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Planning in Children with Autism Spectrum Disorder: The Role of Verbal Mediation / C. LARSON in Journal of Autism and Developmental Disorders, 51-7 (July 2021)
[article]
Titre : Planning in Children with Autism Spectrum Disorder: The Role of Verbal Mediation Type de document : Texte imprimé et/ou numérique Auteurs : C. LARSON, Auteur ; I. GANGOPADHYAY, Auteur ; K. PRESCOTT, Auteur ; M. KAUSHANSKAYA, Auteur ; S. ELLIS WEISMER, Auteur Article en page(s) : p.2200-2217 Langues : Anglais (eng) Mots-clés : Adolescent Autism Spectrum Disorder/psychology Case-Control Studies Child Child Language Female Humans Language Development Disorders/psychology Male Task Performance and Analysis Verbal Behavior Wechsler Scales Autism spectrum disorder Executive function Language Planning Index. décimale : PER Périodiques Résumé : This study examined verbal mediation during planning in school-age children with autism spectrum disorder (ASD) relative to age- and nonverbal IQ- matched typically developing peers using a dual-task paradigm. Analyses showed no group differences in performance. However, in the condition intended to disrupt verbal mediation, language skills were associated with planning performance for the TD group, but not the ASD group. Upon examining ASD subgroups with versus without comorbid structural language impairment, children with ASD and normal language appeared to rely on verbal mediation to a greater degree than children with ASD and language impairment, but to a lesser degree than TD peers. Thus, the role of verbal mediation in planning for children with ASD differs depending on language status. En ligne : http://dx.doi.org/10.1007/s10803-020-04639-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452
in Journal of Autism and Developmental Disorders > 51-7 (July 2021) . - p.2200-2217[article] Planning in Children with Autism Spectrum Disorder: The Role of Verbal Mediation [Texte imprimé et/ou numérique] / C. LARSON, Auteur ; I. GANGOPADHYAY, Auteur ; K. PRESCOTT, Auteur ; M. KAUSHANSKAYA, Auteur ; S. ELLIS WEISMER, Auteur . - p.2200-2217.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 51-7 (July 2021) . - p.2200-2217
Mots-clés : Adolescent Autism Spectrum Disorder/psychology Case-Control Studies Child Child Language Female Humans Language Development Disorders/psychology Male Task Performance and Analysis Verbal Behavior Wechsler Scales Autism spectrum disorder Executive function Language Planning Index. décimale : PER Périodiques Résumé : This study examined verbal mediation during planning in school-age children with autism spectrum disorder (ASD) relative to age- and nonverbal IQ- matched typically developing peers using a dual-task paradigm. Analyses showed no group differences in performance. However, in the condition intended to disrupt verbal mediation, language skills were associated with planning performance for the TD group, but not the ASD group. Upon examining ASD subgroups with versus without comorbid structural language impairment, children with ASD and normal language appeared to rely on verbal mediation to a greater degree than children with ASD and language impairment, but to a lesser degree than TD peers. Thus, the role of verbal mediation in planning for children with ASD differs depending on language status. En ligne : http://dx.doi.org/10.1007/s10803-020-04639-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452 Planning Skills in Autism Spectrum Disorder Across the Lifespan: A Meta-analysis and Meta-regression / Linda M. E. OLDE DUBBELINK in Journal of Autism and Developmental Disorders, 47-4 (April 2017)
[article]
Titre : Planning Skills in Autism Spectrum Disorder Across the Lifespan: A Meta-analysis and Meta-regression Type de document : Texte imprimé et/ou numérique Auteurs : Linda M. E. OLDE DUBBELINK, Auteur ; Hilde M. GEURTS, Auteur Article en page(s) : p.1148-1165 Langues : Anglais (eng) Mots-clés : ASD Planning Meta-analysis Age Task-type IQ Index. décimale : PER Périodiques Résumé : Individuals with an autism spectrum disorder (ASD) are thought to encounter planning difficulties, but experimental research regarding the mastery of planning in ASD is inconsistent. By means of a meta-analysis of 50 planning studies with a combined sample size of 1755 individuals with and 1642 without ASD, we aim to determine whether planning difficulties do exist and which factors contribute to this. Planning problems were evident in individuals with ASD (Hedges’g?=?0.52), even when taking publication bias into account (Hedges’g?=?0.37). Neither age, nor task-type, nor IQ reduced the observed heterogeneity, suggesting that these were not crucial moderators within the current meta-analysis. However, while we showed that ASD individuals encounter planning difficulties, the bias towards publishing positive findings restricts strong conclusions regarding the role of potential moderators. En ligne : http://dx.doi.org/10.1007/s10803-016-3013-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=304
in Journal of Autism and Developmental Disorders > 47-4 (April 2017) . - p.1148-1165[article] Planning Skills in Autism Spectrum Disorder Across the Lifespan: A Meta-analysis and Meta-regression [Texte imprimé et/ou numérique] / Linda M. E. OLDE DUBBELINK, Auteur ; Hilde M. GEURTS, Auteur . - p.1148-1165.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 47-4 (April 2017) . - p.1148-1165
Mots-clés : ASD Planning Meta-analysis Age Task-type IQ Index. décimale : PER Périodiques Résumé : Individuals with an autism spectrum disorder (ASD) are thought to encounter planning difficulties, but experimental research regarding the mastery of planning in ASD is inconsistent. By means of a meta-analysis of 50 planning studies with a combined sample size of 1755 individuals with and 1642 without ASD, we aim to determine whether planning difficulties do exist and which factors contribute to this. Planning problems were evident in individuals with ASD (Hedges’g?=?0.52), even when taking publication bias into account (Hedges’g?=?0.37). Neither age, nor task-type, nor IQ reduced the observed heterogeneity, suggesting that these were not crucial moderators within the current meta-analysis. However, while we showed that ASD individuals encounter planning difficulties, the bias towards publishing positive findings restricts strong conclusions regarding the role of potential moderators. En ligne : http://dx.doi.org/10.1007/s10803-016-3013-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=304 Development of Planning in Children with High-Functioning Autism Spectrum Disorders and/or Attention Deficit/Hyperactivity Disorder / Josef M. UNTERRAINER in Autism Research, 9-7 (July 2016)
[article]
Titre : Development of Planning in Children with High-Functioning Autism Spectrum Disorders and/or Attention Deficit/Hyperactivity Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Josef M. UNTERRAINER, Auteur ; Reinhold RAUH, Auteur ; Benjamin RAHM, Auteur ; Jochen HARDT, Auteur ; Christoph P. KALLER, Auteur ; Christoph KLEIN, Auteur ; Mirjam PASCHKE-MÜLLER, Auteur ; Monica BISCALDI, Auteur Article en page(s) : p.739-751 Langues : Anglais (eng) Mots-clés : autism ADHD cognitive development Tower of London planning Index. décimale : PER Périodiques Résumé : Planning impairment is often observed in children with high-functioning autism spectrum disorders (ASD), but attempts to differentiate planning in ASD from children with attention deficit hyperactivity disorder (ADHD) and typically developing children (TD) have yielded inconsistent results. This study examined differences between these groups by focusing on development and analyzing performance in searching ahead several steps (“search depth”) in addition to commonly used global performance measures in planning. A cross-sectional consecutive sample of 83 male patients (6–13 years), subgrouped as ASD without (ASD?, n?=?18) or with comorbid ADHD (ASD+, n?=?23), ADHD only (n?=?42) and n?=?42 TD children (6–13 years) were tested with the Tower-of-London-task. For global performance, ASD+ showed the lowest accuracy in younger children, but similar performance as TD at older ages, suggesting delayed development. Typically, a prolongation of planning time with increasing problem difficulty is observed in older children as compared to younger children. Here, this was most pronounced in ASD?, but under-expressed in ADHD. In contrast to global performance, effects of search depth were independent of age. ASD?, but not ASD+, showed increased susceptibility to raised demands on mentally searching ahead, along with the longest planning times. Thus, examining both global and search depth performance across ages revealed discernible patterns of planning between groups. Notably, the potentially detrimental impact of two diagnosed disorders does not add up in ASD+ in this task. Rather, our results suggest paradoxical enhancement of performance, ostensibly attributable to disruption of behavioral rigidity through increased impulsivity, which did not take place in ASD?. Autism Res 2016, 9: 739–751. © 2015 International Society for Autism Research, Wiley Periodicals, Inc. En ligne : http://dx.doi.org/10.1002/aur.1574 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=292
in Autism Research > 9-7 (July 2016) . - p.739-751[article] Development of Planning in Children with High-Functioning Autism Spectrum Disorders and/or Attention Deficit/Hyperactivity Disorder [Texte imprimé et/ou numérique] / Josef M. UNTERRAINER, Auteur ; Reinhold RAUH, Auteur ; Benjamin RAHM, Auteur ; Jochen HARDT, Auteur ; Christoph P. KALLER, Auteur ; Christoph KLEIN, Auteur ; Mirjam PASCHKE-MÜLLER, Auteur ; Monica BISCALDI, Auteur . - p.739-751.
Langues : Anglais (eng)
in Autism Research > 9-7 (July 2016) . - p.739-751
Mots-clés : autism ADHD cognitive development Tower of London planning Index. décimale : PER Périodiques Résumé : Planning impairment is often observed in children with high-functioning autism spectrum disorders (ASD), but attempts to differentiate planning in ASD from children with attention deficit hyperactivity disorder (ADHD) and typically developing children (TD) have yielded inconsistent results. This study examined differences between these groups by focusing on development and analyzing performance in searching ahead several steps (“search depth”) in addition to commonly used global performance measures in planning. A cross-sectional consecutive sample of 83 male patients (6–13 years), subgrouped as ASD without (ASD?, n?=?18) or with comorbid ADHD (ASD+, n?=?23), ADHD only (n?=?42) and n?=?42 TD children (6–13 years) were tested with the Tower-of-London-task. For global performance, ASD+ showed the lowest accuracy in younger children, but similar performance as TD at older ages, suggesting delayed development. Typically, a prolongation of planning time with increasing problem difficulty is observed in older children as compared to younger children. Here, this was most pronounced in ASD?, but under-expressed in ADHD. In contrast to global performance, effects of search depth were independent of age. ASD?, but not ASD+, showed increased susceptibility to raised demands on mentally searching ahead, along with the longest planning times. Thus, examining both global and search depth performance across ages revealed discernible patterns of planning between groups. Notably, the potentially detrimental impact of two diagnosed disorders does not add up in ASD+ in this task. Rather, our results suggest paradoxical enhancement of performance, ostensibly attributable to disruption of behavioral rigidity through increased impulsivity, which did not take place in ASD?. Autism Res 2016, 9: 739–751. © 2015 International Society for Autism Research, Wiley Periodicals, Inc. En ligne : http://dx.doi.org/10.1002/aur.1574 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=292 Emotion, Intent and Voluntary Movement in Children with Autism. An Example: The Goal Directed Locomotion / Sophie LONGUET in Journal of Autism and Developmental Disorders, 42-7 (July 2012)
[article]
Titre : Emotion, Intent and Voluntary Movement in Children with Autism. An Example: The Goal Directed Locomotion Type de document : Texte imprimé et/ou numérique Auteurs : Sophie LONGUET, Auteur ; Carole FERREL-CHAPUS, Auteur ; Marie-Joëlle OREVE, Auteur ; Jean-Marc CHAMOT, Auteur ; Sylvie VERNAZZA-MARTIN, Auteur Année de publication : 2012 Article en page(s) : p.1446-1458 Langues : Anglais (eng) Mots-clés : Planning Programming Motor control Emotions Valence Autism Index. décimale : PER Périodiques Résumé : This article focuses on the impact of intentionality on goal directed locomotion in healthy and autistic children. Closely linked with emotions and motivation, it is directly connected with movement planning. Is planning only preserved when the goal of the action appears motivating for healthy and autistic children? Is movement programming similar for autistic and healthy children, and does it vary according to the emotional valence of the object? Moving in a straight line, twenty autistic and healthy children had to retrieve a positive or aversive emotional valence object. The results suggest planning and programming are preserved in an emotionally positive situation. However, in an aversive situation, autistic children appear to have a deficit in terms of planning and sometimes programming. En ligne : http://dx.doi.org/10.1007/s10803-011-1383-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=166
in Journal of Autism and Developmental Disorders > 42-7 (July 2012) . - p.1446-1458[article] Emotion, Intent and Voluntary Movement in Children with Autism. An Example: The Goal Directed Locomotion [Texte imprimé et/ou numérique] / Sophie LONGUET, Auteur ; Carole FERREL-CHAPUS, Auteur ; Marie-Joëlle OREVE, Auteur ; Jean-Marc CHAMOT, Auteur ; Sylvie VERNAZZA-MARTIN, Auteur . - 2012 . - p.1446-1458.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 42-7 (July 2012) . - p.1446-1458
Mots-clés : Planning Programming Motor control Emotions Valence Autism Index. décimale : PER Périodiques Résumé : This article focuses on the impact of intentionality on goal directed locomotion in healthy and autistic children. Closely linked with emotions and motivation, it is directly connected with movement planning. Is planning only preserved when the goal of the action appears motivating for healthy and autistic children? Is movement programming similar for autistic and healthy children, and does it vary according to the emotional valence of the object? Moving in a straight line, twenty autistic and healthy children had to retrieve a positive or aversive emotional valence object. The results suggest planning and programming are preserved in an emotionally positive situation. However, in an aversive situation, autistic children appear to have a deficit in terms of planning and sometimes programming. En ligne : http://dx.doi.org/10.1007/s10803-011-1383-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=166 Assessing Planning and Set-Shifting Abilities in Autism: Are Experimenter-Administered and Computerised Versions of Tasks Equivalent? / Christopher JARROLD in Autism Research, 6-6 (December 2013)
[article]
Titre : Assessing Planning and Set-Shifting Abilities in Autism: Are Experimenter-Administered and Computerised Versions of Tasks Equivalent? Type de document : Texte imprimé et/ou numérique Auteurs : Christopher JARROLD, Auteur Année de publication : 2013 Article en page(s) : p.461-467 Langues : Anglais (eng) Mots-clés : autism executive functioning planning set-shifting Wisconsin Card Sorting Test Tower of London task Index. décimale : PER Périodiques Résumé : Across studies, analysis of performance on classic measures of executive functioning (EF) among individuals with autism spectrum disorder (ASD) suggests that people with this disorder may be impaired only when tasks are experimenter-administered, but not when the same tasks are computer-administered. This would imply that the underlying cause of apparent executive dysfunction in ASD is a diminished ability to engage with another person/comprehend what another person expects, rather than a diminution of the control processes that typically underpin EF task performance. However, this suggestion is limited because, to our knowledge, no study has directly compared the equivalence of computer-administered and standard experimenter-administered versions of EF tasks that have been presented in counterbalanced order among a common sample of individuals with ASD. In the current study, 21 children with ASD and 22 age- and intelligence quotient (IQ)-matched comparison participants completed, in counterbalanced order, computerised and manual versions of both a planning task and a cognitive flexibility/set-shifting task. Contrary to expectation, results indicated that participants with ASD were equally impaired in terms of the key dependent variable on standard and computerised versions of both tasks. Practically, these results suggest that computer-administered and experimenter-administered versions of planning and set-shifting tasks are equivalent among individuals with ASD and can be used interchangeably in studies of EF among this population. Theoretically, these results challenge the notion that poor performance on EF tasks among school-aged children with ASD is only the result of a limited ability to engage with a human experimenter/comprehend socially presented rules. AU - WILLIAMS, David En ligne : http://dx.doi.org/10.1002/aur.1311 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=221
in Autism Research > 6-6 (December 2013) . - p.461-467[article] Assessing Planning and Set-Shifting Abilities in Autism: Are Experimenter-Administered and Computerised Versions of Tasks Equivalent? [Texte imprimé et/ou numérique] / Christopher JARROLD, Auteur . - 2013 . - p.461-467.
Langues : Anglais (eng)
in Autism Research > 6-6 (December 2013) . - p.461-467
Mots-clés : autism executive functioning planning set-shifting Wisconsin Card Sorting Test Tower of London task Index. décimale : PER Périodiques Résumé : Across studies, analysis of performance on classic measures of executive functioning (EF) among individuals with autism spectrum disorder (ASD) suggests that people with this disorder may be impaired only when tasks are experimenter-administered, but not when the same tasks are computer-administered. This would imply that the underlying cause of apparent executive dysfunction in ASD is a diminished ability to engage with another person/comprehend what another person expects, rather than a diminution of the control processes that typically underpin EF task performance. However, this suggestion is limited because, to our knowledge, no study has directly compared the equivalence of computer-administered and standard experimenter-administered versions of EF tasks that have been presented in counterbalanced order among a common sample of individuals with ASD. In the current study, 21 children with ASD and 22 age- and intelligence quotient (IQ)-matched comparison participants completed, in counterbalanced order, computerised and manual versions of both a planning task and a cognitive flexibility/set-shifting task. Contrary to expectation, results indicated that participants with ASD were equally impaired in terms of the key dependent variable on standard and computerised versions of both tasks. Practically, these results suggest that computer-administered and experimenter-administered versions of planning and set-shifting tasks are equivalent among individuals with ASD and can be used interchangeably in studies of EF among this population. Theoretically, these results challenge the notion that poor performance on EF tasks among school-aged children with ASD is only the result of a limited ability to engage with a human experimenter/comprehend socially presented rules. AU - WILLIAMS, David En ligne : http://dx.doi.org/10.1002/aur.1311 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=221 What time do you plan to sleep tonight? An intense longitudinal study of adolescent daily sleep self-regulation via planning and its associations with sleep opportunity / Svetlana MASKEVICH in Journal of Child Psychology and Psychiatry, 63-8 (August 2022)
PermalinkAnnual Research Review: Resilience – clinical implications / Michael RUTTER in Journal of Child Psychology and Psychiatry, 54-4 (April 2013)
PermalinkBrief 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)
PermalinkPermalinkVerbal problem-solving in autism spectrum disorders: A problem of plan construction? / Ben ALDERSON-DAY in Autism Research, 4-6 (December 2011)
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