4 (October 2020) . - p.1375-1389
Mots-clés : adolescence childhood cognitive ability externalizing symptoms internalizing symptoms trajectories Index. décimale : PER Périodiques Résumé : Cognitive ability, externalizing symptoms, and internalizing symptoms are correlated in children. However, it is not known why they combine in the general child population over time. To address this, we used data on 17,318 children participating in the UK Millennium Cohort Study and followed-up five times between ages 3 and 14 years. We fitted three parallel-process latent growth curve models to identify the parallel unfolding of children's trajectories of internalizing symptoms, externalizing symptoms, and cognitive ability across this period. We also examined the effects of time-invariant (ethnicity, birth weight, maternal education and age at birth, and breastfeeding status) and time-varying covariates (maternal psychological distress and socioeconomic disadvantage) on the growth parameters of the trajectories. The results showed that the intercepts of the trajectories of cognitive ability and, particularly, externalizing symptoms were inversely correlated. Their linear slopes were also inversely correlated, suggesting parallel development. Internalizing symptoms were correlated positively with externalizing symptoms and inversely (and more modestly) with cognitive ability at baseline, but the slope of internalizing symptoms correlated (positively) only with the slope of externalizing symptoms. The covariates predicted 9% to 41% of the variance in the intercepts and slopes of all domains, suggesting they are important common risk factors. Overall, it appears that externalizing symptoms develop in parallel with both cognitive ability and internalizing symptoms from early childhood through to middle adolescence. Children on an increasing trajectory of externalizing symptoms are likely both increasing in internalizing symptoms and decreasing in cognitive skills as well, and are thus an important group to target for intervention. En ligne : http://dx.doi.org/10.1017/s0954579419001330 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=433 Agreement of parent-reported cognitive level with standardized measures among children with autism spectrum disorder / Chimei M. LEE in Autism Research, 16-6 (June 2023)
[article]
Titre : Agreement of parent-reported cognitive level with standardized measures among children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Chimei M. LEE, Auteur ; LeeAnne GREEN SNYDER, Auteur ; Laura A. CARPENTER, Auteur ; Jill HARRIS, Auteur ; Stephen KANNE, Auteur ; Cora M. TAYLOR, Auteur ; Dustin E. SARVER, Auteur ; Kevin G. STEPHENSON, Auteur ; Lisa H. SHULMAN, Auteur ; Ericka L. WODKA, Auteur ; Amy ESLER, Auteur ; Spark consortium THE, Auteur Article en page(s) : p.1210-1224 Langues : Anglais (eng) Mots-clés : autism spectrum disorder cognitive ability intellectual disability parent report standardized measure Index. décimale : PER Périodiques Résumé : Abstract Assessing cognitive development is critical in clinical research of autism spectrum disorder (ASD). However, collecting cognitive data from clinically administered assessments can add a significant burden to clinical research in ASD due to the substantial cost and time required, and it is often prohibitive in large-scale studies. There is a need for more efficient, but reliable, methods to estimate cognitive functioning for researchers, clinicians, and families. To examine the degree to which caregiver estimates of cognitive level agree with actual measured intelligence/developmental scores and understand factors that may impact that agreement, 1,555 autistic individuals (81.74% male; age 18?months?18?years) were selected from a large cohort (Simons Foundation Powering Autism Research for Knowledge, SPARK). Results suggest that querying parents about recent testing results and developmental diagnoses can provide valid and useful information on cognitive ability. The agreement of parental estimates varied with age, measured cognitive ability, autistic traits, and adaptive skills. In the context of large-scale research efforts, parent-reported cognitive impairment may be a good proxy for categorical IQ range for survey-based studies when specific IQ scores are not available, circumventing the logistical and financial obstacles of obtaining neuropsychological or neurodevelopmental testing. En ligne : https://doi.org/10.1002/aur.2934 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=507
in Autism Research > 16-6 (June 2023) . - p.1210-1224[article] Agreement of parent-reported cognitive level with standardized measures among children with autism spectrum disorder [Texte imprimé et/ou numérique] / Chimei M. LEE, Auteur ; LeeAnne GREEN SNYDER, Auteur ; Laura A. CARPENTER, Auteur ; Jill HARRIS, Auteur ; Stephen KANNE, Auteur ; Cora M. TAYLOR, Auteur ; Dustin E. SARVER, Auteur ; Kevin G. STEPHENSON, Auteur ; Lisa H. SHULMAN, Auteur ; Ericka L. WODKA, Auteur ; Amy ESLER, Auteur ; Spark consortium THE, Auteur . - p.1210-1224.
Langues : Anglais (eng)
in Autism Research > 16-6 (June 2023) . - p.1210-1224
Mots-clés : autism spectrum disorder cognitive ability intellectual disability parent report standardized measure Index. décimale : PER Périodiques Résumé : Abstract Assessing cognitive development is critical in clinical research of autism spectrum disorder (ASD). However, collecting cognitive data from clinically administered assessments can add a significant burden to clinical research in ASD due to the substantial cost and time required, and it is often prohibitive in large-scale studies. There is a need for more efficient, but reliable, methods to estimate cognitive functioning for researchers, clinicians, and families. To examine the degree to which caregiver estimates of cognitive level agree with actual measured intelligence/developmental scores and understand factors that may impact that agreement, 1,555 autistic individuals (81.74% male; age 18?months?18?years) were selected from a large cohort (Simons Foundation Powering Autism Research for Knowledge, SPARK). Results suggest that querying parents about recent testing results and developmental diagnoses can provide valid and useful information on cognitive ability. The agreement of parental estimates varied with age, measured cognitive ability, autistic traits, and adaptive skills. In the context of large-scale research efforts, parent-reported cognitive impairment may be a good proxy for categorical IQ range for survey-based studies when specific IQ scores are not available, circumventing the logistical and financial obstacles of obtaining neuropsychological or neurodevelopmental testing. En ligne : https://doi.org/10.1002/aur.2934 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=507 Comparing the Executive Function Ability of Autistic and Non-autistic Adolescents with a Manualised Battery of Neuropsychological Tasks / Lorcan KENNY in Journal of Autism and Developmental Disorders, 52-7 (July 2022)
[article]
Titre : Comparing the Executive Function Ability of Autistic and Non-autistic Adolescents with a Manualised Battery of Neuropsychological Tasks Type de document : Texte imprimé et/ou numérique Auteurs : Lorcan KENNY, Auteur ; Anna REMINGTON, Auteur ; Elizabeth PELLICANO, Auteur Article en page(s) : p.3169-3181 Langues : Anglais (eng) Mots-clés : Adolescent Adult Autism Spectrum Disorder Autistic Disorder Child Cognition Executive Function Humans Memory, Short-Term Neuropsychological Tests Young Adult Cognitive ability NIH-EXAMINER battery Index. décimale : PER Périodiques Résumé : Performance on a single executive function (EF) task (e.g., a card sorting task) is often taken to represent ability on the underlying subcomponent of EF (e.g., set shifting) without accounting for the non-specific and non-executive skills employed to complete the task. This study used a manualised battery of EF tasks to derive individual task scores and latent EF scores. Seventy-nine adolescents aged between 11 and 19 years, including 37 autistic and 42 non-autistic participants, matched on cognitive ability, completed the battery. Autistic adolescents had moderate global EF difficulties and had significantly more difficulties on some individual tasks. However, the samples did not differ on any of the specific individual subcomponents of EF (fluency, cognitive control and working memory). En ligne : http://dx.doi.org/10.1007/s10803-021-05034-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=477
in Journal of Autism and Developmental Disorders > 52-7 (July 2022) . - p.3169-3181[article] Comparing the Executive Function Ability of Autistic and Non-autistic Adolescents with a Manualised Battery of Neuropsychological Tasks [Texte imprimé et/ou numérique] / Lorcan KENNY, Auteur ; Anna REMINGTON, Auteur ; Elizabeth PELLICANO, Auteur . - p.3169-3181.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 52-7 (July 2022) . - p.3169-3181
Mots-clés : Adolescent Adult Autism Spectrum Disorder Autistic Disorder Child Cognition Executive Function Humans Memory, Short-Term Neuropsychological Tests Young Adult Cognitive ability NIH-EXAMINER battery Index. décimale : PER Périodiques Résumé : Performance on a single executive function (EF) task (e.g., a card sorting task) is often taken to represent ability on the underlying subcomponent of EF (e.g., set shifting) without accounting for the non-specific and non-executive skills employed to complete the task. This study used a manualised battery of EF tasks to derive individual task scores and latent EF scores. Seventy-nine adolescents aged between 11 and 19 years, including 37 autistic and 42 non-autistic participants, matched on cognitive ability, completed the battery. Autistic adolescents had moderate global EF difficulties and had significantly more difficulties on some individual tasks. However, the samples did not differ on any of the specific individual subcomponents of EF (fluency, cognitive control and working memory). En ligne : http://dx.doi.org/10.1007/s10803-021-05034-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=477 Predicting the Academic Achievement of Gifted Students with Autism Spectrum Disorder / Susan G. ASSOULINE in Journal of Autism and Developmental Disorders, 42-9 (September 2012)
[article]
Titre : Predicting the Academic Achievement of Gifted Students with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Susan G. ASSOULINE, Auteur ; Megan FOLEY NICPON, Auteur ; Lori DOCKERY, Auteur Année de publication : 2012 Article en page(s) : p.1781-1789 Langues : Anglais (eng) Mots-clés : Autism Cognitive ability Academic achievement Gifted Index. décimale : PER Périodiques Résumé : We are not well informed regarding the ability-achievement relationship for twice-exceptional individuals (very high cognitive ability and a diagnosed disability, e.g., autism spectrum disorder [ASD]). The research question for this investigation (N = 59) focused on the predictability of achievement among variables related to ability and education in a twice-exceptional sample of students (cognitive ability of 120 [91st percentile], or above, and diagnosed with ASD). We determined that WISC-IV Working Memory and Processing Speed Indices were both significantly positively correlated with achievement in math, reading, and written language. WISC Perceptual Reasoning Index was uniquely predictive of Oral Language test scores. Unexpected findings were that ASD diagnosis, Verbal Comprehension Index, and forms of academic acceleration were not related to the dependent variables. En ligne : http://dx.doi.org/10.1007/s10803-011-1403-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=180
in Journal of Autism and Developmental Disorders > 42-9 (September 2012) . - p.1781-1789[article] Predicting the Academic Achievement of Gifted Students with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Susan G. ASSOULINE, Auteur ; Megan FOLEY NICPON, Auteur ; Lori DOCKERY, Auteur . - 2012 . - p.1781-1789.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 42-9 (September 2012) . - p.1781-1789
Mots-clés : Autism Cognitive ability Academic achievement Gifted Index. décimale : PER Périodiques Résumé : We are not well informed regarding the ability-achievement relationship for twice-exceptional individuals (very high cognitive ability and a diagnosed disability, e.g., autism spectrum disorder [ASD]). The research question for this investigation (N = 59) focused on the predictability of achievement among variables related to ability and education in a twice-exceptional sample of students (cognitive ability of 120 [91st percentile], or above, and diagnosed with ASD). We determined that WISC-IV Working Memory and Processing Speed Indices were both significantly positively correlated with achievement in math, reading, and written language. WISC Perceptual Reasoning Index was uniquely predictive of Oral Language test scores. Unexpected findings were that ASD diagnosis, Verbal Comprehension Index, and forms of academic acceleration were not related to the dependent variables. En ligne : http://dx.doi.org/10.1007/s10803-011-1403-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=180 Adaptive Behaviour and Cognitive Skills: Stability and Change from 7 Months to 7 Years in Siblings at High Familial Risk of Autism Spectrum Disorder / E. SALOMONE in Journal of Autism and Developmental Disorders, 48-9 (September 2018)
PermalinkCorrelates of adaptive behavior profiles in a large cohort of children with autism: The autism speaks Autism Treatment Network registry data / M. PATHAK in Autism, 23-1 (January 2019)
PermalinkThe Gap Between Cognition and Adaptive Behavior in Students with Autism Spectrum Disorder: Implications for Social Anxiety and the Moderating Effect of Autism Traits / Gil ZUKERMAN in Journal of Autism and Developmental Disorders, 51-5 (May 2021)
PermalinkThe Relationship Between Clinical Presentation and Unusual Sensory Interests in Autism Spectrum Disorders: A Preliminary Investigation / Ditza A. ZACHOR in Journal of Autism and Developmental Disorders, 44-1 (January 2014)
PermalinkToddlers to teenagers: Long-term follow-up study of outcomes in autism spectrum disorder / Esther BEN-ITZCHAK in Autism, 24-1 (January 2020)
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