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Brief Report: Imaginative Drawing in Children with Autism Spectrum Disorder and Learning Disabilities / Melissa L. ALLEN in Journal of Autism and Developmental Disorders, 46-2 (February 2016)
[article]
Titre : Brief Report: Imaginative Drawing in Children with Autism Spectrum Disorder and Learning Disabilities Type de document : Texte imprimé et/ou numérique Auteurs : Melissa L. ALLEN, Auteur ; Eleanore CRAIG, Auteur Année de publication : 2016 Article en page(s) : p.704-712 Langues : Anglais (eng) Mots-clés : Imagination Drawing Planning Autism Learning disabilities Index. décimale : PER Périodiques Résumé : Here we examine imaginative drawing abilities in children with Autism Spectrum Disorder (ASD) and learning disabilities (LD) under several conditions: spontaneous production, with use of a template, and combining two real entities to form an ‘unreal’ entity. Sixteen children in each group, matched on mental and chronological age, were asked to draw a number of ‘impossible’ pictures of humans and dogs. Children with ASD were impaired in spontaneous drawings and included fewer impossible features than children with LD, but there was no difference when a template was provided. An autism-specific deficit was revealed in the task involving combining entities. Results suggest that children with ASD do not have a general imaginative deficit; impairment is instead related to planning demands. En ligne : http://dx.doi.org/10.1007/s10803-015-2599-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=280
in Journal of Autism and Developmental Disorders > 46-2 (February 2016) . - p.704-712[article] Brief Report: Imaginative Drawing in Children with Autism Spectrum Disorder and Learning Disabilities [Texte imprimé et/ou numérique] / Melissa L. ALLEN, Auteur ; Eleanore CRAIG, Auteur . - 2016 . - p.704-712.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 46-2 (February 2016) . - p.704-712
Mots-clés : Imagination Drawing Planning Autism Learning disabilities Index. décimale : PER Périodiques Résumé : Here we examine imaginative drawing abilities in children with Autism Spectrum Disorder (ASD) and learning disabilities (LD) under several conditions: spontaneous production, with use of a template, and combining two real entities to form an ‘unreal’ entity. Sixteen children in each group, matched on mental and chronological age, were asked to draw a number of ‘impossible’ pictures of humans and dogs. Children with ASD were impaired in spontaneous drawings and included fewer impossible features than children with LD, but there was no difference when a template was provided. An autism-specific deficit was revealed in the task involving combining entities. Results suggest that children with ASD do not have a general imaginative deficit; impairment is instead related to planning demands. En ligne : http://dx.doi.org/10.1007/s10803-015-2599-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=280 Comparing Neuropsychological Profiles Between Girls With Asperger’s Disorder and Girls With Learning Disabilities / Megan E. MCKNIGHT in Focus on Autism and Other Developmental Disabilities, 27-4 (December 2012)
[article]
Titre : Comparing Neuropsychological Profiles Between Girls With Asperger’s Disorder and Girls With Learning Disabilities Type de document : Texte imprimé et/ou numérique Auteurs : Megan E. MCKNIGHT, Auteur ; Vincent P. CULOTTA, Auteur Article en page(s) : p.247-253 Langues : Anglais (eng) Mots-clés : Asperger’s disorder autism spectrum disorders neuropsychological profile cortical underconnectivity learning disabilities Index. décimale : PER Périodiques Résumé : Research examining neuropsychological profiles of girls with Asperger’s disorder (AD) is sparse. In this study, we sought to characterize neurocognitive profiles of girls with AD compared to girls with learning disabilities (LD). Two groups of school-age girls referred for neuropsychological assessment participated in the study. A total of 23 girls with AD were compared to 50 girls with LD using intellectual, academic, neuropsychological, and behavioral assessments. Standard two-tailed t-tests revealed statistically significant discrepancies in a number of areas, and results were interpreted to conclude that the participants with AD had a more severe cognitive and behavioral presentation than same-age girls with LD. The severity of these discrepancies indicates the need for routine neuropsychological and behavioral screening to promote early diagnosis and intervention. Based on this study, we challenge the idea that girls present with a more benign expression of AD than boys. En ligne : http://dx.doi.org/10.1177/1088357612454917 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=184
in Focus on Autism and Other Developmental Disabilities > 27-4 (December 2012) . - p.247-253[article] Comparing Neuropsychological Profiles Between Girls With Asperger’s Disorder and Girls With Learning Disabilities [Texte imprimé et/ou numérique] / Megan E. MCKNIGHT, Auteur ; Vincent P. CULOTTA, Auteur . - p.247-253.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 27-4 (December 2012) . - p.247-253
Mots-clés : Asperger’s disorder autism spectrum disorders neuropsychological profile cortical underconnectivity learning disabilities Index. décimale : PER Périodiques Résumé : Research examining neuropsychological profiles of girls with Asperger’s disorder (AD) is sparse. In this study, we sought to characterize neurocognitive profiles of girls with AD compared to girls with learning disabilities (LD). Two groups of school-age girls referred for neuropsychological assessment participated in the study. A total of 23 girls with AD were compared to 50 girls with LD using intellectual, academic, neuropsychological, and behavioral assessments. Standard two-tailed t-tests revealed statistically significant discrepancies in a number of areas, and results were interpreted to conclude that the participants with AD had a more severe cognitive and behavioral presentation than same-age girls with LD. The severity of these discrepancies indicates the need for routine neuropsychological and behavioral screening to promote early diagnosis and intervention. Based on this study, we challenge the idea that girls present with a more benign expression of AD than boys. En ligne : http://dx.doi.org/10.1177/1088357612454917 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=184
[article]
Titre : Dyslexia-A Learning Difference Type de document : Texte imprimé et/ou numérique Auteurs : I.C.J. ADUBASIM, Auteur Article en page(s) : 4 p. Langues : Anglais (eng) Mots-clés : Dyslexia Learning disabilities Cognition Reading disabilities Environment Index. décimale : PER Périodiques Résumé : Dyslexia is a specific learning difficulty which is more prevalent amongst students than any other disability. With an increasing awareness of this disability and the need for support, there have been many articles written on this subject. This article considers the definition of dyslexia, how it manifests and the difference it makes to learning. The implications of this study are presented as well as some recommendations for those working with students with dyslexia in various settings. En ligne : https://dx.doi.org/10.4172/2376-0389.1000203 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=410
in Autism - Open Access > 7-1 [01/01/2017] . - 4 p.[article] Dyslexia-A Learning Difference [Texte imprimé et/ou numérique] / I.C.J. ADUBASIM, Auteur . - 4 p.
Langues : Anglais (eng)
in Autism - Open Access > 7-1 [01/01/2017] . - 4 p.
Mots-clés : Dyslexia Learning disabilities Cognition Reading disabilities Environment Index. décimale : PER Périodiques Résumé : Dyslexia is a specific learning difficulty which is more prevalent amongst students than any other disability. With an increasing awareness of this disability and the need for support, there have been many articles written on this subject. This article considers the definition of dyslexia, how it manifests and the difference it makes to learning. The implications of this study are presented as well as some recommendations for those working with students with dyslexia in various settings. En ligne : https://dx.doi.org/10.4172/2376-0389.1000203 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=410 Eye-Tracking Reveals Absent Repetition Learning Across the Autism Spectrum: Evidence From a Passive Viewing Task / Sebastian B GAIGG in Autism Research, 13-11 (November 2020)
[article]
Titre : Eye-Tracking Reveals Absent Repetition Learning Across the Autism Spectrum: Evidence From a Passive Viewing Task Type de document : Texte imprimé et/ou numérique Auteurs : Sebastian B GAIGG, Auteur ; Marie K. KRUG, Auteur ; Marjorie SOLOMON, Auteur ; Amanda ROESTORF, Auteur ; Claire DERWENT, Auteur ; Sophie ANNS, Auteur ; Dermot M. BOWLER, Auteur ; Susan RIVERA, Auteur ; Christine W. NORDAHL, Auteur ; Emily J. H. JONES, Auteur Article en page(s) : p.1929-1946 Langues : Anglais (eng) Mots-clés : eye movement language impairment learning learning disabilities memory Index. décimale : PER Périodiques Résumé : In the domain of memory, autism is characterized by difficulties in explicitly remembering the specific order of stimuli, whereas implicit serial order memory appears to be preserved. This pattern is of considerable interest because serial order memory is known to play a critical role in children's language development. Currently, however, few paradigms exist that can effectively probe serial order memory across heterogeneous groups of children, including those who are minimally verbal. We present two experiments, involving 39 adults (20 ASD; 19 TD) and 130 children (86 ASD; 44 TD), that address this issue using an eye-tracking paradigm, which simply required participants to "watch out for a bunny" that appeared in repeating sequences of screen locations. The adults in Experiment 1 all had normative IQs, whereas Experiment 2 included children with and without substantial language and intellectual difficulties. In both experiments gaze latencies and anticipatory fixations to the bunny indicated reliable repetition learning effects in the TD but not the ASD groups. Importantly, we were able to acquire reliable data from around half of the children with significant language impairments in Experiment 2, indicating that the paradigm can shed light on important learning processes in this underrepresented group. We discuss the implications of these findings for theories of memory in ASD as well as for the utility of eye-tracking technology to probe repetition learning effects in autism. Autism Res 2020, 13: 1929-1946. © 2020 The Authors. Autism Research published by International Society for Autism Research and Wiley Periodicals LLC. LAY SUMMARY: Remembering the specific order of stimuli plays an important role in language development and is thought to be a source of difficulty for autistic individuals. Research in this area, however, rarely includes autistic participants who are minimally verbal. Here we develop an eye-tracking paradigm that demonstrates serial order learning difficulties across the autism spectrum. We discuss the implications of these findings for our understanding of the role of memory difficulties in the varied language profiles across the autism spectrum. En ligne : http://dx.doi.org/10.1002/aur.2368 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=433
in Autism Research > 13-11 (November 2020) . - p.1929-1946[article] Eye-Tracking Reveals Absent Repetition Learning Across the Autism Spectrum: Evidence From a Passive Viewing Task [Texte imprimé et/ou numérique] / Sebastian B GAIGG, Auteur ; Marie K. KRUG, Auteur ; Marjorie SOLOMON, Auteur ; Amanda ROESTORF, Auteur ; Claire DERWENT, Auteur ; Sophie ANNS, Auteur ; Dermot M. BOWLER, Auteur ; Susan RIVERA, Auteur ; Christine W. NORDAHL, Auteur ; Emily J. H. JONES, Auteur . - p.1929-1946.
Langues : Anglais (eng)
in Autism Research > 13-11 (November 2020) . - p.1929-1946
Mots-clés : eye movement language impairment learning learning disabilities memory Index. décimale : PER Périodiques Résumé : In the domain of memory, autism is characterized by difficulties in explicitly remembering the specific order of stimuli, whereas implicit serial order memory appears to be preserved. This pattern is of considerable interest because serial order memory is known to play a critical role in children's language development. Currently, however, few paradigms exist that can effectively probe serial order memory across heterogeneous groups of children, including those who are minimally verbal. We present two experiments, involving 39 adults (20 ASD; 19 TD) and 130 children (86 ASD; 44 TD), that address this issue using an eye-tracking paradigm, which simply required participants to "watch out for a bunny" that appeared in repeating sequences of screen locations. The adults in Experiment 1 all had normative IQs, whereas Experiment 2 included children with and without substantial language and intellectual difficulties. In both experiments gaze latencies and anticipatory fixations to the bunny indicated reliable repetition learning effects in the TD but not the ASD groups. Importantly, we were able to acquire reliable data from around half of the children with significant language impairments in Experiment 2, indicating that the paradigm can shed light on important learning processes in this underrepresented group. We discuss the implications of these findings for theories of memory in ASD as well as for the utility of eye-tracking technology to probe repetition learning effects in autism. Autism Res 2020, 13: 1929-1946. © 2020 The Authors. Autism Research published by International Society for Autism Research and Wiley Periodicals LLC. LAY SUMMARY: Remembering the specific order of stimuli plays an important role in language development and is thought to be a source of difficulty for autistic individuals. Research in this area, however, rarely includes autistic participants who are minimally verbal. Here we develop an eye-tracking paradigm that demonstrates serial order learning difficulties across the autism spectrum. We discuss the implications of these findings for our understanding of the role of memory difficulties in the varied language profiles across the autism spectrum. En ligne : http://dx.doi.org/10.1002/aur.2368 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=433 Effects of a computerized working memory training program on working memory, attention, and academics in adolescents with severe LD and comorbid ADHD: a randomized controlled trial / S. A. GRAY in Journal of Child Psychology and Psychiatry, 53-12 (December 2012)
[article]
Titre : Effects of a computerized working memory training program on working memory, attention, and academics in adolescents with severe LD and comorbid ADHD: a randomized controlled trial Type de document : Texte imprimé et/ou numérique Auteurs : S. A. GRAY, Auteur ; P. CHABAN, Auteur ; R. MARTINUSSEN, Auteur ; R. GOLDBERG, Auteur ; H. GOTLIEB, Auteur ; R. KRONITZ, Auteur ; M. HOCKENBERRY, Auteur ; Rosemary TANNOCK, Auteur Article en page(s) : p.1277-1284 Langues : Anglais (eng) Mots-clés : Working memory computerized cognitive training Learning Disabilities ADHD Index. décimale : PER Périodiques Résumé : Background: Youths with coexisting learning disabilities (LD) and attention deficit hyperactivity disorder (ADHD) are at risk for poor academic and social outcomes. The underlying cognitive deficits, such as poor working memory (WM), are not well targeted by current treatments for either LD or ADHD. Emerging evidence suggests that WM might be improved by intensive and adaptive computerized training, but it remains unclear whether this intervention would be effective for adolescents with severe LD and comorbid ADHD. Methods: A total of sixty 12- to 17-year olds with LD/ADHD (52 male, 8 female, IQ 80) were randomized to one of two computerized intervention programs: working memory training (Cogmed RM) or math training (Academy of Math) and evaluated before and 3 weeks after completion. The criterion measures of WM included auditory-verbal and visual-spatial tasks. Near and far transfer measures included indices of cognitive and behavioral attention and academic achievement. Results: Adolescents in the WM training group showed greater improvements in a subset of WM criterion measures compared with those in the math-training group, but no training effects were observed on the near or far measures. Those who showed the most improvement on the WM training tasks at school were rated as less inattentive/hyperactive at home by parents. Conclusions: Results suggest that WM training may enhance some aspects of WM in youths with LD/ADHD, but further development of the training program is required to promote transfer effects to other domains of function. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2012.02592.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=185
in Journal of Child Psychology and Psychiatry > 53-12 (December 2012) . - p.1277-1284[article] Effects of a computerized working memory training program on working memory, attention, and academics in adolescents with severe LD and comorbid ADHD: a randomized controlled trial [Texte imprimé et/ou numérique] / S. A. GRAY, Auteur ; P. CHABAN, Auteur ; R. MARTINUSSEN, Auteur ; R. GOLDBERG, Auteur ; H. GOTLIEB, Auteur ; R. KRONITZ, Auteur ; M. HOCKENBERRY, Auteur ; Rosemary TANNOCK, Auteur . - p.1277-1284.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 53-12 (December 2012) . - p.1277-1284
Mots-clés : Working memory computerized cognitive training Learning Disabilities ADHD Index. décimale : PER Périodiques Résumé : Background: Youths with coexisting learning disabilities (LD) and attention deficit hyperactivity disorder (ADHD) are at risk for poor academic and social outcomes. The underlying cognitive deficits, such as poor working memory (WM), are not well targeted by current treatments for either LD or ADHD. Emerging evidence suggests that WM might be improved by intensive and adaptive computerized training, but it remains unclear whether this intervention would be effective for adolescents with severe LD and comorbid ADHD. Methods: A total of sixty 12- to 17-year olds with LD/ADHD (52 male, 8 female, IQ 80) were randomized to one of two computerized intervention programs: working memory training (Cogmed RM) or math training (Academy of Math) and evaluated before and 3 weeks after completion. The criterion measures of WM included auditory-verbal and visual-spatial tasks. Near and far transfer measures included indices of cognitive and behavioral attention and academic achievement. Results: Adolescents in the WM training group showed greater improvements in a subset of WM criterion measures compared with those in the math-training group, but no training effects were observed on the near or far measures. Those who showed the most improvement on the WM training tasks at school were rated as less inattentive/hyperactive at home by parents. Conclusions: Results suggest that WM training may enhance some aspects of WM in youths with LD/ADHD, but further development of the training program is required to promote transfer effects to other domains of function. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2012.02592.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=185 Characterization of autism spectrum disorder and neurodevelopmental profiles in youth with XYY syndrome / L. JOSEPH in Journal of Neurodevelopmental Disorders, 10-1 (December 2018)
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