26 recherche sur le mot-clé 'High functioning autism'

An Examination of Handedness and Footedness in Children with High Functioning Autism and Asperger Syndrome / R. MARKOULAKIS in Journal of Autism and Developmental Disorders, 42-10 (October 2012)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 42-10 (October 2012) . - p.2192-2201 Titre : An Examination of Handedness and Footedness in Children with High Functioning Autism and Asperger Syndrome Type de document : Texte imprimé et/ou numérique Auteurs : R. MARKOULAKIS, Auteur ; S. M. SCHAROUN, Auteur ; P.J. BRYDEN, Auteur ; P. C. FLETCHER, Auteur Année de publication : 2012 Article en page(s) : p.2192-2201 Langues : Anglais (eng) Mots-clés : Motor control  Footedness  High functioning autism  Asperger’s syndrome Index. décimale : PER Périodiques Résumé : Motor control deficits have been documented in children with high functioning autism and Asperger syndrome (HFA/AS), but the extent to which these disorders affect the children’s footedness must be delineated. Twelve typically developing (TD) children and 12 children with HFA/AS, ages 6–9 years, were recruited. Motor control skills were assessed through a variety of footedness tasks to determine location and nature of impairment, regarding motor dominance. Overall, greater inconsistencies in dominance arose in children with HFA/AS, through disparities in measures of preference. Results will have broader implications for understanding motor impairments in children with HFA/AS as determined by comparing performance on footedness tasks, as well as for the design of interventions to account for these deficits. En ligne : http://dx.doi.org/10.1007/s10803-012-1469-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=180 [article] An Examination of Handedness and Footedness in Children with High Functioning Autism and Asperger Syndrome [Texte imprimé et/ou numérique] / R. MARKOULAKIS, Auteur ; S. M. SCHAROUN, Auteur ; P.J. BRYDEN, Auteur ; P. C. FLETCHER, Auteur . - 2012 . - p.2192-2201. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 42-10 (October 2012) . - p.2192-2201 Mots-clés : Motor control  Footedness  High functioning autism  Asperger’s syndrome Index. décimale : PER Périodiques Résumé : Motor control deficits have been documented in children with high functioning autism and Asperger syndrome (HFA/AS), but the extent to which these disorders affect the children’s footedness must be delineated. Twelve typically developing (TD) children and 12 children with HFA/AS, ages 6–9 years, were recruited. Motor control skills were assessed through a variety of footedness tasks to determine location and nature of impairment, regarding motor dominance. Overall, greater inconsistencies in dominance arose in children with HFA/AS, through disparities in measures of preference. Results will have broader implications for understanding motor impairments in children with HFA/AS as determined by comparing performance on footedness tasks, as well as for the design of interventions to account for these deficits. En ligne : http://dx.doi.org/10.1007/s10803-012-1469-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=180

Contribution of Theory of Mind, Executive Functioning, and Pragmatics to Socialization Behaviors of Children with High-Functioning Autism / C. BERENGUER in Journal of Autism and Developmental Disorders, 48-2 (February 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-2 (February 2018) . - p.430-441 Titre : Contribution of Theory of Mind, Executive Functioning, and Pragmatics to Socialization Behaviors of Children with High-Functioning Autism Type de document : Texte imprimé et/ou numérique Auteurs : C. BERENGUER, Auteur ; A. MIRANDA, Auteur ; C. COLOMER, Auteur ; I. BAIXAULI, Auteur ; B. ROSELLO, Auteur Article en page(s) : p.430-441 Langues : Anglais (eng) Mots-clés : Executive functioning  High functioning autism  Pragmatic competence  Social domain  Theory of mind Index. décimale : PER Périodiques Résumé : Social difficulties are a key aspect of autism, but the intervening factors are still poorly understood. This study had two objectives: to compare the profile of ToM skills, executive functioning (EF), and pragmatic competence (PC) of children with high-functioning autism (HFA) and children with typical development (TD), and analyze their mediator role in social functioning. The participants were 52 children with HFA and 37 children with TD matched on age, intelligence quotient, and expressive vocabulary. Significant differences were found on measures of ToM, both explicit and applied, EF, and PC between children with HFA and TD. Multiple mediation analysis revealed that applied ToM skills and PC mediated the relations between autism symptoms and social functioning. Implications for social cognitive interventions to address these findings are discussed. En ligne : https://doi.org/10.1007/s10803-017-3349-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=337 [article] Contribution of Theory of Mind, Executive Functioning, and Pragmatics to Socialization Behaviors of Children with High-Functioning Autism [Texte imprimé et/ou numérique] / C. BERENGUER, Auteur ; A. MIRANDA, Auteur ; C. COLOMER, Auteur ; I. BAIXAULI, Auteur ; B. ROSELLO, Auteur . - p.430-441. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-2 (February 2018) . - p.430-441 Mots-clés : Executive functioning  High functioning autism  Pragmatic competence  Social domain  Theory of mind Index. décimale : PER Périodiques Résumé : Social difficulties are a key aspect of autism, but the intervening factors are still poorly understood. This study had two objectives: to compare the profile of ToM skills, executive functioning (EF), and pragmatic competence (PC) of children with high-functioning autism (HFA) and children with typical development (TD), and analyze their mediator role in social functioning. The participants were 52 children with HFA and 37 children with TD matched on age, intelligence quotient, and expressive vocabulary. Significant differences were found on measures of ToM, both explicit and applied, EF, and PC between children with HFA and TD. Multiple mediation analysis revealed that applied ToM skills and PC mediated the relations between autism symptoms and social functioning. Implications for social cognitive interventions to address these findings are discussed. En ligne : https://doi.org/10.1007/s10803-017-3349-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=337

Do social attribution skills improve with age in children with high functioning autism spectrum disorders? / Elgiz BAL in Research in Autism Spectrum Disorders, 7-1 (January 2013)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 7-1 (January 2013) . - p.9-16 Titre : Do social attribution skills improve with age in children with high functioning autism spectrum disorders? Type de document : Texte imprimé et/ou numérique Auteurs : Elgiz BAL, Auteur ; Benjamin E. YERYS, Auteur ; Jennifer L. SOKOLOFF, Auteur ; Mark J. CELANO, Auteur ; Lauren E. KENWORTHY, Auteur ; Jay N. GIEDD, Auteur ; Gregory L. WALLACE, Auteur Année de publication : 2013 Article en page(s) : p.9-16 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  High functioning autism  Theory of mind  Social attribution Index. décimale : PER Périodiques Résumé : Age-related changes in social attribution skills were assessed using the “Triangles Playing Tricks” task in 7–17 year old high functioning children with ASDs (n = 41) and in typically developing (TD) children (n = 58) matched on age, IQ, and sex ratio. Children with ASDs gave responses that received lower intentionality and appropriateness ratings than did TD children in both the goal-directed and theory of mind (ToM) conditions. Results remained unchanged when the effects of verbal output (i.e., number of clause produced) and verbal IQ were included as covariates in the analyses. Whereas age was highly associated with ToM performance in the TD children, this relationship was not as strong among children with ASDs. These results indicate not only a diminished tendency among high functioning children with ASDs to attribute social meaning and intentionality to ambiguous visual displays of interactive forms but also an aberrant developmental trajectory. That is, children with ASDs may fall further behind their typically developing peers in social attribution abilities as they get older. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.07.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=179 [article] Do social attribution skills improve with age in children with high functioning autism spectrum disorders? [Texte imprimé et/ou numérique] / Elgiz BAL, Auteur ; Benjamin E. YERYS, Auteur ; Jennifer L. SOKOLOFF, Auteur ; Mark J. CELANO, Auteur ; Lauren E. KENWORTHY, Auteur ; Jay N. GIEDD, Auteur ; Gregory L. WALLACE, Auteur . - 2013 . - p.9-16. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 7-1 (January 2013) . - p.9-16 Mots-clés : Autism spectrum disorders  High functioning autism  Theory of mind  Social attribution Index. décimale : PER Périodiques Résumé : Age-related changes in social attribution skills were assessed using the “Triangles Playing Tricks” task in 7–17 year old high functioning children with ASDs (n = 41) and in typically developing (TD) children (n = 58) matched on age, IQ, and sex ratio. Children with ASDs gave responses that received lower intentionality and appropriateness ratings than did TD children in both the goal-directed and theory of mind (ToM) conditions. Results remained unchanged when the effects of verbal output (i.e., number of clause produced) and verbal IQ were included as covariates in the analyses. Whereas age was highly associated with ToM performance in the TD children, this relationship was not as strong among children with ASDs. These results indicate not only a diminished tendency among high functioning children with ASDs to attribute social meaning and intentionality to ambiguous visual displays of interactive forms but also an aberrant developmental trajectory. That is, children with ASDs may fall further behind their typically developing peers in social attribution abilities as they get older. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.07.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=179

Health communication: A pilot study comparing perceptions of women with and without high functioning autism spectrum disorder / Michelle LUM in Research in Autism Spectrum Disorders, 8-12 (December 2014)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 8-12 (December 2014) . - p.1713-1721 Titre : Health communication: A pilot study comparing perceptions of women with and without high functioning autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Michelle LUM, Auteur ; Michelle GARNETT, Auteur ; Erin O’CONNOR, Auteur Article en page(s) : p.1713-1721 Langues : Anglais (eng) Mots-clés : High functioning autism  Communication  Healthcare  Stigma  Women Index. décimale : PER Périodiques Résumé : Abstract Research indicates significant health disparities for individuals with autism. Insight into characteristic sensory, cognitive, communication, social, emotional, and behavioural challenges that may influence health communication for patients with autism is vital to address potential disparities. Women with high functioning autism spectrum disorder (ASD) may have specific healthcare needs, and are likely to independently represent themselves and others in healthcare. A pilot study compared perceptions of healthcare experiences for women with and without ASD using on-line survey based on characteristics of ASD likely to influence healthcare. Fifty-eight adult female participants (32 with ASD diagnosis, 26 without ASD diagnosis) were recruited on-line from autism support organisations. Perceptions measured included self-reporting of pain and symptoms, healthcare seeking behaviours, the influence of emotional distress, sensory and social anxiety, maternity experiences, and the influence of autistic status disclosure. Results partially support the hypothesis that ASD women experience greater healthcare challenges. Women with ASD reported greater challenges in healthcare anxiety, communication under emotional distress, anxiety relating to waiting rooms, support during pregnancy, and communication during childbirth. Self-disclosure of diagnostic status and lack of ASD awareness by healthcare providers rated as highly problematic. Results offer detailed insight into healthcare communication and disparities for women with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.09.009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=243 [article] Health communication: A pilot study comparing perceptions of women with and without high functioning autism spectrum disorder [Texte imprimé et/ou numérique] / Michelle LUM, Auteur ; Michelle GARNETT, Auteur ; Erin O’CONNOR, Auteur . - p.1713-1721. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 8-12 (December 2014) . - p.1713-1721 Mots-clés : High functioning autism  Communication  Healthcare  Stigma  Women Index. décimale : PER Périodiques Résumé : Abstract Research indicates significant health disparities for individuals with autism. Insight into characteristic sensory, cognitive, communication, social, emotional, and behavioural challenges that may influence health communication for patients with autism is vital to address potential disparities. Women with high functioning autism spectrum disorder (ASD) may have specific healthcare needs, and are likely to independently represent themselves and others in healthcare. A pilot study compared perceptions of healthcare experiences for women with and without ASD using on-line survey based on characteristics of ASD likely to influence healthcare. Fifty-eight adult female participants (32 with ASD diagnosis, 26 without ASD diagnosis) were recruited on-line from autism support organisations. Perceptions measured included self-reporting of pain and symptoms, healthcare seeking behaviours, the influence of emotional distress, sensory and social anxiety, maternity experiences, and the influence of autistic status disclosure. Results partially support the hypothesis that ASD women experience greater healthcare challenges. Women with ASD reported greater challenges in healthcare anxiety, communication under emotional distress, anxiety relating to waiting rooms, support during pregnancy, and communication during childbirth. Self-disclosure of diagnostic status and lack of ASD awareness by healthcare providers rated as highly problematic. Results offer detailed insight into healthcare communication and disparities for women with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.09.009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=243

iSocial: Delivering the Social Competence Intervention for Adolescents (SCI-A) in a 3D Virtual Learning Environment for Youth with High Functioning Autism / Janine P. STICHTER in Journal of Autism and Developmental Disorders, 44-2 (February 2014)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 44-2 (February 2014) . - p.417-430 Titre : iSocial: Delivering the Social Competence Intervention for Adolescents (SCI-A) in a 3D Virtual Learning Environment for Youth with High Functioning Autism Type de document : Texte imprimé et/ou numérique Auteurs : Janine P. STICHTER, Auteur ; James LAFFEY, Auteur ; Krista GALYEN, Auteur ; Melissa J. HERZOG, Auteur Article en page(s) : p.417-430 Langues : Anglais (eng) Mots-clés : 3D virtual learning environments  High functioning autism  Social competence  Distance education Index. décimale : PER Périodiques Résumé : One consistent area of need for students with autism spectrum disorders is in the area of social competence. However, the increasing need to provide qualified teachers to deliver evidence-based practices in areas like social competence leave schools, such as those found in rural areas, in need of support. Distance education and in particular, 3D Virtual Learning, holds great promise for supporting schools and youth to gain social competence through knowledge and social practice in context. iSocial, a distance education, 3D virtual learning environment implemented the 31-lesson social competence intervention for adolescents across three small cohorts totaling 11 students over a period of 4 months. Results demonstrated that the social competence curriculum was delivered with fidelity in the 3D virtual learning environment. Moreover, learning outcomes suggest that the iSocial approach shows promise for social competence benefits for youth. En ligne : http://dx.doi.org/10.1007/s10803-013-1881-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=223 [article] iSocial: Delivering the Social Competence Intervention for Adolescents (SCI-A) in a 3D Virtual Learning Environment for Youth with High Functioning Autism [Texte imprimé et/ou numérique] / Janine P. STICHTER, Auteur ; James LAFFEY, Auteur ; Krista GALYEN, Auteur ; Melissa J. HERZOG, Auteur . - p.417-430. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 44-2 (February 2014) . - p.417-430 Mots-clés : 3D virtual learning environments  High functioning autism  Social competence  Distance education Index. décimale : PER Périodiques Résumé : One consistent area of need for students with autism spectrum disorders is in the area of social competence. However, the increasing need to provide qualified teachers to deliver evidence-based practices in areas like social competence leave schools, such as those found in rural areas, in need of support. Distance education and in particular, 3D Virtual Learning, holds great promise for supporting schools and youth to gain social competence through knowledge and social practice in context. iSocial, a distance education, 3D virtual learning environment implemented the 31-lesson social competence intervention for adolescents across three small cohorts totaling 11 students over a period of 4 months. Results demonstrated that the social competence curriculum was delivered with fidelity in the 3D virtual learning environment. Moreover, learning outcomes suggest that the iSocial approach shows promise for social competence benefits for youth. En ligne : http://dx.doi.org/10.1007/s10803-013-1881-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=223

Local Information Processing in Adults with High Functioning Autism and Asperger Syndrome: The Usefulness of Neuropsychological Tests and Self-Reports / Annelies A. SPEK in Journal of Autism and Developmental Disorders, 41-7 (July 2011)  

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Neurocognitive characteristics of psychotic symptoms in young adults with high functioning autism / Romina RINALDI in Research in Autism Spectrum Disorders, 17 (September 2015)  

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Self-Monitoring of Gaze in High Functioning Autism / Ouriel GRYNSZPAN in Journal of Autism and Developmental Disorders, 42-8 (August 2012)  

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Social communication disorder outside autism? A diagnostic classification approach to delineating pragmatic language impairment, high functioning autism and specific language impairment / Jenny GIBSON in Journal of Child Psychology and Psychiatry, 54-11 (November 2013)  

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Social Competence Intervention for Elementary Students with Aspergers Syndrome and High Functioning Autism / Janine P. STICHTER in Journal of Autism and Developmental Disorders, 42-3 (March 2012)  

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