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Imputing cognitive impairment in SPARK, a large autism cohort / C. SHU in Autism Research, 15-1 (January 2022)
[article]
Titre : Imputing cognitive impairment in SPARK, a large autism cohort Type de document : Texte imprimé et/ou numérique Auteurs : C. SHU, Auteur ; LeeAnne GREEN SNYDER, Auteur ; Y. SHEN, Auteur ; W. K. CHUNG, Auteur Article en page(s) : p.156-170 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder Autistic Disorder Child Cognition Cognitive Dysfunction/complications Humans Intelligence autism cognitive impairment imputation intelligence quotient machine learning Index. décimale : PER Périodiques Résumé : Diverse large cohorts are necessary for dissecting subtypes of autism, and intellectual disability is one of the most robust endophenotypes for analysis. However, current cognitive assessment methods are not feasible at scale. We developed five commonly used machine learning models to predict cognitive impairment (FSIQ<80 and FSIQ<70) and FSIQ scores among 521 children with autism using parent-reported online surveys in SPARK, and evaluated them in an independent set (n = 1346) with a missing data rate up to 70%. We assessed accuracy, sensitivity, and specificity by comparing predicted cognitive levels against clinical IQ data. The elastic-net model has good performance (AUC = 0.876, sensitivity = 0.772, specificity = 0.803) using 129 predictive features to impute cognitive impairment (FSIQ<80). Top-ranked predictive features included parent-reported language and cognitive levels, age at autism diagnosis, and history of services. Prediction of FSIQ<70 and FSIQ scores also showed good performance. We show cognitive levels can be imputed with high accuracy for children with autism, using commonly collected parent-reported data and standardized surveys. The current model offers a method for large-scale autism studies seeking estimates of cognitive ability when standardized psychometric testing is not feasible. LAY SUMMARY: Children with autism who have more severe learning challenges or cognitive impairment have different needs that are important to consider in research studies. When children in our study were missing standardized cognitive testing scores, we were able to use machine learning with other information to correctly "guess" when they have cognitive impairment about 80% of the time. We can use this information in research in the future to develop more appropriate treatments for children with autism and cognitive impairment. En ligne : http://dx.doi.org/10.1002/aur.2622 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=450
in Autism Research > 15-1 (January 2022) . - p.156-170[article] Imputing cognitive impairment in SPARK, a large autism cohort [Texte imprimé et/ou numérique] / C. SHU, Auteur ; LeeAnne GREEN SNYDER, Auteur ; Y. SHEN, Auteur ; W. K. CHUNG, Auteur . - p.156-170.
Langues : Anglais (eng)
in Autism Research > 15-1 (January 2022) . - p.156-170
Mots-clés : Autism Spectrum Disorder Autistic Disorder Child Cognition Cognitive Dysfunction/complications Humans Intelligence autism cognitive impairment imputation intelligence quotient machine learning Index. décimale : PER Périodiques Résumé : Diverse large cohorts are necessary for dissecting subtypes of autism, and intellectual disability is one of the most robust endophenotypes for analysis. However, current cognitive assessment methods are not feasible at scale. We developed five commonly used machine learning models to predict cognitive impairment (FSIQ<80 and FSIQ<70) and FSIQ scores among 521 children with autism using parent-reported online surveys in SPARK, and evaluated them in an independent set (n = 1346) with a missing data rate up to 70%. We assessed accuracy, sensitivity, and specificity by comparing predicted cognitive levels against clinical IQ data. The elastic-net model has good performance (AUC = 0.876, sensitivity = 0.772, specificity = 0.803) using 129 predictive features to impute cognitive impairment (FSIQ<80). Top-ranked predictive features included parent-reported language and cognitive levels, age at autism diagnosis, and history of services. Prediction of FSIQ<70 and FSIQ scores also showed good performance. We show cognitive levels can be imputed with high accuracy for children with autism, using commonly collected parent-reported data and standardized surveys. The current model offers a method for large-scale autism studies seeking estimates of cognitive ability when standardized psychometric testing is not feasible. LAY SUMMARY: Children with autism who have more severe learning challenges or cognitive impairment have different needs that are important to consider in research studies. When children in our study were missing standardized cognitive testing scores, we were able to use machine learning with other information to correctly "guess" when they have cognitive impairment about 80% of the time. We can use this information in research in the future to develop more appropriate treatments for children with autism and cognitive impairment. En ligne : http://dx.doi.org/10.1002/aur.2622 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=450 The misnomer of 'high functioning autism': Intelligence is an imprecise predictor of functional abilities at diagnosis / Gail A. ALVARES in Autism, 24-1 (January 2020)
[article]
Titre : The misnomer of 'high functioning autism': Intelligence is an imprecise predictor of functional abilities at diagnosis Type de document : Texte imprimé et/ou numérique Auteurs : Gail A. ALVARES, Auteur ; Keely BEBBINGTON, Auteur ; D. CLEARY, Auteur ; K. EVANS, Auteur ; E. J. GLASSON, Auteur ; M. T. MAYBERY, Auteur ; S. PILLAR, Auteur ; M. ULJAREVIC, Auteur ; Kandice J. VARCIN, Auteur ; J. WRAY, Auteur ; Andrew J. O. WHITEHOUSE, Auteur Article en page(s) : p.221-232 Langues : Anglais (eng) Mots-clés : adaptive behaviour autism spectrum disorders cognitive impairment intellectual disability Index. décimale : PER Périodiques Résumé : 'High functioning autism' is a term often used for individuals with autism spectrum disorder without an intellectual disability. Over time, this term has become synonymous with expectations of greater functional skills and better long-term outcomes, despite contradictory clinical observations. This study investigated the relationship between adaptive behaviour, cognitive estimates (intelligence quotient) and age at diagnosis in autism spectrum disorder. Participants (n = 2225, 1-18 years of age) were notified at diagnosis to a prospective register and grouped by presence (n = 1041) or absence (n = 1184) of intellectual disability. Functional abilities were reported using the Vineland Adaptive Behaviour Scales. Regression models suggested that intelligence quotient was a weak predictor of Vineland Adaptive Behaviour Scales after controlling for sex. Whereas the intellectual disability group's adaptive behaviour estimates were close to reported intelligence quotients, Vineland Adaptive Behaviour Scales scores fell significantly below intelligence quotients for children without intellectual disability. The gap between intelligence quotient and Vineland Adaptive Behaviour Scales scores remained large with increasing age at diagnosis for all children. These data indicate that estimates from intelligence quotient alone are an imprecise proxy for functional abilities when diagnosing autism spectrum disorder, particularly for those without intellectual disability. We argue that 'high functioning autism' is an inaccurate clinical descriptor when based solely on intelligence quotient demarcations and this term should be abandoned in research and clinical practice. En ligne : http://dx.doi.org/10.1177/1362361319852831 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=414
in Autism > 24-1 (January 2020) . - p.221-232[article] The misnomer of 'high functioning autism': Intelligence is an imprecise predictor of functional abilities at diagnosis [Texte imprimé et/ou numérique] / Gail A. ALVARES, Auteur ; Keely BEBBINGTON, Auteur ; D. CLEARY, Auteur ; K. EVANS, Auteur ; E. J. GLASSON, Auteur ; M. T. MAYBERY, Auteur ; S. PILLAR, Auteur ; M. ULJAREVIC, Auteur ; Kandice J. VARCIN, Auteur ; J. WRAY, Auteur ; Andrew J. O. WHITEHOUSE, Auteur . - p.221-232.
Langues : Anglais (eng)
in Autism > 24-1 (January 2020) . - p.221-232
Mots-clés : adaptive behaviour autism spectrum disorders cognitive impairment intellectual disability Index. décimale : PER Périodiques Résumé : 'High functioning autism' is a term often used for individuals with autism spectrum disorder without an intellectual disability. Over time, this term has become synonymous with expectations of greater functional skills and better long-term outcomes, despite contradictory clinical observations. This study investigated the relationship between adaptive behaviour, cognitive estimates (intelligence quotient) and age at diagnosis in autism spectrum disorder. Participants (n = 2225, 1-18 years of age) were notified at diagnosis to a prospective register and grouped by presence (n = 1041) or absence (n = 1184) of intellectual disability. Functional abilities were reported using the Vineland Adaptive Behaviour Scales. Regression models suggested that intelligence quotient was a weak predictor of Vineland Adaptive Behaviour Scales after controlling for sex. Whereas the intellectual disability group's adaptive behaviour estimates were close to reported intelligence quotients, Vineland Adaptive Behaviour Scales scores fell significantly below intelligence quotients for children without intellectual disability. The gap between intelligence quotient and Vineland Adaptive Behaviour Scales scores remained large with increasing age at diagnosis for all children. These data indicate that estimates from intelligence quotient alone are an imprecise proxy for functional abilities when diagnosing autism spectrum disorder, particularly for those without intellectual disability. We argue that 'high functioning autism' is an inaccurate clinical descriptor when based solely on intelligence quotient demarcations and this term should be abandoned in research and clinical practice. En ligne : http://dx.doi.org/10.1177/1362361319852831 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=414 Understanding definitions of minimally verbal across instruments: evidence for subgroups within minimally verbal children and adolescents with autism spectrum disorder / Vanessa H. BAL in Journal of Child Psychology and Psychiatry, 57-12 (December 2016)
[article]
Titre : Understanding definitions of minimally verbal across instruments: evidence for subgroups within minimally verbal children and adolescents with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Vanessa H. BAL, Auteur ; Terry KATZ, Auteur ; Somer L. BISHOP, Auteur ; Kate E. KRASILEVA, Auteur Article en page(s) : p.1424-1433 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder cognitive impairment language disorder Index. décimale : PER Périodiques Résumé : Background Minimally verbal (MV) children with autism spectrum disorder (ASD) are often assumed to be profoundly cognitively impaired and excluded from analyses due to challenges completing standardized testing protocols. A literature aimed at increasing understanding of this subgroup is emerging; however, the many methods used to define MV status make it difficult to compare studies. Understanding how different instruments and definitions used to identify MV children affect sample composition is critical to advance research on this understudied clinical population. Method The MV status of 1,470 school-aged children was defined using five instruments commonly used in ASD research. MV sample composition was compared across instruments. Analyses examined the proportion of overlap across MV subgroups and the extent to which child characteristics varied across MV subgroups defined using different definitions or combinations of measures. Results A total of 257 children were classified as MV on at least one instrument. Proportion of overlap between definitions ranged from 3% to 100%. The stringency of definition (i.e. few-to-no vs. some words) was associated with differences in cognitive and adaptive functioning; more stringent definitions yielded greater consistency of MV status across instruments. Cognitive abilities ranged from profoundly impaired to average intelligence; 16% had NVIQ ? 70. Approximately half exhibited verbal skills commensurate with nonverbal cognitive ability, whereas half had verbal abilities significantly lower than their estimated NVIQ. Conclusions Future studies of MV children must carefully consider the methods used to identify their sample, acknowledging that definitions including children with ‘some words’ may yield larger samples with a wider range of language and cognitive abilities. Broadly defined MV samples may be particularly important to delineate factors interfering with language development in the subgroup of children whose expressive impairments are considerably below their estimated nonverbal cognitive abilities. En ligne : http://dx.doi.org/10.1111/jcpp.12609 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297
in Journal of Child Psychology and Psychiatry > 57-12 (December 2016) . - p.1424-1433[article] Understanding definitions of minimally verbal across instruments: evidence for subgroups within minimally verbal children and adolescents with autism spectrum disorder [Texte imprimé et/ou numérique] / Vanessa H. BAL, Auteur ; Terry KATZ, Auteur ; Somer L. BISHOP, Auteur ; Kate E. KRASILEVA, Auteur . - p.1424-1433.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 57-12 (December 2016) . - p.1424-1433
Mots-clés : Autism spectrum disorder cognitive impairment language disorder Index. décimale : PER Périodiques Résumé : Background Minimally verbal (MV) children with autism spectrum disorder (ASD) are often assumed to be profoundly cognitively impaired and excluded from analyses due to challenges completing standardized testing protocols. A literature aimed at increasing understanding of this subgroup is emerging; however, the many methods used to define MV status make it difficult to compare studies. Understanding how different instruments and definitions used to identify MV children affect sample composition is critical to advance research on this understudied clinical population. Method The MV status of 1,470 school-aged children was defined using five instruments commonly used in ASD research. MV sample composition was compared across instruments. Analyses examined the proportion of overlap across MV subgroups and the extent to which child characteristics varied across MV subgroups defined using different definitions or combinations of measures. Results A total of 257 children were classified as MV on at least one instrument. Proportion of overlap between definitions ranged from 3% to 100%. The stringency of definition (i.e. few-to-no vs. some words) was associated with differences in cognitive and adaptive functioning; more stringent definitions yielded greater consistency of MV status across instruments. Cognitive abilities ranged from profoundly impaired to average intelligence; 16% had NVIQ ? 70. Approximately half exhibited verbal skills commensurate with nonverbal cognitive ability, whereas half had verbal abilities significantly lower than their estimated NVIQ. Conclusions Future studies of MV children must carefully consider the methods used to identify their sample, acknowledging that definitions including children with ‘some words’ may yield larger samples with a wider range of language and cognitive abilities. Broadly defined MV samples may be particularly important to delineate factors interfering with language development in the subgroup of children whose expressive impairments are considerably below their estimated nonverbal cognitive abilities. En ligne : http://dx.doi.org/10.1111/jcpp.12609 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297 Commentary: Critical considerations for studying low-functioning autism / Bhismadev CHAKRABARTI in Journal of Child Psychology and Psychiatry, 58-4 (April 2017)
[article]
Titre : Commentary: Critical considerations for studying low-functioning autism Type de document : Texte imprimé et/ou numérique Auteurs : Bhismadev CHAKRABARTI, Auteur Article en page(s) : p.436-438 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders functional MRI cognitive impairment nosology research design Index. décimale : PER Périodiques Résumé : Jack and Pelphrey provide a systematic review of neuroimaging studies in understudied populations within the autistic spectrum, focussing specifically on those with minimal verbal ability, intellectual disability and developmental regression. Despite accounting for nearly a third of the autistic spectrum, the number of studies focussing on these populations is extremely low. This review highlights a critical need for further neuroimaging research on these populations, and provides practical suggestions for overcoming the challenges posed by it. In this commentary, I discuss some of the theoretical questions that arise from the review, on the conceptualisation of the autistic spectrum as well as on optimising experimental design and analysis. En ligne : http://dx.doi.org/10.1111/jcpp.12720 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=305
in Journal of Child Psychology and Psychiatry > 58-4 (April 2017) . - p.436-438[article] Commentary: Critical considerations for studying low-functioning autism [Texte imprimé et/ou numérique] / Bhismadev CHAKRABARTI, Auteur . - p.436-438.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 58-4 (April 2017) . - p.436-438
Mots-clés : Autism spectrum disorders functional MRI cognitive impairment nosology research design Index. décimale : PER Périodiques Résumé : Jack and Pelphrey provide a systematic review of neuroimaging studies in understudied populations within the autistic spectrum, focussing specifically on those with minimal verbal ability, intellectual disability and developmental regression. Despite accounting for nearly a third of the autistic spectrum, the number of studies focussing on these populations is extremely low. This review highlights a critical need for further neuroimaging research on these populations, and provides practical suggestions for overcoming the challenges posed by it. In this commentary, I discuss some of the theoretical questions that arise from the review, on the conceptualisation of the autistic spectrum as well as on optimising experimental design and analysis. En ligne : http://dx.doi.org/10.1111/jcpp.12720 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=305 Hyperactivity and Reading Disability: A Longitudinal Study of the Nature of the Association / Oliver CHADWICK in Journal of Child Psychology and Psychiatry, 40-7 (October 1999)
[article]
Titre : Hyperactivity and Reading Disability: A Longitudinal Study of the Nature of the Association Type de document : Texte imprimé et/ou numérique Auteurs : Oliver CHADWICK, Auteur ; Eric TAYLOR, Auteur ; Alan TAYLOR, Auteur ; Ellen HEPTINSTALL, Auteur ; Marina DANCKAERTS, Auteur Année de publication : 1999 Article en page(s) : p.1039-1050 Langues : Anglais (eng) Mots-clés : Adolescent outcome cognitive impairment comorbidity hyperactivity reading disability Index. décimale : PER Périodiques Résumé : In order to investigate the possible causal relationships between hyperactivity and educational underachievement that might account for their frequent co-occurrence, four groups of boys, defined by the presence or absence of hyperactivity and specific reading retardation, were identified in an epidemiological study of 7–8-year-old children. They were examined in detail by means of parental interviews and psychological tests and reassessed 9 years later at the age of 16–18 years on a similar range of measures. The findings provided little support for the idea that persistent reading disabilities either lead to the development of hyperactivity de novo or increased the likelihood that hyperactivity, when present, would persist. Similarly, although features of hyperactivity persisted to follow-up, there was little evidence that they either lead to the development of reading disabilities or increased the likelihood that reading disabilities, when present, would persist. Socioeconomic adversity and a history of speech therapy were more common in the group with both hyperactivity and reading disability, but the strength of these associations made it unlikely that these factors could account for the frequent co-occurrence of the two conditions. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=124
in Journal of Child Psychology and Psychiatry > 40-7 (October 1999) . - p.1039-1050[article] Hyperactivity and Reading Disability: A Longitudinal Study of the Nature of the Association [Texte imprimé et/ou numérique] / Oliver CHADWICK, Auteur ; Eric TAYLOR, Auteur ; Alan TAYLOR, Auteur ; Ellen HEPTINSTALL, Auteur ; Marina DANCKAERTS, Auteur . - 1999 . - p.1039-1050.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 40-7 (October 1999) . - p.1039-1050
Mots-clés : Adolescent outcome cognitive impairment comorbidity hyperactivity reading disability Index. décimale : PER Périodiques Résumé : In order to investigate the possible causal relationships between hyperactivity and educational underachievement that might account for their frequent co-occurrence, four groups of boys, defined by the presence or absence of hyperactivity and specific reading retardation, were identified in an epidemiological study of 7–8-year-old children. They were examined in detail by means of parental interviews and psychological tests and reassessed 9 years later at the age of 16–18 years on a similar range of measures. The findings provided little support for the idea that persistent reading disabilities either lead to the development of hyperactivity de novo or increased the likelihood that hyperactivity, when present, would persist. Similarly, although features of hyperactivity persisted to follow-up, there was little evidence that they either lead to the development of reading disabilities or increased the likelihood that reading disabilities, when present, would persist. Socioeconomic adversity and a history of speech therapy were more common in the group with both hyperactivity and reading disability, but the strength of these associations made it unlikely that these factors could account for the frequent co-occurrence of the two conditions. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=124 Psychotic experiences and future school performance in childhood: a population-based cohort study / Lisa R STEENKAMP in Journal of Child Psychology and Psychiatry, 62-3 (March 2021)
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