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10 recherche sur le mot-clé 'Social-communication'
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Does Gender Influence Core Deficits in ASD? An Investigation into Social-Communication and Play of Girls and Boys with ASD / Clare HARROP in Journal of Autism and Developmental Disorders, 45-3 (March 2015)
[article]
Titre : Does Gender Influence Core Deficits in ASD? An Investigation into Social-Communication and Play of Girls and Boys with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Clare HARROP, Auteur ; Stephanie Y. SHIRE, Auteur ; Amanda GULSRUD, Auteur ; Ya-Chih CHANG, Auteur ; Eric ISHIJIMA, Auteur ; Kathy LAWTON, Auteur ; Connie KASARI, Auteur Article en page(s) : p.766-777 Langues : Anglais (eng) Mots-clés : Autism Gender Social-communication Joint attention Play Index. décimale : PER Périodiques Résumé : Due to the predominance of boys diagnosed with autism spectrum disorders (ASD), girls are rarely studied independently. Research specifically focusing on play and social-communication in girls with ASD is extremely varied. We were interested in whether girls with ASD demonstrated equivalent social-communication and play skills in early childhood relative to boys, using two measures focused on the specific quantification of these variables. We also examined whether the associations between developmental variables and social-communication and play differed by gender. Forty girls with ASD were individually matched to 40 boys based on ASD severity. Our results suggest that girls and boys were more similar than different, however they also raise questions about the potential differential associations between development and requesting ability in girls and boys with ASD. En ligne : http://dx.doi.org/10.1007/s10803-014-2234-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=258
in Journal of Autism and Developmental Disorders > 45-3 (March 2015) . - p.766-777[article] Does Gender Influence Core Deficits in ASD? An Investigation into Social-Communication and Play of Girls and Boys with ASD [Texte imprimé et/ou numérique] / Clare HARROP, Auteur ; Stephanie Y. SHIRE, Auteur ; Amanda GULSRUD, Auteur ; Ya-Chih CHANG, Auteur ; Eric ISHIJIMA, Auteur ; Kathy LAWTON, Auteur ; Connie KASARI, Auteur . - p.766-777.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 45-3 (March 2015) . - p.766-777
Mots-clés : Autism Gender Social-communication Joint attention Play Index. décimale : PER Périodiques Résumé : Due to the predominance of boys diagnosed with autism spectrum disorders (ASD), girls are rarely studied independently. Research specifically focusing on play and social-communication in girls with ASD is extremely varied. We were interested in whether girls with ASD demonstrated equivalent social-communication and play skills in early childhood relative to boys, using two measures focused on the specific quantification of these variables. We also examined whether the associations between developmental variables and social-communication and play differed by gender. Forty girls with ASD were individually matched to 40 boys based on ASD severity. Our results suggest that girls and boys were more similar than different, however they also raise questions about the potential differential associations between development and requesting ability in girls and boys with ASD. En ligne : http://dx.doi.org/10.1007/s10803-014-2234-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=258 The impact of the Advancing Social-communication And Play (ASAP) intervention on preschoolers with autism spectrum disorder / Jessica DYKSTRA in Autism, 16-1 (January 2012)
[article]
Titre : The impact of the Advancing Social-communication And Play (ASAP) intervention on preschoolers with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Jessica DYKSTRA, Auteur ; Brian A. BOYD, Auteur ; Linda R. WATSON, Auteur ; Elizabeth R. CRAIS, Auteur ; Grace T. BARANEK, Auteur Année de publication : 2012 Article en page(s) : p.27-44 Langues : Anglais (eng) Mots-clés : autism intervention play preschool social-communication Index. décimale : PER Périodiques Résumé : This study evaluates an intervention targeting social-communication and play skills (Advancing Social-communication And Play; ASAP) implemented by school staff in a public preschool setting. With increases in enrollment of children with autism spectrum disorder (ASD) in school systems, establishing the effectiveness and feasibility of interventions implemented in school settings is important. In clinical settings, interventions targeting social-communication and play behaviors have increased these skills and impacted later language abilities. Results of this single-case design study indicated the ASAP intervention had a positive impact on social-communication and play skills for three preschoolers with ASD. All participants showed either increases in frequency or more stability in targeted behaviors. Social validity results provide additional support for the use of ASAP with preschoolers with ASD. En ligne : http://dx.doi.org/10.1177/1362361311408933 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=153
in Autism > 16-1 (January 2012) . - p.27-44[article] The impact of the Advancing Social-communication And Play (ASAP) intervention on preschoolers with autism spectrum disorder [Texte imprimé et/ou numérique] / Jessica DYKSTRA, Auteur ; Brian A. BOYD, Auteur ; Linda R. WATSON, Auteur ; Elizabeth R. CRAIS, Auteur ; Grace T. BARANEK, Auteur . - 2012 . - p.27-44.
Langues : Anglais (eng)
in Autism > 16-1 (January 2012) . - p.27-44
Mots-clés : autism intervention play preschool social-communication Index. décimale : PER Périodiques Résumé : This study evaluates an intervention targeting social-communication and play skills (Advancing Social-communication And Play; ASAP) implemented by school staff in a public preschool setting. With increases in enrollment of children with autism spectrum disorder (ASD) in school systems, establishing the effectiveness and feasibility of interventions implemented in school settings is important. In clinical settings, interventions targeting social-communication and play behaviors have increased these skills and impacted later language abilities. Results of this single-case design study indicated the ASAP intervention had a positive impact on social-communication and play skills for three preschoolers with ASD. All participants showed either increases in frequency or more stability in targeted behaviors. Social validity results provide additional support for the use of ASAP with preschoolers with ASD. En ligne : http://dx.doi.org/10.1177/1362361311408933 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=153 Neural Mechanisms of Social and Nonsocial Reward Prediction Errors in Adolescents with Autism Spectrum Disorder / Jessica Lynn KINARD in Autism Research, 13-5 (May 2020)
[article]
Titre : Neural Mechanisms of Social and Nonsocial Reward Prediction Errors in Adolescents with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Jessica Lynn KINARD, Auteur ; Maya Gelman MOSNER, Auteur ; Rachel Kirsten GREENE, Auteur ; Merideth A. ADDICOTT, Auteur ; Joshua BIZZELL, Auteur ; Chris PETTY, Auteur ; Paul M. CERNASOV, Auteur ; Erin WALSH, Auteur ; Tory EISENLOHR-MOUL, Auteur ; Ronald MCKELL CARTER, Auteur ; Marcy MCLAMB, Auteur ; Alissa HOPPER, Auteur ; Rebecca SUKHU, Auteur ; Gabriel S. DICHTER, Auteur Article en page(s) : p.715-728 Langues : Anglais (eng) Mots-clés : autism spectrum disorder fMRI reward prediction error social social-communication Index. décimale : PER Périodiques Résumé : Autism spectrum disorder (ASD) is characterized by impaired predictive abilities; however, the neural mechanisms subsuming reward prediction errors in ASD are poorly understood. In the current study, we investigated neural responses during social and nonsocial reward prediction errors in 22 adolescents with ASD (ages 12-17) and 20 typically developing control adolescents (ages 12-18). Participants performed a reward prediction error task using both social (i.e., faces) and nonsocial (i.e., objects) rewards during a functional magnetic resonance imaging scan. Reward prediction errors were defined in two ways: (a) the signed prediction error, the difference between the experienced and expected reward; and (b) the thresholded unsigned prediction error, the difference between expected and unexpected outcomes regardless of magnitude. During social reward prediction errors, the ASD group demonstrated the following differences relative to the TD group: (a) signed prediction error: decreased activation in the right precentral gyrus and increased activation in the right frontal pole; and (b) thresholded unsigned prediction error: increased activation in the right anterior cingulate gyrus and bilateral precentral gyrus. Groups did not differ in brain activation during nonsocial reward prediction errors. Within the ASD group, exploratory analyses revealed that reaction times and social-communication impairments were related to precentral gyrus activation during social prediction errors. These findings elucidate the neural mechanisms of social reward prediction errors in ASD and suggest that ASD is characterized by greater neural atypicalities during social, relative to nonsocial, reward prediction errors in ASD. Autism Res 2020, 13: 715-728. (c) 2020 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: We used brain imaging to evaluate differences in brain activation in adolescents with autism while they performed tasks that involved learning about social and nonsocial information. We found no differences in brain responses during the nonsocial condition, but differences during the social condition of the learning task. This study provides evidence that autism may involve different patterns of brain activation when learning about social information. En ligne : http://dx.doi.org/10.1002/aur.2273 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422
in Autism Research > 13-5 (May 2020) . - p.715-728[article] Neural Mechanisms of Social and Nonsocial Reward Prediction Errors in Adolescents with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Jessica Lynn KINARD, Auteur ; Maya Gelman MOSNER, Auteur ; Rachel Kirsten GREENE, Auteur ; Merideth A. ADDICOTT, Auteur ; Joshua BIZZELL, Auteur ; Chris PETTY, Auteur ; Paul M. CERNASOV, Auteur ; Erin WALSH, Auteur ; Tory EISENLOHR-MOUL, Auteur ; Ronald MCKELL CARTER, Auteur ; Marcy MCLAMB, Auteur ; Alissa HOPPER, Auteur ; Rebecca SUKHU, Auteur ; Gabriel S. DICHTER, Auteur . - p.715-728.
Langues : Anglais (eng)
in Autism Research > 13-5 (May 2020) . - p.715-728
Mots-clés : autism spectrum disorder fMRI reward prediction error social social-communication Index. décimale : PER Périodiques Résumé : Autism spectrum disorder (ASD) is characterized by impaired predictive abilities; however, the neural mechanisms subsuming reward prediction errors in ASD are poorly understood. In the current study, we investigated neural responses during social and nonsocial reward prediction errors in 22 adolescents with ASD (ages 12-17) and 20 typically developing control adolescents (ages 12-18). Participants performed a reward prediction error task using both social (i.e., faces) and nonsocial (i.e., objects) rewards during a functional magnetic resonance imaging scan. Reward prediction errors were defined in two ways: (a) the signed prediction error, the difference between the experienced and expected reward; and (b) the thresholded unsigned prediction error, the difference between expected and unexpected outcomes regardless of magnitude. During social reward prediction errors, the ASD group demonstrated the following differences relative to the TD group: (a) signed prediction error: decreased activation in the right precentral gyrus and increased activation in the right frontal pole; and (b) thresholded unsigned prediction error: increased activation in the right anterior cingulate gyrus and bilateral precentral gyrus. Groups did not differ in brain activation during nonsocial reward prediction errors. Within the ASD group, exploratory analyses revealed that reaction times and social-communication impairments were related to precentral gyrus activation during social prediction errors. These findings elucidate the neural mechanisms of social reward prediction errors in ASD and suggest that ASD is characterized by greater neural atypicalities during social, relative to nonsocial, reward prediction errors in ASD. Autism Res 2020, 13: 715-728. (c) 2020 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: We used brain imaging to evaluate differences in brain activation in adolescents with autism while they performed tasks that involved learning about social and nonsocial information. We found no differences in brain responses during the nonsocial condition, but differences during the social condition of the learning task. This study provides evidence that autism may involve different patterns of brain activation when learning about social information. En ligne : http://dx.doi.org/10.1002/aur.2273 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422 Predictors of Pragmatic Communication in School-Age Siblings of Children with ASD and Low-Risk Controls / K. J. GREENSLADE in Journal of Autism and Developmental Disorders, 49-4 (April 2019)
[article]
Titre : Predictors of Pragmatic Communication in School-Age Siblings of Children with ASD and Low-Risk Controls Type de document : Texte imprimé et/ou numérique Auteurs : K. J. GREENSLADE, Auteur ; E. A. UTTER, Auteur ; R. J. LANDA, Auteur Article en page(s) : p.1352-1365 Langues : Anglais (eng) Mots-clés : Autism Broad autism phenotype High risk siblings Joint attention Pragmatic language Social-communication Index. décimale : PER Périodiques Résumé : Little empirical evidence exists about school-age pragmatic communication or predictors in siblings at heightened familial risk for ASD (HR) and low-risk (LR) controls. The Pragmatic Rating Scale-School-Age (Landa unpublished) was scored for 49 HR siblings and 18 LR controls at 8-12 years. Social-communication and language measures were collected between 14 and 36 months. At 36-months, siblings were classified as ASD (HR-ASD, n = 15), broad autism phenotype (HR-BAP, n = 19), or typically developing (HR-TD, n = 15). Results revealed a pragmatic continuum with significantly better scores for HR-TD than HR-BAP or HR-ASD, and HR-BAP than HR-ASD. Per regression models including all participants, 14-month joint attention initiations predicted school-age pragmatic communication, as did 24-month social-communication and expressive language scores. Early joint attention, social-communication, and language abilities contribute to later pragmatic functioning. En ligne : https://dx.doi.org/10.1007/s10803-018-3837-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=388
in Journal of Autism and Developmental Disorders > 49-4 (April 2019) . - p.1352-1365[article] Predictors of Pragmatic Communication in School-Age Siblings of Children with ASD and Low-Risk Controls [Texte imprimé et/ou numérique] / K. J. GREENSLADE, Auteur ; E. A. UTTER, Auteur ; R. J. LANDA, Auteur . - p.1352-1365.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 49-4 (April 2019) . - p.1352-1365
Mots-clés : Autism Broad autism phenotype High risk siblings Joint attention Pragmatic language Social-communication Index. décimale : PER Périodiques Résumé : Little empirical evidence exists about school-age pragmatic communication or predictors in siblings at heightened familial risk for ASD (HR) and low-risk (LR) controls. The Pragmatic Rating Scale-School-Age (Landa unpublished) was scored for 49 HR siblings and 18 LR controls at 8-12 years. Social-communication and language measures were collected between 14 and 36 months. At 36-months, siblings were classified as ASD (HR-ASD, n = 15), broad autism phenotype (HR-BAP, n = 19), or typically developing (HR-TD, n = 15). Results revealed a pragmatic continuum with significantly better scores for HR-TD than HR-BAP or HR-ASD, and HR-BAP than HR-ASD. Per regression models including all participants, 14-month joint attention initiations predicted school-age pragmatic communication, as did 24-month social-communication and expressive language scores. Early joint attention, social-communication, and language abilities contribute to later pragmatic functioning. En ligne : https://dx.doi.org/10.1007/s10803-018-3837-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=388 Use of the Children's Communication Checklist-2 in School-Aged Students with Autism: A Psychometric Analysis / Sallie W. NOWELL in Journal of Autism and Developmental Disorders, 52-9 (September 2022)
[article]
Titre : Use of the Children's Communication Checklist-2 in School-Aged Students with Autism: A Psychometric Analysis Type de document : Texte imprimé et/ou numérique Auteurs : Sallie W. NOWELL, Auteur ; Brianne TOMASZEWSKI, Auteur ; Jessica R. STEINBRENNER, Auteur ; Ann M. SAM, Auteur ; Samuel L ODOM, Auteur Article en page(s) : p.4089-4099 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/diagnosis Autistic Disorder/diagnosis Checklist Child Communication Humans Psychometrics Students Asd Autism Pragmatic language Psychometric Social-communication Index. décimale : PER Périodiques Résumé : Measurement of social-pragmatic communication skills is essential for clinicians and researchers working with school-aged children on the autism spectrum. Many measures of these skills require time-intensive training and coding that is impractical for clinical assessment settings. Using a sample of 299 elementary school children (M=8.6Â years, sd=1.7) with autism whose teachers completed the Children's Communication Checklist-2, we evaluated the psychometric properties of the CCC-2, a commonly used measure of social-pragmatic skills in order to assist researchers and clinicians in identifying the utility of this measure related to their assessment needs. Our results indicate strong psychometric properties for the CCC-2 with this population and a 3-factor model fit: Structural Language, Pragmatic Communication, and Pragmatic Social. Evidence of racial/ethnic bias was found for the structural language factor. Clinical recommendations are provided for using the CCC-2 with students with autism as reported by teachers. En ligne : http://dx.doi.org/10.1007/s10803-021-05284-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485
in Journal of Autism and Developmental Disorders > 52-9 (September 2022) . - p.4089-4099[article] Use of the Children's Communication Checklist-2 in School-Aged Students with Autism: A Psychometric Analysis [Texte imprimé et/ou numérique] / Sallie W. NOWELL, Auteur ; Brianne TOMASZEWSKI, Auteur ; Jessica R. STEINBRENNER, Auteur ; Ann M. SAM, Auteur ; Samuel L ODOM, Auteur . - p.4089-4099.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 52-9 (September 2022) . - p.4089-4099
Mots-clés : Autism Spectrum Disorder/diagnosis Autistic Disorder/diagnosis Checklist Child Communication Humans Psychometrics Students Asd Autism Pragmatic language Psychometric Social-communication Index. décimale : PER Périodiques Résumé : Measurement of social-pragmatic communication skills is essential for clinicians and researchers working with school-aged children on the autism spectrum. Many measures of these skills require time-intensive training and coding that is impractical for clinical assessment settings. Using a sample of 299 elementary school children (M=8.6Â years, sd=1.7) with autism whose teachers completed the Children's Communication Checklist-2, we evaluated the psychometric properties of the CCC-2, a commonly used measure of social-pragmatic skills in order to assist researchers and clinicians in identifying the utility of this measure related to their assessment needs. Our results indicate strong psychometric properties for the CCC-2 with this population and a 3-factor model fit: Structural Language, Pragmatic Communication, and Pragmatic Social. Evidence of racial/ethnic bias was found for the structural language factor. Clinical recommendations are provided for using the CCC-2 with students with autism as reported by teachers. En ligne : http://dx.doi.org/10.1007/s10803-021-05284-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485 Efficacy of the ASAP Intervention for Preschoolers with ASD: A Cluster Randomized Controlled Trial / Brian A. BOYD in Journal of Autism and Developmental Disorders, 48-9 (September 2018)
PermalinkParent-Adolescent Reciprocity in a Conflictual Situation Predicts Peer Interaction in Adolescents With ASD / S. J. RABIN in Autism Research, 12-2 (February 2019)
PermalinkPredictors of Parent Responsiveness to 1-Year-Olds At-Risk for Autism Spectrum Disorder / Jessica L. KINARD in Journal of Autism and Developmental Disorders, 47-1 (January 2017)
PermalinkA Systematic Literature Review of Autism Research on Caregiver Talk / Kristen BOTTEMA-BEUTEL in Autism Research, 14-3 (March 2021)
PermalinkThe Performance of the First Year Inventory (FYI) Screening on a Sample of High-Risk 12-Month-Olds Diagnosed with Autism Spectrum Disorder (ASD) at 36 Months / H. Y. LEE in Journal of Autism and Developmental Disorders, 49-12 (December 2019)
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