11 recherche sur le mot-clé 'flexibility'

The Flexibility Scale: Development and Preliminary Validation of a Cognitive Flexibility Measure in Children with Autism Spectrum Disorders / John F. STRANG in Journal of Autism and Developmental Disorders, 47-8 (August 2017)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 47-8 (August 2017) . - p.2502-2518 Titre : The Flexibility Scale: Development and Preliminary Validation of a Cognitive Flexibility Measure in Children with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : John F. STRANG, Auteur ; Laura G. ANTHONY, Auteur ; Benjamin E. YERYS, Auteur ; Kristina K. HARDY, Auteur ; Gregory L. WALLACE, Auteur ; Anna Chelsea ARMOUR, Auteur ; Katerina DUDLEY, Auteur ; Lauren KENWORTHY, Auteur Article en page(s) : p.2502-2518 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Children  Executive function  Flexibility Index. décimale : PER Périodiques Résumé : Flexibility is a key component of executive function, and is related to everyday functioning and adult outcomes. However, existing informant reports do not densely sample cognitive aspects of flexibility; the Flexibility Scale (FS) was developed to address this gap. This study investigates the validity of the FS in 221 youth with ASD and 57 typically developing children. Exploratory factor analysis indicates a five-factor scale: Routines/rituals, transitions/change, special interests, social flexibility, and generativity. The FS demonstrated convergent and divergent validity with comparative domains of function in other measures, save for the Generativity factor. The FS discriminated participants with ASD and controls. Thus, this study suggests the FS may be a viable, comprehensive measure of flexibility in everyday settings. En ligne : https://doi.org/10.1007/s10803-017-3152-y Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=3150 [article] The Flexibility Scale: Development and Preliminary Validation of a Cognitive Flexibility Measure in Children with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / John F. STRANG, Auteur ; Laura G. ANTHONY, Auteur ; Benjamin E. YERYS, Auteur ; Kristina K. HARDY, Auteur ; Gregory L. WALLACE, Auteur ; Anna Chelsea ARMOUR, Auteur ; Katerina DUDLEY, Auteur ; Lauren KENWORTHY, Auteur . - p.2502-2518. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 47-8 (August 2017) . - p.2502-2518 Mots-clés : Autism spectrum disorder  Children  Executive function  Flexibility Index. décimale : PER Périodiques Résumé : Flexibility is a key component of executive function, and is related to everyday functioning and adult outcomes. However, existing informant reports do not densely sample cognitive aspects of flexibility; the Flexibility Scale (FS) was developed to address this gap. This study investigates the validity of the FS in 221 youth with ASD and 57 typically developing children. Exploratory factor analysis indicates a five-factor scale: Routines/rituals, transitions/change, special interests, social flexibility, and generativity. The FS demonstrated convergent and divergent validity with comparative domains of function in other measures, save for the Generativity factor. The FS discriminated participants with ASD and controls. Thus, this study suggests the FS may be a viable, comprehensive measure of flexibility in everyday settings. En ligne : https://doi.org/10.1007/s10803-017-3152-y Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=3150

Adaptive Behavior in Youth with Autism Spectrum Disorder: The Role of Flexibility / Jennifer R. BERTOLLO in Journal of Autism and Developmental Disorders, 50-1 (January 2020)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 50-1 (January 2020) . - p.42-50 Titre : Adaptive Behavior in Youth with Autism Spectrum Disorder: The Role of Flexibility Type de document : Texte imprimé et/ou numérique Auteurs : Jennifer R. BERTOLLO, Auteur ; John F. STRANG, Auteur ; Laura G. ANTHONY, Auteur ; Lauren KENWORTHY, Auteur ; Gregory L. WALLACE, Auteur ; Benjamin E YERYS, Auteur Article en page(s) : p.42-50 Langues : Anglais (eng) Mots-clés : Adaptive behavior  Autism spectrum disorder  Executive function  Flexibility Index. décimale : PER Périodiques Résumé : Cognitive and behavioral flexibility are important predictors of adaptive behavior in school-age autistic youth. While prior research has utilized broad measures of flexibility, the current study uses the multi-dimensional Flexibility Scale-Revised to examine which specific flexibility skills relate to adaptive functioning. Through parent-report measures on 216 autistic youth, flexibility explained 22.2% of variance in adaptive socialization skills (p < 0.001). Specifically, Social Flexibility accounted for significant variance in adaptive socialization skills, while Transitions/Change approached significance. In exploratory analyses, flexibility explained 11.5% of variance in Communication skills (p < 0.001). This pattern remained after controlling for co-occurring ADHD symptoms. The current study helps to refine the relationship between flexibility and adaptive behavior, which may ultimately help to inform more targeted interventions. En ligne : http://dx.doi.org/10.1007/s10803-019-04220-9 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4147 [article] Adaptive Behavior in Youth with Autism Spectrum Disorder: The Role of Flexibility [Texte imprimé et/ou numérique] / Jennifer R. BERTOLLO, Auteur ; John F. STRANG, Auteur ; Laura G. ANTHONY, Auteur ; Lauren KENWORTHY, Auteur ; Gregory L. WALLACE, Auteur ; Benjamin E YERYS, Auteur . - p.42-50. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 50-1 (January 2020) . - p.42-50 Mots-clés : Adaptive behavior  Autism spectrum disorder  Executive function  Flexibility Index. décimale : PER Périodiques Résumé : Cognitive and behavioral flexibility are important predictors of adaptive behavior in school-age autistic youth. While prior research has utilized broad measures of flexibility, the current study uses the multi-dimensional Flexibility Scale-Revised to examine which specific flexibility skills relate to adaptive functioning. Through parent-report measures on 216 autistic youth, flexibility explained 22.2% of variance in adaptive socialization skills (p < 0.001). Specifically, Social Flexibility accounted for significant variance in adaptive socialization skills, while Transitions/Change approached significance. In exploratory analyses, flexibility explained 11.5% of variance in Communication skills (p < 0.001). This pattern remained after controlling for co-occurring ADHD symptoms. The current study helps to refine the relationship between flexibility and adaptive behavior, which may ultimately help to inform more targeted interventions. En ligne : http://dx.doi.org/10.1007/s10803-019-04220-9 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4147

Stop and Change: Inhibition and Flexibility Skills Are Related to Repetitive Behavior in Children and Young Adults with Autism Spectrum Disorders / Mandy A. L. MOSTERT-KERCKHOFFS in Journal of Autism and Developmental Disorders, 45-10 (October 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-10 (October 2015) . - p.3148-3158 Titre : Stop and Change: Inhibition and Flexibility Skills Are Related to Repetitive Behavior in Children and Young Adults with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Mandy A. L. MOSTERT-KERCKHOFFS, Auteur ; Wouter G. STAAL, Auteur ; Renske H. HOUBEN, Auteur ; Maretha V. DE JONGE, Auteur Article en page(s) : p.3148-3158 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  Repetitive behaviors  Inhibition  Flexibility  Auditory information Index. décimale : PER Périodiques Résumé : Cognitive control dysfunctions, like inhibitory and attentional flexibility deficits are assumed to underlie repetitive behavior in individuals with autism spectrum disorders (ASD). In the present study, prepotent response inhibition and attentional flexibility were examined in 64 high-functioning individuals with ASD and 53 control participants. Performance under different task conditions were tested both in response to visual and auditory information, and requiring a motor or verbal response. Individuals with ASD showed significant more control dysfunctions than typically developing participants on the auditory computer task. Inhibitory control and attentional flexibility predicted RRB in everyday life. Specifically, response inhibition in reaction to visual information and task switching in reaction to auditory information predicted motor and sensory stereotyped behavior. En ligne : http://dx.doi.org/10.1007/s10803-015-2473-y Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=2678 [article] Stop and Change: Inhibition and Flexibility Skills Are Related to Repetitive Behavior in Children and Young Adults with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Mandy A. L. MOSTERT-KERCKHOFFS, Auteur ; Wouter G. STAAL, Auteur ; Renske H. HOUBEN, Auteur ; Maretha V. DE JONGE, Auteur . - p.3148-3158. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-10 (October 2015) . - p.3148-3158 Mots-clés : Autism spectrum disorders  Repetitive behaviors  Inhibition  Flexibility  Auditory information Index. décimale : PER Périodiques Résumé : Cognitive control dysfunctions, like inhibitory and attentional flexibility deficits are assumed to underlie repetitive behavior in individuals with autism spectrum disorders (ASD). In the present study, prepotent response inhibition and attentional flexibility were examined in 64 high-functioning individuals with ASD and 53 control participants. Performance under different task conditions were tested both in response to visual and auditory information, and requiring a motor or verbal response. Individuals with ASD showed significant more control dysfunctions than typically developing participants on the auditory computer task. Inhibitory control and attentional flexibility predicted RRB in everyday life. Specifically, response inhibition in reaction to visual information and task switching in reaction to auditory information predicted motor and sensory stereotyped behavior. En ligne : http://dx.doi.org/10.1007/s10803-015-2473-y Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=2678

Working memory and cognitive flexibility-training for children with an autism spectrum disorder: a randomized controlled trial / Marieke DE VRIES in Journal of Child Psychology and Psychiatry, 56-5 (May 2015)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 56-5 (May 2015) . - p.566-576 Titre : Working memory and cognitive flexibility-training for children with an autism spectrum disorder: a randomized controlled trial Type de document : Texte imprimé et/ou numérique Auteurs : Marieke DE VRIES, Auteur ; Pier J. M. PRINS, Auteur ; Ben A. SCHMAND, Auteur ; Hilde M. GEURTS, Auteur Article en page(s) : p.566-576 Langues : Anglais (eng) Mots-clés : Executive functioning  working memory  flexibility  cognitive training  autism Index. décimale : PER Périodiques Résumé : Background People with autism spectrum disorders (ASDs) experience executive function (EF) deficits. There is an urgent need for effective interventions, but in spite of the increasing research focus on computerized cognitive training, this has not been studied in ASD. Hence, we investigated two EF training conditions in children with ASD. Methods In a randomized controlled trial, children with ASD (n = 121, 8–12 years, IQ > 80) were randomly assigned to an adaptive working memory (WM) training, an adaptive cognitive flexibility-training, or a non-adaptive control training (mock-training). Braingame Brian, a computerized EF-training with game-elements, was used. Outcome measures (pretraining, post-training, and 6-week-follow-up) were near-transfer to trained EFs, far-transfer to other EFs (sustained attention and inhibition), and parent's ratings of daily life EFs, social behavior, attention deficit hyperactivity disorder (ADHD)-behavior, and quality of life. Results Attrition-rate was 26%. Children in all conditions who completed the training improved in WM, cognitive flexibility, attention, and on parent's ratings, but not in inhibition. There were no significant differential intervention effects, although children in the WM condition showed a trend toward improvement on near-transfer WM and ADHD-behavior, and children in the cognitive flexibility condition showed a trend toward improvement on near-transfer flexibility. Conclusion Although children in the WM condition tended to improve more in WM and ADHD-behavior, the lack of differential improvement on most outcome measures, the absence of a clear effect of the adaptive training compared to the mock-training, and the high attrition rate suggest that the training in its present form is probably not suitable for children with ASD. En ligne : http://dx.doi.org/10.1111/jcpp.12324 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=2603 [article] Working memory and cognitive flexibility-training for children with an autism spectrum disorder: a randomized controlled trial [Texte imprimé et/ou numérique] / Marieke DE VRIES, Auteur ; Pier J. M. PRINS, Auteur ; Ben A. SCHMAND, Auteur ; Hilde M. GEURTS, Auteur . - p.566-576. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 56-5 (May 2015) . - p.566-576 Mots-clés : Executive functioning  working memory  flexibility  cognitive training  autism Index. décimale : PER Périodiques Résumé : Background People with autism spectrum disorders (ASDs) experience executive function (EF) deficits. There is an urgent need for effective interventions, but in spite of the increasing research focus on computerized cognitive training, this has not been studied in ASD. Hence, we investigated two EF training conditions in children with ASD. Methods In a randomized controlled trial, children with ASD (n = 121, 8–12 years, IQ > 80) were randomly assigned to an adaptive working memory (WM) training, an adaptive cognitive flexibility-training, or a non-adaptive control training (mock-training). Braingame Brian, a computerized EF-training with game-elements, was used. Outcome measures (pretraining, post-training, and 6-week-follow-up) were near-transfer to trained EFs, far-transfer to other EFs (sustained attention and inhibition), and parent's ratings of daily life EFs, social behavior, attention deficit hyperactivity disorder (ADHD)-behavior, and quality of life. Results Attrition-rate was 26%. Children in all conditions who completed the training improved in WM, cognitive flexibility, attention, and on parent's ratings, but not in inhibition. There were no significant differential intervention effects, although children in the WM condition showed a trend toward improvement on near-transfer WM and ADHD-behavior, and children in the cognitive flexibility condition showed a trend toward improvement on near-transfer flexibility. Conclusion Although children in the WM condition tended to improve more in WM and ADHD-behavior, the lack of differential improvement on most outcome measures, the absence of a clear effect of the adaptive training compared to the mock-training, and the high attrition rate suggest that the training in its present form is probably not suitable for children with ASD. En ligne : http://dx.doi.org/10.1111/jcpp.12324 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=2603

Emotion regulation in autism spectrum disorder: Where we are and where we need to go / Ru Ying CAI in Autism Research, 11-7 (July 2018)  

Public ISBD [article]  inAutism Research > 11-7 (July 2018) . - p.962-978 Titre : Emotion regulation in autism spectrum disorder: Where we are and where we need to go Type de document : Texte imprimé et/ou numérique Auteurs : Ru Ying CAI, Auteur ; A. L. RICHDALE, Auteur ; M. ULJAREVIC, Auteur ; Cheryl DISSANAYAKE, Auteur ; Andrea C. SAMSON, Auteur Article en page(s) : p.962-978 Langues : Anglais (eng) Mots-clés : Asd  autism spectrum disorder  emotion regulation  flexibility  method  outcomes Index. décimale : PER Périodiques Résumé : Emotion dysregulation is a common issue experienced by individuals with autism spectrum disorder (ASD) and has been associated with a wide range of negative mental and physical health outcomes. This commentary highlights the role emotion dysregulation plays in ASD by first considering the literature on emotion regulation (ER) in the general population and then summarizing the ER research in ASD. Based on the evaluation of previous research findings, we conclude that individuals with ASD have more ER difficulties and consistently self-report or demonstrate a less adaptive pattern of ER strategy use. In addition, the higher prevalence of internalizing and externalizing issues seen in ASD are associated with the greater habitual use of some ER strategies and less habitual use of others. Conceptual and methodological limitations are discussed, including the use of coping measures and single-method approaches, and ASD gender distribution. We propose a set of new directions for investigating ER in ASD, incorporating knowledge from other literatures on the role of flexibility in healthy adaptation, overlaps between flexibility and executive function deficits, the adaptive value of up-regulation of positive emotions, and the importance of emotional self-awareness. Increasing our capacity for identifying the mechanisms underlying co-morbid affective disorders can ultimately inform the design of effective interventions to maximize the wellbeing of individuals with ASD. Autism Res 2018, 11: 962-978. (c) 2018 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Research has shown that people diagnosed with autism tend to have difficulties with regulating their own emotions. This commentary article summarizes the main information from emotion regulation research conducted both in autism and in other populations. We make suggestions on how we can improve emotion regulation research in autism, with the ultimate goal being to use the learning gained from research to design effective interventions that can improve the wellbeing of people with autism. En ligne : http://dx.doi.org/10.1002/aur.1968 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=3664 [article] Emotion regulation in autism spectrum disorder: Where we are and where we need to go [Texte imprimé et/ou numérique] / Ru Ying CAI, Auteur ; A. L. RICHDALE, Auteur ; M. ULJAREVIC, Auteur ; Cheryl DISSANAYAKE, Auteur ; Andrea C. SAMSON, Auteur . - p.962-978. Langues : Anglais (eng) in Autism Research > 11-7 (July 2018) . - p.962-978 Mots-clés : Asd  autism spectrum disorder  emotion regulation  flexibility  method  outcomes Index. décimale : PER Périodiques Résumé : Emotion dysregulation is a common issue experienced by individuals with autism spectrum disorder (ASD) and has been associated with a wide range of negative mental and physical health outcomes. This commentary highlights the role emotion dysregulation plays in ASD by first considering the literature on emotion regulation (ER) in the general population and then summarizing the ER research in ASD. Based on the evaluation of previous research findings, we conclude that individuals with ASD have more ER difficulties and consistently self-report or demonstrate a less adaptive pattern of ER strategy use. In addition, the higher prevalence of internalizing and externalizing issues seen in ASD are associated with the greater habitual use of some ER strategies and less habitual use of others. Conceptual and methodological limitations are discussed, including the use of coping measures and single-method approaches, and ASD gender distribution. We propose a set of new directions for investigating ER in ASD, incorporating knowledge from other literatures on the role of flexibility in healthy adaptation, overlaps between flexibility and executive function deficits, the adaptive value of up-regulation of positive emotions, and the importance of emotional self-awareness. Increasing our capacity for identifying the mechanisms underlying co-morbid affective disorders can ultimately inform the design of effective interventions to maximize the wellbeing of individuals with ASD. Autism Res 2018, 11: 962-978. (c) 2018 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Research has shown that people diagnosed with autism tend to have difficulties with regulating their own emotions. This commentary article summarizes the main information from emotion regulation research conducted both in autism and in other populations. We make suggestions on how we can improve emotion regulation research in autism, with the ultimate goal being to use the learning gained from research to design effective interventions that can improve the wellbeing of people with autism. En ligne : http://dx.doi.org/10.1002/aur.1968 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=3664

Executive Functions / Adel C. NAJDOWSKI  

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The Combination of Food Approach and Food Avoidant Behaviors in Children with Autism Spectrum Disorder: "Selective Overeating" / M. V. NADEAU in Journal of Autism and Developmental Disorders, 52-3 (March 2022)  

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Anxiety relates to classroom executive function problems in students with ASD, but not ADHD / Mary F. S. DIECKHAUS in Research in Autism Spectrum Disorders, 82 (April 2021)  

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Real World Executive Control Impairments in Preschoolers with Autism Spectrum Disorders / Pontea Etemad SMITHSON in Journal of Autism and Developmental Disorders, 43-8 (August 2013)  

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Struggling with alternative descriptions: Impaired referential processing in children with Autism Spectrum Disorder / Ekaterina OSTASHCHENKO in Research in Autism Spectrum Disorders, 66 (October 2019)  

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