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Brief Report: Adaptive Behavior and Cognitive Skills for Toddlers on the Autism Spectrum / Corey E. RAY-SUBRAMANIAN in Journal of Autism and Developmental Disorders, 41-5 (May 2011)
[article]
Titre : Brief Report: Adaptive Behavior and Cognitive Skills for Toddlers on the Autism Spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Corey E. RAY-SUBRAMANIAN, Auteur Année de publication : 2011 Article en page(s) : p.679-684 Langues : Anglais (eng) Mots-clés : Autism Adaptive behavior Vineland Cognitive skills Bayley Index. décimale : PER Périodiques Résumé : This study examined adaptive behavior and cognitive skills for 125 toddlers on the autism spectrum using the recently updated Vineland-II and Bayley-III. Delays in adaptive skills were apparent at 2 years of age. As a group, toddlers on the autism spectrum had a profile of Vineland-II standard scores in which Motor Skills > Daily Living Skills > Socialization > Communication. Vineland-II scores were significantly correlated with Bayley-III Cognitive scores. Performance on the ADOS was significantly negatively correlated with Bayley-III Cognitive standard scores and standard scores in the Daily Living Skills and Communication domains of the Vineland-II. However, calibrated ADOS scores did not contribute significant variance to Vineland-II scores beyond that predicted by age and Bayley-III scores. En ligne : http://dx.doi.org/10.1007/s10803-010-1083-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=121
in Journal of Autism and Developmental Disorders > 41-5 (May 2011) . - p.679-684[article] Brief Report: Adaptive Behavior and Cognitive Skills for Toddlers on the Autism Spectrum [Texte imprimé et/ou numérique] / Corey E. RAY-SUBRAMANIAN, Auteur . - 2011 . - p.679-684.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 41-5 (May 2011) . - p.679-684
Mots-clés : Autism Adaptive behavior Vineland Cognitive skills Bayley Index. décimale : PER Périodiques Résumé : This study examined adaptive behavior and cognitive skills for 125 toddlers on the autism spectrum using the recently updated Vineland-II and Bayley-III. Delays in adaptive skills were apparent at 2 years of age. As a group, toddlers on the autism spectrum had a profile of Vineland-II standard scores in which Motor Skills > Daily Living Skills > Socialization > Communication. Vineland-II scores were significantly correlated with Bayley-III Cognitive scores. Performance on the ADOS was significantly negatively correlated with Bayley-III Cognitive standard scores and standard scores in the Daily Living Skills and Communication domains of the Vineland-II. However, calibrated ADOS scores did not contribute significant variance to Vineland-II scores beyond that predicted by age and Bayley-III scores. En ligne : http://dx.doi.org/10.1007/s10803-010-1083-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=121 Cognitive and Adaptive Skills in Toddlers Who Meet Criteria for Autism in DSM-IV but not DSM-5 / Dasal Tenzin JASHAR in Journal of Autism and Developmental Disorders, 46-12 (December 2016)
[article]
Titre : Cognitive and Adaptive Skills in Toddlers Who Meet Criteria for Autism in DSM-IV but not DSM-5 Type de document : Texte imprimé et/ou numérique Auteurs : Dasal Tenzin JASHAR, Auteur ; Laura A. BRENNAN, Auteur ; Marianne L. BARTON, Auteur ; Deborah A. FEIN, Auteur Article en page(s) : p.3667-3677 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder DSM-5 Cognitive skills Adaptive skillsToddlers Diagnosis Index. décimale : PER Périodiques Résumé : The current study compared adaptive and cognitive skills, and autism severity of toddlers with an autism spectrum disorder (ASD) diagnosis under DSM-IV but not DSM-5 criteria (DSM-IV only group) to those who met autism criteria under both diagnostic systems (DSM-5 group) and to those without ASD (non-ASD group). The toddlers in the DSM-IV only group were less delayed on various domains of adaptive (Communication, Socialization) and cognitive (Expressive and Receptive language, Fine Motor, Visual Reception) skills, and had less severe symptoms of ASD than the DSM-5 group. Thus, they might have the best potential for successful intervention. The DSM-IV only group did not differ from the non-ASD group in any adaptive or cognitive skills except for socialization skills, the hallmark of ASD. En ligne : http://dx.doi.org/10.1007/s10803-016-2901-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297
in Journal of Autism and Developmental Disorders > 46-12 (December 2016) . - p.3667-3677[article] Cognitive and Adaptive Skills in Toddlers Who Meet Criteria for Autism in DSM-IV but not DSM-5 [Texte imprimé et/ou numérique] / Dasal Tenzin JASHAR, Auteur ; Laura A. BRENNAN, Auteur ; Marianne L. BARTON, Auteur ; Deborah A. FEIN, Auteur . - p.3667-3677.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 46-12 (December 2016) . - p.3667-3677
Mots-clés : Autism spectrum disorder DSM-5 Cognitive skills Adaptive skillsToddlers Diagnosis Index. décimale : PER Périodiques Résumé : The current study compared adaptive and cognitive skills, and autism severity of toddlers with an autism spectrum disorder (ASD) diagnosis under DSM-IV but not DSM-5 criteria (DSM-IV only group) to those who met autism criteria under both diagnostic systems (DSM-5 group) and to those without ASD (non-ASD group). The toddlers in the DSM-IV only group were less delayed on various domains of adaptive (Communication, Socialization) and cognitive (Expressive and Receptive language, Fine Motor, Visual Reception) skills, and had less severe symptoms of ASD than the DSM-5 group. Thus, they might have the best potential for successful intervention. The DSM-IV only group did not differ from the non-ASD group in any adaptive or cognitive skills except for socialization skills, the hallmark of ASD. En ligne : http://dx.doi.org/10.1007/s10803-016-2901-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297 The effect of cognitive skills and autism spectrum disorder on stereotyped behaviors in infants and toddlers / Paige E. CERVANTES in Research in Autism Spectrum Disorders, 8-5 (May 2014)
[article]
Titre : The effect of cognitive skills and autism spectrum disorder on stereotyped behaviors in infants and toddlers Type de document : Texte imprimé et/ou numérique Auteurs : Paige E. CERVANTES, Auteur ; Johnny L. MATSON, Auteur ; Lindsey W. WILLIAMS, Auteur ; Jina JANG, Auteur Article en page(s) : p.502-508 Mots-clés : ASD Stereotypies BISCUIT BDI-2 Cognitive skills Index. décimale : PER Périodiques Résumé : Stereotyped behaviors are prominent in both the ASD and ID populations; stereotypies can impede social skill acquisition, interfere with learning, and adversely affect an individual's quality of life. The current study explored the effect of cognitive skills and autism spectrum disorder (ASD) on the rate of stereotypies in 2019 children aged 17–39 months. Cognitive abilities were assessed using the cognitive developmental quotient (DQ) on the Battelle Developmental Inventory, Second Edition (BDI-2); two levels of cognitive skill were used: (1) low (cognitive DQ less than or equal to 70), and (2) typical (cognitive DQ greater than 70). Stereotypies were examined utilizing the Baby and Infant Screen for Children with aUtIsm Traits, Part 3 (BISCUIT-Part 3). Children with ASD were found to have greater rates of overall stereotyped behaviors compared to children with atypical development, regardless of cognitive level; however, children with ASD and typical cognitive ability evinced the highest rate of stereotypies. An examination of specific stereotyped behaviors (i.e., unusual play with objects, repeated and unusual vocalizations, repeated and unusual body movements) revealed disparate results. Research and clinical implications regarding these findings are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.01.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=229
in Research in Autism Spectrum Disorders > 8-5 (May 2014) . - p.502-508[article] The effect of cognitive skills and autism spectrum disorder on stereotyped behaviors in infants and toddlers [Texte imprimé et/ou numérique] / Paige E. CERVANTES, Auteur ; Johnny L. MATSON, Auteur ; Lindsey W. WILLIAMS, Auteur ; Jina JANG, Auteur . - p.502-508.
in Research in Autism Spectrum Disorders > 8-5 (May 2014) . - p.502-508
Mots-clés : ASD Stereotypies BISCUIT BDI-2 Cognitive skills Index. décimale : PER Périodiques Résumé : Stereotyped behaviors are prominent in both the ASD and ID populations; stereotypies can impede social skill acquisition, interfere with learning, and adversely affect an individual's quality of life. The current study explored the effect of cognitive skills and autism spectrum disorder (ASD) on the rate of stereotypies in 2019 children aged 17–39 months. Cognitive abilities were assessed using the cognitive developmental quotient (DQ) on the Battelle Developmental Inventory, Second Edition (BDI-2); two levels of cognitive skill were used: (1) low (cognitive DQ less than or equal to 70), and (2) typical (cognitive DQ greater than 70). Stereotypies were examined utilizing the Baby and Infant Screen for Children with aUtIsm Traits, Part 3 (BISCUIT-Part 3). Children with ASD were found to have greater rates of overall stereotyped behaviors compared to children with atypical development, regardless of cognitive level; however, children with ASD and typical cognitive ability evinced the highest rate of stereotypies. An examination of specific stereotyped behaviors (i.e., unusual play with objects, repeated and unusual vocalizations, repeated and unusual body movements) revealed disparate results. Research and clinical implications regarding these findings are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.01.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=229 Stability and Change in the Cognitive and Adaptive Behaviour Scores of Preschoolers with Autism Spectrum Disorder / Helen E. FLANAGAN in Journal of Autism and Developmental Disorders, 45-9 (September 2015)