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Continuing to look in the mirror: A review of neuroscientific evidence for the broken mirror hypothesis, EP-M model and STORM model of autism spectrum conditions / Luke YATES in Autism, 24-8 (November 2020)
[article]
Titre : Continuing to look in the mirror: A review of neuroscientific evidence for the broken mirror hypothesis, EP-M model and STORM model of autism spectrum conditions Type de document : Texte imprimé et/ou numérique Auteurs : Luke YATES, Auteur ; Hannah HOBSON, Auteur Article en page(s) : p.1945-1959 Langues : Anglais (eng) Mots-clés : *Autism spectrum condition *imitation *mirror neurons *top-down control of interest with respect to the research, authorship and/or publication of this article. Index. décimale : PER Périodiques Résumé : The mirror neuron system has been argued to be a key brain system responsible for understanding the actions of others and for imitation. It has therefore been proposed that problems within this system could explain the social difficulties experienced by people with autism spectrum condition. This idea is referred to as the broken mirror hypothesis. However, research has produced insufficient evidence to support the broken mirror hypothesis in its original form. Therefore, two other models have been suggested: EP-M model and the social top-down response modulation (STORM) model. All models suggest something is different regarding the mirror neuron system in autism spectrum condition: either within the mirror neuron system itself or within the systems that control the activity of the mirror neuron system. This literature review compares these three models in regard to recent neuroscientific investigations. This review concludes that there is insufficient support for both the broken mirror hypothesis, but converging evidence supports an integrated EP-M and STORM model. En ligne : http://dx.doi.org/10.1177/1362361320936945 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431
in Autism > 24-8 (November 2020) . - p.1945-1959[article] Continuing to look in the mirror: A review of neuroscientific evidence for the broken mirror hypothesis, EP-M model and STORM model of autism spectrum conditions [Texte imprimé et/ou numérique] / Luke YATES, Auteur ; Hannah HOBSON, Auteur . - p.1945-1959.
Langues : Anglais (eng)
in Autism > 24-8 (November 2020) . - p.1945-1959
Mots-clés : *Autism spectrum condition *imitation *mirror neurons *top-down control of interest with respect to the research, authorship and/or publication of this article. Index. décimale : PER Périodiques Résumé : The mirror neuron system has been argued to be a key brain system responsible for understanding the actions of others and for imitation. It has therefore been proposed that problems within this system could explain the social difficulties experienced by people with autism spectrum condition. This idea is referred to as the broken mirror hypothesis. However, research has produced insufficient evidence to support the broken mirror hypothesis in its original form. Therefore, two other models have been suggested: EP-M model and the social top-down response modulation (STORM) model. All models suggest something is different regarding the mirror neuron system in autism spectrum condition: either within the mirror neuron system itself or within the systems that control the activity of the mirror neuron system. This literature review compares these three models in regard to recent neuroscientific investigations. This review concludes that there is insufficient support for both the broken mirror hypothesis, but converging evidence supports an integrated EP-M and STORM model. En ligne : http://dx.doi.org/10.1177/1362361320936945 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431 The relationship between intolerance of uncertainty and anxiety in autism: A systematic literature review and meta-analysis / Richard JENKINSON in Autism, 24-8 (November 2020)
[article]
Titre : The relationship between intolerance of uncertainty and anxiety in autism: A systematic literature review and meta-analysis Type de document : Texte imprimé et/ou numérique Auteurs : Richard JENKINSON, Auteur ; Elizabeth MILNE, Auteur ; Andrew THOMPSON, Auteur Article en page(s) : p.1933-1944 Langues : Anglais (eng) Mots-clés : *asd *anxiety *autism *autism spectrum disorders *intolerance of uncertainty *meta-analysis *systematic review of interest with respect to the research, authorship and/or publication of this article. Index. décimale : PER Périodiques Résumé : People who find it especially hard to cope with the unexpected or unknown are said to have an intolerance of uncertainty. Autistic individuals often report a preference for certainty and experience levels of anxiety that can interfere with their daily life. Understanding more about the link between the intolerance of uncertainty and anxiety in autistic people might lead to better treatments for anxiety being developed. Therefore, this work aimed to review previous research in order to explore this link. Twelve studies were found and their results were compared and contrasted. The autistic people who participated in the studies completed questionnaires that suggested a large number of them experienced very high levels of anxiety and intolerance of uncertainty. Of 10 studies that used relevant statistics, nine found a statistically significant link between anxiety and the intolerance of uncertainty. In general, the strength of the link was about the same as previous research found in people who did not have a diagnosis of autism. This might mean that interventions that aim to help people who are intolerant of uncertainty could be effective for autistic individuals. En ligne : http://dx.doi.org/10.1177/1362361320932437 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431
in Autism > 24-8 (November 2020) . - p.1933-1944[article] The relationship between intolerance of uncertainty and anxiety in autism: A systematic literature review and meta-analysis [Texte imprimé et/ou numérique] / Richard JENKINSON, Auteur ; Elizabeth MILNE, Auteur ; Andrew THOMPSON, Auteur . - p.1933-1944.
Langues : Anglais (eng)
in Autism > 24-8 (November 2020) . - p.1933-1944
Mots-clés : *asd *anxiety *autism *autism spectrum disorders *intolerance of uncertainty *meta-analysis *systematic review of interest with respect to the research, authorship and/or publication of this article. Index. décimale : PER Périodiques Résumé : People who find it especially hard to cope with the unexpected or unknown are said to have an intolerance of uncertainty. Autistic individuals often report a preference for certainty and experience levels of anxiety that can interfere with their daily life. Understanding more about the link between the intolerance of uncertainty and anxiety in autistic people might lead to better treatments for anxiety being developed. Therefore, this work aimed to review previous research in order to explore this link. Twelve studies were found and their results were compared and contrasted. The autistic people who participated in the studies completed questionnaires that suggested a large number of them experienced very high levels of anxiety and intolerance of uncertainty. Of 10 studies that used relevant statistics, nine found a statistically significant link between anxiety and the intolerance of uncertainty. In general, the strength of the link was about the same as previous research found in people who did not have a diagnosis of autism. This might mean that interventions that aim to help people who are intolerant of uncertainty could be effective for autistic individuals. En ligne : http://dx.doi.org/10.1177/1362361320932437 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431 Parental relationship status and age at autism spectrum disorder diagnosis of their child / L. G. KALB in Autism, 25-8 (November 2021)
[article]
Titre : Parental relationship status and age at autism spectrum disorder diagnosis of their child Type de document : Texte imprimé et/ou numérique Auteurs : L. G. KALB, Auteur ; C. HOLINGUE, Auteur ; D. PFEIFFER, Auteur ; R. REETZKE, Auteur ; E. DILLON, Auteur ; Gazi F. AZAD, Auteur ; B. FREEDMAN, Auteur ; R. LANDA, Auteur Article en page(s) : p.2189-2198 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/diagnosis Child Family Humans Parents United States autism spectrum disorders diagnosis family functioning and support of interest with respect to the research, authorship and/or publication of this article. Conflict of interest: The authors have indicated they have no potential conflicts of interest to disclose. Index. décimale : PER Périodiques Résumé : Autism spectrum disorder (ASD) can be diagnosed as early as 18?months of age. However, the average age at diagnosis in the United States is over 2 years later. A lot has been written about the many barriers families face when seeking a diagnosis for their child. One area of research that has received no attention is whether separation between a child's biological parents affects the age at which a child is diagnosed with ASD. This study was conducted among 561 children who were receiving an ASD diagnosis for the first time. On average, these children were 5?years of age. The study took place in an urban, outpatient specialty autism clinic in the United States. Biological parents self-reported their relationship status during the evaluation. This was categorized as either "together" (married or living together but not married) or "not together" (separated, divorced, or never married). At the time of diagnosis, most children's biological parents were together (69%). We found children of parents who were together were diagnosed 1.4?years earlier than those who were not together. These findings have important implications for providing support to families that separate early in a child's life, with the goal of reducing the age at ASD evaluation among single parents and those who have been separated from their child's other biological parent. Providing support to these families is important since earlier age at diagnosis leads to earlier intervention, which can improve long-term outcomes for the child, family, and community as a whole. En ligne : http://dx.doi.org/10.1177/13623613211013683 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451
in Autism > 25-8 (November 2021) . - p.2189-2198[article] Parental relationship status and age at autism spectrum disorder diagnosis of their child [Texte imprimé et/ou numérique] / L. G. KALB, Auteur ; C. HOLINGUE, Auteur ; D. PFEIFFER, Auteur ; R. REETZKE, Auteur ; E. DILLON, Auteur ; Gazi F. AZAD, Auteur ; B. FREEDMAN, Auteur ; R. LANDA, Auteur . - p.2189-2198.
Langues : Anglais (eng)
in Autism > 25-8 (November 2021) . - p.2189-2198
Mots-clés : Autism Spectrum Disorder/diagnosis Child Family Humans Parents United States autism spectrum disorders diagnosis family functioning and support of interest with respect to the research, authorship and/or publication of this article. Conflict of interest: The authors have indicated they have no potential conflicts of interest to disclose. Index. décimale : PER Périodiques Résumé : Autism spectrum disorder (ASD) can be diagnosed as early as 18?months of age. However, the average age at diagnosis in the United States is over 2 years later. A lot has been written about the many barriers families face when seeking a diagnosis for their child. One area of research that has received no attention is whether separation between a child's biological parents affects the age at which a child is diagnosed with ASD. This study was conducted among 561 children who were receiving an ASD diagnosis for the first time. On average, these children were 5?years of age. The study took place in an urban, outpatient specialty autism clinic in the United States. Biological parents self-reported their relationship status during the evaluation. This was categorized as either "together" (married or living together but not married) or "not together" (separated, divorced, or never married). At the time of diagnosis, most children's biological parents were together (69%). We found children of parents who were together were diagnosed 1.4?years earlier than those who were not together. These findings have important implications for providing support to families that separate early in a child's life, with the goal of reducing the age at ASD evaluation among single parents and those who have been separated from their child's other biological parent. Providing support to these families is important since earlier age at diagnosis leads to earlier intervention, which can improve long-term outcomes for the child, family, and community as a whole. En ligne : http://dx.doi.org/10.1177/13623613211013683 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451 Supporting autistic adults' episodic memory recall in interviews: The role of executive functions, theory of mind, and language abilities / J. E. NORRIS in Autism, 26-2 (February 2022)
[article]
Titre : Supporting autistic adults' episodic memory recall in interviews: The role of executive functions, theory of mind, and language abilities Type de document : Texte imprimé et/ou numérique Auteurs : J. E. NORRIS, Auteur ; K. MARAS, Auteur Article en page(s) : p.513-524 Langues : Anglais (eng) Mots-clés : autism spectrum disorders autobiographical memory cognition (attention communication and language episodic memory executive functions expressive language interviews learning memory) task support hypothesis theory of mind of interest with respect to the research, authorship and/or publication of this article. Index. décimale : PER Périodiques Résumé : Autistic people have difficulties recalling episodic memories (memories of specific events) compared to typically developing people. However, being able to effectively recall such memories is important in many real-world situations, for example, in police interviews, during medical consultations, and in employment interviews. Autistic people's episodic memory difficulties are most noticeable when they are responding to open, unsupportive questions. However, the 'Task Support Hypothesis' indicates that autistic people are able to recall as much information as typically developing people, as long as they are asked more supportive questions. Autistic people also experience difficulties with executive functioning (cognitive abilities which allow us to plan, hold information in mind, inhibit interruptions, etc.), theory of mind (the ability to understand others' perspectives and intentions), and spoken language. The current study aimed to investigate the impact of these cognitive abilities on memory recall in two previous studies which compared autistic and typically developing adults on how specific their recall was in police, healthcare, and employment interviews, and the quality of responses during an employment interview when both unsupportive and supportive questioning was used. The results show that while typically developing people may rely on theory of mind abilities, autistic people may rely more on language abilities when performing in interviews, potentially to compensate for their episodic memory difficulties, and that this effect is most apparent during more unsupportive recall (e.g. when a brief, open question is asked) compared to when open questions are followed by prompts (e.g. 'tell me about who as there', 'what happened?', etc.). En ligne : http://dx.doi.org/10.1177/13623613211030772 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452
in Autism > 26-2 (February 2022) . - p.513-524[article] Supporting autistic adults' episodic memory recall in interviews: The role of executive functions, theory of mind, and language abilities [Texte imprimé et/ou numérique] / J. E. NORRIS, Auteur ; K. MARAS, Auteur . - p.513-524.
Langues : Anglais (eng)
in Autism > 26-2 (February 2022) . - p.513-524
Mots-clés : autism spectrum disorders autobiographical memory cognition (attention communication and language episodic memory executive functions expressive language interviews learning memory) task support hypothesis theory of mind of interest with respect to the research, authorship and/or publication of this article. Index. décimale : PER Périodiques Résumé : Autistic people have difficulties recalling episodic memories (memories of specific events) compared to typically developing people. However, being able to effectively recall such memories is important in many real-world situations, for example, in police interviews, during medical consultations, and in employment interviews. Autistic people's episodic memory difficulties are most noticeable when they are responding to open, unsupportive questions. However, the 'Task Support Hypothesis' indicates that autistic people are able to recall as much information as typically developing people, as long as they are asked more supportive questions. Autistic people also experience difficulties with executive functioning (cognitive abilities which allow us to plan, hold information in mind, inhibit interruptions, etc.), theory of mind (the ability to understand others' perspectives and intentions), and spoken language. The current study aimed to investigate the impact of these cognitive abilities on memory recall in two previous studies which compared autistic and typically developing adults on how specific their recall was in police, healthcare, and employment interviews, and the quality of responses during an employment interview when both unsupportive and supportive questioning was used. The results show that while typically developing people may rely on theory of mind abilities, autistic people may rely more on language abilities when performing in interviews, potentially to compensate for their episodic memory difficulties, and that this effect is most apparent during more unsupportive recall (e.g. when a brief, open question is asked) compared to when open questions are followed by prompts (e.g. 'tell me about who as there', 'what happened?', etc.). En ligne : http://dx.doi.org/10.1177/13623613211030772 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452 "Camouflaging" by adolescent autistic girls who attend both mainstream and specialist resource classes: Perspectives of girls, their mothers and their educators / J. HALSALL in Autism, 25-7 (October 2021)
[article]
Titre : "Camouflaging" by adolescent autistic girls who attend both mainstream and specialist resource classes: Perspectives of girls, their mothers and their educators Type de document : Texte imprimé et/ou numérique Auteurs : J. HALSALL, Auteur ; C. CLARKE, Auteur ; L. CRANE, Auteur Article en page(s) : p.2074-2086 Langues : Anglais (eng) Mots-clés : Adolescent Anxiety Disorders Autism Spectrum Disorder/therapy Autistic Disorder/therapy Child Female Humans Mainstreaming, Education Mothers Schools autism camouflaging education females resource bases special educational needs of interest with respect to the research, authorship and/or publication of this article. Index. décimale : PER Périodiques Résumé : There are a range of different types of schools that support children diagnosed with autism, including mainstream schools (where pupils are taught in general classrooms) and specialist schools (where pupils are exclusively taught alongside other children with special educational needs). An intermediary option involves resource bases attached to mainstream schools, which enable children to transition between mainstream and specialist educational settings. Autistic girls use a variety of strategies to negotiate the expectations and demands of school life. One of these strategies is known as camouflaging. This involves 'hiding' autism-based behaviours and developing ways to manage social situations, with the aim of fitting in with others. Research has shown that camouflaging can help to meet social expectations and friendships, but it can also result in challenges, including exhaustion and anxiety. In this study, we conducted detailed interviews with eight autistic girls, their parents and their school staff. The results showed that the girls tried to use camouflaging strategies to hide their autism and learning needs, especially within mainstream classrooms. Their camouflaging was often unsuccessful, which affected their relationships and sense of belonging. They also found camouflaging exhausting and distressing, which may (when combined with the demands of the classroom) affect their relationships, learning and mental health. This research provides important implications for supporting autistic girls who attend resource bases. These focus around increasing awareness of camouflaging and ways to support autistic girls, so they are included and able to fully participate and learn within school. En ligne : http://dx.doi.org/10.1177/13623613211012819 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451
in Autism > 25-7 (October 2021) . - p.2074-2086[article] "Camouflaging" by adolescent autistic girls who attend both mainstream and specialist resource classes: Perspectives of girls, their mothers and their educators [Texte imprimé et/ou numérique] / J. HALSALL, Auteur ; C. CLARKE, Auteur ; L. CRANE, Auteur . - p.2074-2086.
Langues : Anglais (eng)
in Autism > 25-7 (October 2021) . - p.2074-2086
Mots-clés : Adolescent Anxiety Disorders Autism Spectrum Disorder/therapy Autistic Disorder/therapy Child Female Humans Mainstreaming, Education Mothers Schools autism camouflaging education females resource bases special educational needs of interest with respect to the research, authorship and/or publication of this article. Index. décimale : PER Périodiques Résumé : There are a range of different types of schools that support children diagnosed with autism, including mainstream schools (where pupils are taught in general classrooms) and specialist schools (where pupils are exclusively taught alongside other children with special educational needs). An intermediary option involves resource bases attached to mainstream schools, which enable children to transition between mainstream and specialist educational settings. Autistic girls use a variety of strategies to negotiate the expectations and demands of school life. One of these strategies is known as camouflaging. This involves 'hiding' autism-based behaviours and developing ways to manage social situations, with the aim of fitting in with others. Research has shown that camouflaging can help to meet social expectations and friendships, but it can also result in challenges, including exhaustion and anxiety. In this study, we conducted detailed interviews with eight autistic girls, their parents and their school staff. The results showed that the girls tried to use camouflaging strategies to hide their autism and learning needs, especially within mainstream classrooms. Their camouflaging was often unsuccessful, which affected their relationships and sense of belonging. They also found camouflaging exhausting and distressing, which may (when combined with the demands of the classroom) affect their relationships, learning and mental health. This research provides important implications for supporting autistic girls who attend resource bases. These focus around increasing awareness of camouflaging and ways to support autistic girls, so they are included and able to fully participate and learn within school. En ligne : http://dx.doi.org/10.1177/13623613211012819 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451 Experiences of autistic and non-autistic individuals participating in a corporate internship scheme / A. REMINGTON in Autism, 26-1 (January 2022)
PermalinkOvercoming hurdles to intervention studies with autistic children with profound communication difficulties and their families / A. MCKINNEY in Autism, 25-6 (August 2021)
PermalinkObjective and subjective psychosocial outcomes in adults with autism spectrum disorder: A 6-year longitudinal study / Anke M. SCHEEREN in Autism, 26-1 (January 2022)
PermalinkSocial identities and mental well-being in autistic adults / C. A. MAITLAND in Autism, 25-6 (August 2021)
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