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Cognitive profiles of children with autism spectrum disorder with parent-reported extraordinary talents and personal strengths / Vanessa H. BAL in Autism, 26-1 (January 2022)
[article]
Titre : Cognitive profiles of children with autism spectrum disorder with parent-reported extraordinary talents and personal strengths Type de document : Texte imprimé et/ou numérique Auteurs : Vanessa H. BAL, Auteur ; E. WILKINSON, Auteur ; M. FOK, Auteur Article en page(s) : p.62-74 Langues : Anglais (eng) Mots-clés : cognitive profiles savant skills strengths talents conflicts of interest in relation to this article. Index. décimale : PER Périodiques Résumé : Previous research has suggested that focusing on impairments can be detrimental to the well-being of autistic individuals, yet little research has focused on strengths and positive qualities in autism. Some studies explored "savant skills" (herein referred to as "extraordinary talents"), that is, skills that stand out compared to the general population. These often group everyone who has a specific talent, rather than exploring subgroups with strengths in specific areas. There has been even less research focused on personal strengths (i.e. skills that stand out relative to the individual's other abilities, but not the general population). To expand this research, we use a sample of 1470 children (ages 4-18?years) from the Simons Simplex Collection without cognitive impairment to examine the relationship between having a parent-reported skill in a specific area and performance on a standardized cognitive test. Almost half (46%) had at least one parent-reported talent and an additional 23% without extraordinary talents had at least one personal strength. Children with these parent-reported skills had different patterns of performance on these standardized tests than children without skills in that area (i.e. visuospatial, drawing, computation, reading, and memory). Specific skills in computation or reading were associated with higher overall performance on the standardized tests. These results emphasize the importance of considering strengths separately by area, rather than combining individuals with different types of strengths. The high number of children with skills in this study underscores the need for more research in this area, particularly using instruments focused on understanding the nuances of these strengths. It is important for future studies to consider these skills in children with cognitive impairment. En ligne : http://dx.doi.org/10.1177/13623613211020618 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451
in Autism > 26-1 (January 2022) . - p.62-74[article] Cognitive profiles of children with autism spectrum disorder with parent-reported extraordinary talents and personal strengths [Texte imprimé et/ou numérique] / Vanessa H. BAL, Auteur ; E. WILKINSON, Auteur ; M. FOK, Auteur . - p.62-74.
Langues : Anglais (eng)
in Autism > 26-1 (January 2022) . - p.62-74
Mots-clés : cognitive profiles savant skills strengths talents conflicts of interest in relation to this article. Index. décimale : PER Périodiques Résumé : Previous research has suggested that focusing on impairments can be detrimental to the well-being of autistic individuals, yet little research has focused on strengths and positive qualities in autism. Some studies explored "savant skills" (herein referred to as "extraordinary talents"), that is, skills that stand out compared to the general population. These often group everyone who has a specific talent, rather than exploring subgroups with strengths in specific areas. There has been even less research focused on personal strengths (i.e. skills that stand out relative to the individual's other abilities, but not the general population). To expand this research, we use a sample of 1470 children (ages 4-18?years) from the Simons Simplex Collection without cognitive impairment to examine the relationship between having a parent-reported skill in a specific area and performance on a standardized cognitive test. Almost half (46%) had at least one parent-reported talent and an additional 23% without extraordinary talents had at least one personal strength. Children with these parent-reported skills had different patterns of performance on these standardized tests than children without skills in that area (i.e. visuospatial, drawing, computation, reading, and memory). Specific skills in computation or reading were associated with higher overall performance on the standardized tests. These results emphasize the importance of considering strengths separately by area, rather than combining individuals with different types of strengths. The high number of children with skills in this study underscores the need for more research in this area, particularly using instruments focused on understanding the nuances of these strengths. It is important for future studies to consider these skills in children with cognitive impairment. En ligne : http://dx.doi.org/10.1177/13623613211020618 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451 Children with high-functioning autism and Asperger's syndrome: Can we differentiate their cognitive profiles? / Pascale PLANCHE in Research in Autism Spectrum Disorders, 6-2 (April-June 2012)
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Titre : Children with high-functioning autism and Asperger's syndrome: Can we differentiate their cognitive profiles? Type de document : Texte imprimé et/ou numérique Auteurs : Pascale PLANCHE, Auteur ; Eric LEMONNIER, Auteur Année de publication : 2012 Article en page(s) : p.939-948 Langues : Anglais (eng) Mots-clés : Asperger's syndrome High-functioning autism Cognitive profiles DSM-V Index. décimale : PER Périodiques Résumé : The aim of this study was to investigate whether children with high-functioning autism (HFA) and Asperger's syndrome (AS) can be differentiated from each other and from typically developing children on their cognitive profiles. The present study included a total of 45 participants: children with autism (high-functioning autism or Asperger's syndrome) and a matched control group of typically developing children (n = 15 per group). Two tasks were used to establish their cognitive profiles: the Wechsler Intelligence Scale for Children-Third Edition (WISC-III) and the NEPSY scale. Our results highlighted differentiated profiles between the children with Asperger's syndrome and those with high-functioning autism. The first ones showed strengths on verbally mediated skills as well as weaknesses on visual-motor coordination and graphomotor ability, whereas the children with HFA exhibited a profile with deficits on tasks calling upon verbal comprehension and good performances on tasks requiring visuo-spatial skills. This paper argues for a revision of AS criteria in the forthcoming DSM-V rather than a combination of the two subgroups within the autism spectrum disorders in the diagnostic manual. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.12.009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=150
in Research in Autism Spectrum Disorders > 6-2 (April-June 2012) . - p.939-948[article] Children with high-functioning autism and Asperger's syndrome: Can we differentiate their cognitive profiles? [Texte imprimé et/ou numérique] / Pascale PLANCHE, Auteur ; Eric LEMONNIER, Auteur . - 2012 . - p.939-948.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 6-2 (April-June 2012) . - p.939-948
Mots-clés : Asperger's syndrome High-functioning autism Cognitive profiles DSM-V Index. décimale : PER Périodiques Résumé : The aim of this study was to investigate whether children with high-functioning autism (HFA) and Asperger's syndrome (AS) can be differentiated from each other and from typically developing children on their cognitive profiles. The present study included a total of 45 participants: children with autism (high-functioning autism or Asperger's syndrome) and a matched control group of typically developing children (n = 15 per group). Two tasks were used to establish their cognitive profiles: the Wechsler Intelligence Scale for Children-Third Edition (WISC-III) and the NEPSY scale. Our results highlighted differentiated profiles between the children with Asperger's syndrome and those with high-functioning autism. The first ones showed strengths on verbally mediated skills as well as weaknesses on visual-motor coordination and graphomotor ability, whereas the children with HFA exhibited a profile with deficits on tasks calling upon verbal comprehension and good performances on tasks requiring visuo-spatial skills. This paper argues for a revision of AS criteria in the forthcoming DSM-V rather than a combination of the two subgroups within the autism spectrum disorders in the diagnostic manual. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.12.009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=150 Comparison of the cognitive profiles and social adjustment between mathematically and scientifically talented students and students with Asperger's syndrome / Ching-Chih KUO in Research in Autism Spectrum Disorders, 8-7 (July 2014)
[article]
Titre : Comparison of the cognitive profiles and social adjustment between mathematically and scientifically talented students and students with Asperger's syndrome Type de document : Texte imprimé et/ou numérique Auteurs : Ching-Chih KUO, Auteur ; Keng-Chen LIANG, Auteur ; Christine Chifen TSENG, Auteur ; Susan Shur-Fen GAU, Auteur Article en page(s) : p.838-850 Langues : Anglais (eng) Mots-clés : Mathematically and scientifically talented Asperger's syndrome Cognitive profiles Social adjustment Overexcitability traits Index. décimale : PER Périodiques Résumé : Abstract This study compared the cognitive profiles and social adjustment of mathematically and scientifically talented (MST) students and students with Asperger's syndrome (AS) as compared to typically developing students. The applied instruments were the Wechsler Adult Intelligence Scale, 3rd version, Me Scale II, Social Responsiveness Scale (SRS), Adult Autism Spectrum Quotient (AQ), and autism diagnostic interview-revised. Eighty-four male students, aged 16–26, were assigned to four groups according to a talent in mathematics and science, diagnosis of AS, and the IQ level. The results showed that the high-IQ MST group exhibited balanced development in cognitive and affective aspects, the average-IQ MST group demonstrated weakness in perceptual organization and working memory, and problems with social awareness and socialness, and the AS group had weakness in performance IQ, particularly in digit symbol-coding and symbol search and a wide-range of autistic-like social deficits (SRS) and autistic trait (AQ), and reported lower empathetic and higher emotional and creative overexcitability. Our findings support differential cognitive profiles and social adjustment between the MST and AS groups, and the influence of IQ on these manifestations in MST students. More attention should be paid to the social difficulty of average-IQ MST students in addition to AS students. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.04.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233
in Research in Autism Spectrum Disorders > 8-7 (July 2014) . - p.838-850[article] Comparison of the cognitive profiles and social adjustment between mathematically and scientifically talented students and students with Asperger's syndrome [Texte imprimé et/ou numérique] / Ching-Chih KUO, Auteur ; Keng-Chen LIANG, Auteur ; Christine Chifen TSENG, Auteur ; Susan Shur-Fen GAU, Auteur . - p.838-850.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 8-7 (July 2014) . - p.838-850
Mots-clés : Mathematically and scientifically talented Asperger's syndrome Cognitive profiles Social adjustment Overexcitability traits Index. décimale : PER Périodiques Résumé : Abstract This study compared the cognitive profiles and social adjustment of mathematically and scientifically talented (MST) students and students with Asperger's syndrome (AS) as compared to typically developing students. The applied instruments were the Wechsler Adult Intelligence Scale, 3rd version, Me Scale II, Social Responsiveness Scale (SRS), Adult Autism Spectrum Quotient (AQ), and autism diagnostic interview-revised. Eighty-four male students, aged 16–26, were assigned to four groups according to a talent in mathematics and science, diagnosis of AS, and the IQ level. The results showed that the high-IQ MST group exhibited balanced development in cognitive and affective aspects, the average-IQ MST group demonstrated weakness in perceptual organization and working memory, and problems with social awareness and socialness, and the AS group had weakness in performance IQ, particularly in digit symbol-coding and symbol search and a wide-range of autistic-like social deficits (SRS) and autistic trait (AQ), and reported lower empathetic and higher emotional and creative overexcitability. Our findings support differential cognitive profiles and social adjustment between the MST and AS groups, and the influence of IQ on these manifestations in MST students. More attention should be paid to the social difficulty of average-IQ MST students in addition to AS students. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.04.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233 DAS-II Cognitive Profiles Are Not Diagnostically Meaningful For Autism: A ROC Analysis / Caitlin C. CLEMENTS in Autism Research, 13-12 (December 2020)
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Titre : DAS-II Cognitive Profiles Are Not Diagnostically Meaningful For Autism: A ROC Analysis Type de document : Texte imprimé et/ou numérique Auteurs : Caitlin C. CLEMENTS, Auteur ; Timea SPARDING, Auteur ; Robert T. SCHULTZ, Auteur ; Benjamin E YERYS, Auteur Article en page(s) : p.2143-2154 Langues : Anglais (eng) Mots-clés : Das-ii Roc autism cognitive profiles intelligence Index. décimale : PER Périodiques Résumé : Intelligence assessment is an integral part of a comprehensive autism evaluation. Many past studies have described a cognitive profile of autistic individuals characterized by higher nonverbal than verbal IQ scores. The diagnostic utility of this profile, however, remains unknown. We leveraged receiver operating characteristic methods to determine the sensitivity, specificity, and area under the curve (AUC) of three different IQ profiles in a large sample of children who have an autism spectrum disorder diagnosis (N = 1,228, Simons Simplex Collection) who completed the Differential Ability Scales-Second Edition (DAS-II), School Age compared to the normative sample provided by the DAS-II publisher (N = 2,200). The frequently discussed nonverbal > verbal IQ profile performed near chance at distinguishing ASD from normative individuals (AUC: 0.54, 95% CI [0.52-0.56]), and performed significantly worse for females than males (AUC: females: 0.46 [0.41-0.52]; males: 0.55 [0.53-0.58]). All cognitive profiles showed AUC?0.56. We conclude that while significant differences between verbal and nonverbal IQ scores exist at the group level, these differences are small in an absolute sense and not meaningful at an individual level. We do not recommend using cognitive profiles to aid in autism diagnostic decision-making. LAY SUMMARY: Some researchers and clinicians have reported an "autistic cognitive profile" of higher nonverbal intelligence than verbal intelligence. In an analysis of over 1,000 autistic children, we found that the group's average nonverbal intelligence is usually higher than their verbal intelligence. However, this pattern should not be used by clinicians to make an individual diagnosis of autism because our results show it is not helpful nor accurate. En ligne : http://dx.doi.org/10.1002/aur.2336 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=434
in Autism Research > 13-12 (December 2020) . - p.2143-2154[article] DAS-II Cognitive Profiles Are Not Diagnostically Meaningful For Autism: A ROC Analysis [Texte imprimé et/ou numérique] / Caitlin C. CLEMENTS, Auteur ; Timea SPARDING, Auteur ; Robert T. SCHULTZ, Auteur ; Benjamin E YERYS, Auteur . - p.2143-2154.
Langues : Anglais (eng)
in Autism Research > 13-12 (December 2020) . - p.2143-2154
Mots-clés : Das-ii Roc autism cognitive profiles intelligence Index. décimale : PER Périodiques Résumé : Intelligence assessment is an integral part of a comprehensive autism evaluation. Many past studies have described a cognitive profile of autistic individuals characterized by higher nonverbal than verbal IQ scores. The diagnostic utility of this profile, however, remains unknown. We leveraged receiver operating characteristic methods to determine the sensitivity, specificity, and area under the curve (AUC) of three different IQ profiles in a large sample of children who have an autism spectrum disorder diagnosis (N = 1,228, Simons Simplex Collection) who completed the Differential Ability Scales-Second Edition (DAS-II), School Age compared to the normative sample provided by the DAS-II publisher (N = 2,200). The frequently discussed nonverbal > verbal IQ profile performed near chance at distinguishing ASD from normative individuals (AUC: 0.54, 95% CI [0.52-0.56]), and performed significantly worse for females than males (AUC: females: 0.46 [0.41-0.52]; males: 0.55 [0.53-0.58]). All cognitive profiles showed AUC?0.56. We conclude that while significant differences between verbal and nonverbal IQ scores exist at the group level, these differences are small in an absolute sense and not meaningful at an individual level. We do not recommend using cognitive profiles to aid in autism diagnostic decision-making. LAY SUMMARY: Some researchers and clinicians have reported an "autistic cognitive profile" of higher nonverbal intelligence than verbal intelligence. In an analysis of over 1,000 autistic children, we found that the group's average nonverbal intelligence is usually higher than their verbal intelligence. However, this pattern should not be used by clinicians to make an individual diagnosis of autism because our results show it is not helpful nor accurate. En ligne : http://dx.doi.org/10.1002/aur.2336 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=434 The Neuropsychology of Male Adults With High-Functioning Autism or Asperger Syndrome / C. Ellie WILSON in Autism Research, 7-5 (October 2014)
[article]
Titre : The Neuropsychology of Male Adults With High-Functioning Autism or Asperger Syndrome Type de document : Texte imprimé et/ou numérique Auteurs : C. Ellie WILSON, Auteur ; Francesca HAPPE, Auteur ; Sally J. WHEELWRIGHT, Auteur ; Christine ECKER, Auteur ; Michael V. LOMBARDO, Auteur ; Patrick JOHNSTON, Auteur ; Eileen DALY, Auteur ; Clodagh M. MURPHY, Auteur ; Debbie SPAIN, Auteur ; Meng-Chuan LAI, Auteur ; Bhismadev CHAKRABARTI, Auteur ; Disa A. SAUTER, Auteur ; CONSORTIUM MRC AIMS,, Auteur ; Simon BARON-COHEN, Auteur ; Declan G. M. MURPHY, Auteur Article en page(s) : p.568-581 Langues : Anglais (eng) Mots-clés : autism spectrum disorder cognitive profiles autistic symptomatology comorbid psychopathology support vector machine classification autistic subtypes Index. décimale : PER Périodiques Résumé : Autism Spectrum Disorder (ASD) is diagnosed on the basis of behavioral symptoms, but cognitive abilities may also be useful in characterizing individuals with ASD. One hundred seventy-eight high-functioning male adults, half with ASD and half without, completed tasks assessing IQ, a broad range of cognitive skills, and autistic and comorbid symptomatology. The aims of the study were, first, to determine whether significant differences existed between cases and controls on cognitive tasks, and whether cognitive profiles, derived using a multivariate classification method with data from multiple cognitive tasks, could distinguish between the two groups. Second, to establish whether cognitive skill level was correlated with degree of autistic symptom severity, and third, whether cognitive skill level was correlated with degree of comorbid psychopathology. Fourth, cognitive characteristics of individuals with Asperger Syndrome (AS) and high-functioning autism (HFA) were compared. After controlling for IQ, ASD and control groups scored significantly differently on tasks of social cognition, motor performance, and executive function (P's??0.05). To investigate cognitive profiles, 12 variables were entered into a support vector machine (SVM), which achieved good classification accuracy (81%) at a level significantly better than chance (P??0.0001). After correcting for multiple correlations, there were no significant associations between cognitive performance and severity of either autistic or comorbid symptomatology. There were no significant differences between AS and HFA groups on the cognitive tasks. Cognitive classification models could be a useful aid to the diagnostic process when used in conjunction with other data sources—including clinical history. Autism Res 2014, 7: 568–581. © 2014 International Society for Autism Research, Wiley Periodicals, Inc. En ligne : http://dx.doi.org/10.1002/aur.1394 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=241
in Autism Research > 7-5 (October 2014) . - p.568-581[article] The Neuropsychology of Male Adults With High-Functioning Autism or Asperger Syndrome [Texte imprimé et/ou numérique] / C. Ellie WILSON, Auteur ; Francesca HAPPE, Auteur ; Sally J. WHEELWRIGHT, Auteur ; Christine ECKER, Auteur ; Michael V. LOMBARDO, Auteur ; Patrick JOHNSTON, Auteur ; Eileen DALY, Auteur ; Clodagh M. MURPHY, Auteur ; Debbie SPAIN, Auteur ; Meng-Chuan LAI, Auteur ; Bhismadev CHAKRABARTI, Auteur ; Disa A. SAUTER, Auteur ; CONSORTIUM MRC AIMS,, Auteur ; Simon BARON-COHEN, Auteur ; Declan G. M. MURPHY, Auteur . - p.568-581.
Langues : Anglais (eng)
in Autism Research > 7-5 (October 2014) . - p.568-581
Mots-clés : autism spectrum disorder cognitive profiles autistic symptomatology comorbid psychopathology support vector machine classification autistic subtypes Index. décimale : PER Périodiques Résumé : Autism Spectrum Disorder (ASD) is diagnosed on the basis of behavioral symptoms, but cognitive abilities may also be useful in characterizing individuals with ASD. One hundred seventy-eight high-functioning male adults, half with ASD and half without, completed tasks assessing IQ, a broad range of cognitive skills, and autistic and comorbid symptomatology. The aims of the study were, first, to determine whether significant differences existed between cases and controls on cognitive tasks, and whether cognitive profiles, derived using a multivariate classification method with data from multiple cognitive tasks, could distinguish between the two groups. Second, to establish whether cognitive skill level was correlated with degree of autistic symptom severity, and third, whether cognitive skill level was correlated with degree of comorbid psychopathology. Fourth, cognitive characteristics of individuals with Asperger Syndrome (AS) and high-functioning autism (HFA) were compared. After controlling for IQ, ASD and control groups scored significantly differently on tasks of social cognition, motor performance, and executive function (P's??0.05). To investigate cognitive profiles, 12 variables were entered into a support vector machine (SVM), which achieved good classification accuracy (81%) at a level significantly better than chance (P??0.0001). After correcting for multiple correlations, there were no significant associations between cognitive performance and severity of either autistic or comorbid symptomatology. There were no significant differences between AS and HFA groups on the cognitive tasks. Cognitive classification models could be a useful aid to the diagnostic process when used in conjunction with other data sources—including clinical history. Autism Res 2014, 7: 568–581. © 2014 International Society for Autism Research, Wiley Periodicals, Inc. En ligne : http://dx.doi.org/10.1002/aur.1394 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=241