6 recherche sur le mot-clé 'cognitive abilities'

Cognitive Abilities and Irritability Are the Main Factors Influencing Initial Placement of Autistic Preschoolers in Special or Mainstream Education in Israel / Moran BACHRACH in Autism Research, 19-3 (March 2026)  

Public ISBD [article]  inAutism Research > 19-3 (March 2026) . - e70188 Titre : Cognitive Abilities and Irritability Are the Main Factors Influencing Initial Placement of Autistic Preschoolers in Special or Mainstream Education in Israel Type de document : texte imprimé Auteurs : Moran BACHRACH, Auteur ; Michal ILAN, Auteur ; Michal FAROY, Auteur ; Analya MICHAELOVSKY, Auteur ; Dikla ZAGDON, Auteur ; Yair SADAKA, Auteur ; Omer Bar YOSEF, Auteur ; Adi ARAN, Auteur ; Michal BEGIN, Auteur ; Ditza ZACHOR, Auteur ; Einat AVNI, Auteur ; Judah KOLLER, Auteur ; Idan MENASHE, Auteur ; Gal MEIRI, Auteur ; Ilan DINSTEIN, Auteur Article en page(s) : e70188 Langues : Anglais (eng) Mots-clés : autism  cognitive abilities  irritability  mainstream education  preschool placement  special education Index. décimale : PER Périodiques Résumé : ABSTRACT Following diagnosis, autistic children are often placed in preschool settings that vary along a continuum from exclusive special education to inclusive mainstream education. These settings differ in their staff composition and expertise, ability to implement structured autism interventions, ability to integrate autistic and typically developing children, and costs. Here, we examined whether there were significant differences in the behavioral abilities and developmental difficulties of children placed in special versus mainstream public education in Israel, where there is a systematic dichotomy between the two educational settings. We analyzed data from 165 autistic children, 120 in special and 45 in mainstream education, who completed comprehensive behavioral assessments at a mean age of 37.8?months, as they entered their first preschool setting. Children placed in special education exhibited significantly poorer cognitive abilities and higher irritability and hyperactivity than children in mainstream education while there were no significant differences in autism severity or adaptive behaviors across groups. Moreover, cognitive and irritability scores were sufficient for classifying children across the two settings with an average accuracy of 76.4% when using a pruned decision tree algorithm and a 5-fold cross-validation procedure. These findings extend previous research by demonstrating that cognitive abilities and irritability are the strongest predictors of preschool educational placement. Further longitudinal research is needed to determine whether these placement decisions benefit the children as they develop. En ligne : https://doi.org/10.1002/aur.70188 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=583 [article] Cognitive Abilities and Irritability Are the Main Factors Influencing Initial Placement of Autistic Preschoolers in Special or Mainstream Education in Israel [texte imprimé] / Moran BACHRACH, Auteur ; Michal ILAN, Auteur ; Michal FAROY, Auteur ; Analya MICHAELOVSKY, Auteur ; Dikla ZAGDON, Auteur ; Yair SADAKA, Auteur ; Omer Bar YOSEF, Auteur ; Adi ARAN, Auteur ; Michal BEGIN, Auteur ; Ditza ZACHOR, Auteur ; Einat AVNI, Auteur ; Judah KOLLER, Auteur ; Idan MENASHE, Auteur ; Gal MEIRI, Auteur ; Ilan DINSTEIN, Auteur . - e70188. Langues : Anglais (eng) in Autism Research > 19-3 (March 2026) . - e70188 Mots-clés : autism  cognitive abilities  irritability  mainstream education  preschool placement  special education Index. décimale : PER Périodiques Résumé : ABSTRACT Following diagnosis, autistic children are often placed in preschool settings that vary along a continuum from exclusive special education to inclusive mainstream education. These settings differ in their staff composition and expertise, ability to implement structured autism interventions, ability to integrate autistic and typically developing children, and costs. Here, we examined whether there were significant differences in the behavioral abilities and developmental difficulties of children placed in special versus mainstream public education in Israel, where there is a systematic dichotomy between the two educational settings. We analyzed data from 165 autistic children, 120 in special and 45 in mainstream education, who completed comprehensive behavioral assessments at a mean age of 37.8?months, as they entered their first preschool setting. Children placed in special education exhibited significantly poorer cognitive abilities and higher irritability and hyperactivity than children in mainstream education while there were no significant differences in autism severity or adaptive behaviors across groups. Moreover, cognitive and irritability scores were sufficient for classifying children across the two settings with an average accuracy of 76.4% when using a pruned decision tree algorithm and a 5-fold cross-validation procedure. These findings extend previous research by demonstrating that cognitive abilities and irritability are the strongest predictors of preschool educational placement. Further longitudinal research is needed to determine whether these placement decisions benefit the children as they develop. En ligne : https://doi.org/10.1002/aur.70188 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=583

Incomplete Gestation has an Impact on Cognitive Abilities in Autism Spectrum Disorder / Maëva BRAYETTE in Journal of Autism and Developmental Disorders, 49-10 (October 2019)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 49-10 (October 2019) . - p.4339-4345 Titre : Incomplete Gestation has an Impact on Cognitive Abilities in Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Maëva BRAYETTE, Auteur ; Elie SALIBA, Auteur ; Joëlle MALVY, Auteur ; Romuald BLANC, Auteur ; Laura PONSON, Auteur ; Gabriele TRIPI, Auteur ; Sylvie ROUX, Auteur ; Frédérique BONNET-BRILHAULT, Auteur Article en page(s) : p.4339-4345 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Cognitive abilities  Early term  Moderately and late preterm Index. décimale : PER Périodiques Résumé : Extreme prematurity is known as a risk factor for autism spectrum disorder (ASD). However, the association between prematurity and ASD, for children born moderately and late preterm (MLPT) and those born early term (ET), is less established. This retrospective study aimed to characterize the phenotypic characteristics (i.e. behavioral profile and cognitive abilities) of 254 children with ASD, between 3 and 15 years of age, born MLPT (19 children), ET (60 children) and full term (175 children). MLPT and ET births do not modify ASD symptomatology, but modify cognitive development. The results highlight that incomplete gestation, i.e., MLPT or ET, has a negative impact on both verbal and nonverbal cognitive abilities, in children with neurodevelopmental vulnerability. En ligne : http://dx.doi.org/10.1007/s10803-019-04105-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=407 [article] Incomplete Gestation has an Impact on Cognitive Abilities in Autism Spectrum Disorder [texte imprimé] / Maëva BRAYETTE, Auteur ; Elie SALIBA, Auteur ; Joëlle MALVY, Auteur ; Romuald BLANC, Auteur ; Laura PONSON, Auteur ; Gabriele TRIPI, Auteur ; Sylvie ROUX, Auteur ; Frédérique BONNET-BRILHAULT, Auteur . - p.4339-4345. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-10 (October 2019) . - p.4339-4345 Mots-clés : Autism spectrum disorder  Cognitive abilities  Early term  Moderately and late preterm Index. décimale : PER Périodiques Résumé : Extreme prematurity is known as a risk factor for autism spectrum disorder (ASD). However, the association between prematurity and ASD, for children born moderately and late preterm (MLPT) and those born early term (ET), is less established. This retrospective study aimed to characterize the phenotypic characteristics (i.e. behavioral profile and cognitive abilities) of 254 children with ASD, between 3 and 15 years of age, born MLPT (19 children), ET (60 children) and full term (175 children). MLPT and ET births do not modify ASD symptomatology, but modify cognitive development. The results highlight that incomplete gestation, i.e., MLPT or ET, has a negative impact on both verbal and nonverbal cognitive abilities, in children with neurodevelopmental vulnerability. En ligne : http://dx.doi.org/10.1007/s10803-019-04105-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=407

Understanding the gap between cognitive abilities and daily living skills in adolescents with autism spectrum disorders with average intelligence / Amie DUNCAN in Autism, 19-1 (January 2015)  

Public ISBD [article]  inAutism > 19-1 (January 2015) . - p.64-72 Titre : Understanding the gap between cognitive abilities and daily living skills in adolescents with autism spectrum disorders with average intelligence Type de document : texte imprimé Auteurs : Amie DUNCAN, Auteur ; Somer L. BISHOP, Auteur Année de publication : 2015 Article en page(s) : p.64-72 Langues : Anglais (eng) Mots-clés : adaptive behavior  adolescence  autism spectrumdisorder  cognitive abilities  daily living skills Index. décimale : PER Périodiques Résumé : Daily living skills standard scores on the Vineland Adaptive Behavior Scales–2nd edition were examined in 417 adolescents from the Simons Simplex Collection. All participants had at least average intelligence and a diagnosis of autism spectrum disorder. Descriptive statistics and binary logistic regressions were used to examine the prevalence and predictors of a “daily living skills deficit,” defined as below average daily living skills in the context of average intelligence quotient. Approximately half of the adolescents were identified as having a daily living skills deficit. Autism symptomatology, intelligence quotient, maternal education, age, and sex accounted for only 10% of the variance in predicting a daily living skills deficit. Identifying factors associated with better or worse daily living skills may help shed light on the variability in adult outcome in individuals with autism spectrum disorder with average intelligence. En ligne : http://dx.doi.org/10.1177/1362361313510068 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=245 [article] Understanding the gap between cognitive abilities and daily living skills in adolescents with autism spectrum disorders with average intelligence [texte imprimé] / Amie DUNCAN, Auteur ; Somer L. BISHOP, Auteur . - 2015 . - p.64-72. Langues : Anglais (eng) in Autism > 19-1 (January 2015) . - p.64-72 Mots-clés : adaptive behavior  adolescence  autism spectrumdisorder  cognitive abilities  daily living skills Index. décimale : PER Périodiques Résumé : Daily living skills standard scores on the Vineland Adaptive Behavior Scales–2nd edition were examined in 417 adolescents from the Simons Simplex Collection. All participants had at least average intelligence and a diagnosis of autism spectrum disorder. Descriptive statistics and binary logistic regressions were used to examine the prevalence and predictors of a “daily living skills deficit,” defined as below average daily living skills in the context of average intelligence quotient. Approximately half of the adolescents were identified as having a daily living skills deficit. Autism symptomatology, intelligence quotient, maternal education, age, and sex accounted for only 10% of the variance in predicting a daily living skills deficit. Identifying factors associated with better or worse daily living skills may help shed light on the variability in adult outcome in individuals with autism spectrum disorder with average intelligence. En ligne : http://dx.doi.org/10.1177/1362361313510068 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=245

Statistical Learning is Associated with Autism Symptoms and Verbal Abilities in Young Children with Autism / Rebecca M. JONES in Journal of Autism and Developmental Disorders, 48-10 (October 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-10 (October 2018) . - p.3551-3561 Titre : Statistical Learning is Associated with Autism Symptoms and Verbal Abilities in Young Children with Autism Type de document : texte imprimé Auteurs : Rebecca M. JONES, Auteur ; Thaddeus TARPEY, Auteur ; Amarelle HAMO, Auteur ; Caroline CARBERRY, Auteur ; Gijs BROUWER, Auteur ; Catherine LORD, Auteur Article en page(s) : p.3551-3561 Langues : Anglais (eng) Mots-clés : Autism  Bayes classification  Cognitive abilities  Social communication  Statistical learning Index. décimale : PER Périodiques Résumé : Statistical learning-extracting regularities in the environment-may underlie complex social behavior. 124 children, 56 with autism and 68 typically developing, ages 2-8 years, completed a novel visual statistical learning task on an iPad. Averaged together, children with autism demonstrated less learning on the task compared to typically developing children. However, multivariate classification analyses characterized individual behavior patterns, and demonstrated a subset of children with autism had similar learning patterns to typically developing children and that subset of children had less severe autism symptoms. Therefore, statistically averaging data resulted in missing critical heterogeneity. Variability in statistical learning may help to understand differences in autism symptoms across individuals and could be used to tailor and inform treatment decisions. En ligne : http://dx.doi.org/10.1007/s10803-018-3625-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=369 [article] Statistical Learning is Associated with Autism Symptoms and Verbal Abilities in Young Children with Autism [texte imprimé] / Rebecca M. JONES, Auteur ; Thaddeus TARPEY, Auteur ; Amarelle HAMO, Auteur ; Caroline CARBERRY, Auteur ; Gijs BROUWER, Auteur ; Catherine LORD, Auteur . - p.3551-3561. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-10 (October 2018) . - p.3551-3561 Mots-clés : Autism  Bayes classification  Cognitive abilities  Social communication  Statistical learning Index. décimale : PER Périodiques Résumé : Statistical learning-extracting regularities in the environment-may underlie complex social behavior. 124 children, 56 with autism and 68 typically developing, ages 2-8 years, completed a novel visual statistical learning task on an iPad. Averaged together, children with autism demonstrated less learning on the task compared to typically developing children. However, multivariate classification analyses characterized individual behavior patterns, and demonstrated a subset of children with autism had similar learning patterns to typically developing children and that subset of children had less severe autism symptoms. Therefore, statistically averaging data resulted in missing critical heterogeneity. Variability in statistical learning may help to understand differences in autism symptoms across individuals and could be used to tailor and inform treatment decisions. En ligne : http://dx.doi.org/10.1007/s10803-018-3625-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=369

Advantage in Character Recognition Among Chinese Preschool Children with Autism Spectrum Disorder / Jing ZHAO in Journal of Autism and Developmental Disorders, 49-12 (December 2019)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 49-12 (December 2019) . - p.4929-4940 Titre : Advantage in Character Recognition Among Chinese Preschool Children with Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Jing ZHAO, Auteur ; Si CHEN, Auteur ; Xiuli TONG, Auteur ; Li YI, Auteur Article en page(s) : p.4929-4940 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  Character recognition  Cognitive abilities  Hyperlexia  Metalinguistic skills Index. décimale : PER Périodiques Résumé : This study examined Chinese character recognition and its cognitive and linguistic correlates in preschool children with autism spectrum disorder (ASD). Forty-seven children with ASD and 51 IQ-matched typically developing (TD) children were tested on Chinese character recognition, rapid automatized naming, inhibitory control, digit span, IQ, vocabulary, phonological awareness, morphological awareness, and listening comprehension. Chinese children with ASD showed strong character recognition skills. Unlike TD children's character recognition, which was correlated with all the measured cognitive and linguistic skills, character recognition of children with ASD was only significantly correlated with rapid automatized naming, inhibitory control, and phonological awareness. Our findings suggest that phonological awareness and rapid automatized naming may serve as important predictors for possible advantage in emergent literacy acquisition in Chinese children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-019-04202-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=411 [article] Advantage in Character Recognition Among Chinese Preschool Children with Autism Spectrum Disorder [texte imprimé] / Jing ZHAO, Auteur ; Si CHEN, Auteur ; Xiuli TONG, Auteur ; Li YI, Auteur . - p.4929-4940. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-12 (December 2019) . - p.4929-4940 Mots-clés : Autism spectrum disorders  Character recognition  Cognitive abilities  Hyperlexia  Metalinguistic skills Index. décimale : PER Périodiques Résumé : This study examined Chinese character recognition and its cognitive and linguistic correlates in preschool children with autism spectrum disorder (ASD). Forty-seven children with ASD and 51 IQ-matched typically developing (TD) children were tested on Chinese character recognition, rapid automatized naming, inhibitory control, digit span, IQ, vocabulary, phonological awareness, morphological awareness, and listening comprehension. Chinese children with ASD showed strong character recognition skills. Unlike TD children's character recognition, which was correlated with all the measured cognitive and linguistic skills, character recognition of children with ASD was only significantly correlated with rapid automatized naming, inhibitory control, and phonological awareness. Our findings suggest that phonological awareness and rapid automatized naming may serve as important predictors for possible advantage in emergent literacy acquisition in Chinese children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-019-04202-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=411

Invertebrate Models of Synaptic Transmission in Autism Spectrum Disorders / Manuel RUIZ-RUBIO

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