13 recherche sur le mot-clé 'school-aged children'

Linking emotion recognition of speech to executive function and advanced Theory of Mind in school-aged autistic children / Jia-Min BAI in Research in Autism, 128 (October 2025)  

Public ISBD [article]  inResearch in Autism > 128 (October 2025) . - p.202714 Titre : Linking emotion recognition of speech to executive function and advanced Theory of Mind in school-aged autistic children Type de document : texte imprimé Auteurs : Jia-Min BAI, Auteur ; Feng-Ming TSAO, Auteur Article en page(s) : p.202714 Langues : Anglais (eng) Mots-clés : Emotional prosody  Executive function  Theory of Mind  School-aged children  Autism Index. décimale : PER Périodiques Résumé : Emotional prosody conveys a speaker’s implicit intentions during daily communication. Impaired recognition of emotional prosody has been linked to poor social skills in school-aged autistic children. While executive function (EF) and the advanced Theory of Mind (ToM) are associated with social communication in autistic children, the role of emotional prosody recognition in these relationships remains unclear. Moreover, it is uncertain whether communication difficulties among autistic children stem from less efficient use of the same cognitive mechanisms, i.e., EF, and advanced ToM, as typically developing (TD) children or from fundamentally different perceptual processes in prosody recognition. This study comprehensively examined the emotional prosody recognition performance and its relationship with EF and advanced ToM in school-aged autistic children (n = 41) and TD (n = 42). Emotional prosody recognition, EF (including inhibition and cognitive flexibility), and advanced ToM were assessed using behavioral tasks. The results showed that autistic children performed significantly worse than their TD peers in recognizing emotions from monosyllabic words. Hierarchical linear regression analysis revealed that EF, but not advanced ToM, contributed to emotional prosody recognition in the autistic group. By contrast, neither EF nor advanced ToM predicted prosody recognition in the TD group. These findings suggest that the mechanisms underlying emotional prosody recognition differ between autistic children and TD children in middle childhood. These findings highlight the potential value of incorporating emotional prosody and EF training into intervention programs to improve communication among autistic children. En ligne : https://doi.org/10.1016/j.reia.2025.202714 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570 [article] Linking emotion recognition of speech to executive function and advanced Theory of Mind in school-aged autistic children [texte imprimé] / Jia-Min BAI, Auteur ; Feng-Ming TSAO, Auteur . - p.202714. Langues : Anglais (eng) in Research in Autism > 128 (October 2025) . - p.202714 Mots-clés : Emotional prosody  Executive function  Theory of Mind  School-aged children  Autism Index. décimale : PER Périodiques Résumé : Emotional prosody conveys a speaker’s implicit intentions during daily communication. Impaired recognition of emotional prosody has been linked to poor social skills in school-aged autistic children. While executive function (EF) and the advanced Theory of Mind (ToM) are associated with social communication in autistic children, the role of emotional prosody recognition in these relationships remains unclear. Moreover, it is uncertain whether communication difficulties among autistic children stem from less efficient use of the same cognitive mechanisms, i.e., EF, and advanced ToM, as typically developing (TD) children or from fundamentally different perceptual processes in prosody recognition. This study comprehensively examined the emotional prosody recognition performance and its relationship with EF and advanced ToM in school-aged autistic children (n = 41) and TD (n = 42). Emotional prosody recognition, EF (including inhibition and cognitive flexibility), and advanced ToM were assessed using behavioral tasks. The results showed that autistic children performed significantly worse than their TD peers in recognizing emotions from monosyllabic words. Hierarchical linear regression analysis revealed that EF, but not advanced ToM, contributed to emotional prosody recognition in the autistic group. By contrast, neither EF nor advanced ToM predicted prosody recognition in the TD group. These findings suggest that the mechanisms underlying emotional prosody recognition differ between autistic children and TD children in middle childhood. These findings highlight the potential value of incorporating emotional prosody and EF training into intervention programs to improve communication among autistic children. En ligne : https://doi.org/10.1016/j.reia.2025.202714 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570

Assessing the Minimally Verbal School-Aged Child With Autism Spectrum Disorder / Connie KASARI in Autism Research, 6-6 (December 2013)  

Public ISBD [article]  inAutism Research > 6-6 (December 2013) . - p.479-493 Titre : Assessing the Minimally Verbal School-Aged Child With Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Connie KASARI, Auteur ; Nancy C. BRADY, Auteur ; Catherine LORD, Auteur ; Helen TAGER-FLUSBERG, Auteur Année de publication : 2013 Article en page(s) : p.479-493 Langues : Anglais (eng) Mots-clés : minimally verbal  school-aged children  assessment  communication Index. décimale : PER Périodiques Résumé : This paper addresses the issue of assessing communication, language, and associated cognitive and behavioral abilities of minimally verbal children with autism spectrum disorder (ASD), presenting a summary of a year-long series of meetings held by a group of experts in the field of ASD and National Institutes of Health staff. In this paper, our goals were to first define the population and then present general guidelines for optimizing assessment sessions for this challenging population. We then summarize the available measures that can be used across a variety of behavioral domains that are most directly relevant to developing language skills, including oral motor skills, vocal repertoire, receptive and expressive language, imitation, intentional communication, play, social behavior, repetitive and sensory behaviors, and nonverbal cognition. We conclude with a discussion of some of the limitations in the available measures and highlight recommendations for future research in this area. En ligne : http://dx.doi.org/10.1002/aur.1334 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=221 [article] Assessing the Minimally Verbal School-Aged Child With Autism Spectrum Disorder [texte imprimé] / Connie KASARI, Auteur ; Nancy C. BRADY, Auteur ; Catherine LORD, Auteur ; Helen TAGER-FLUSBERG, Auteur . - 2013 . - p.479-493. Langues : Anglais (eng) in Autism Research > 6-6 (December 2013) . - p.479-493 Mots-clés : minimally verbal  school-aged children  assessment  communication Index. décimale : PER Périodiques Résumé : This paper addresses the issue of assessing communication, language, and associated cognitive and behavioral abilities of minimally verbal children with autism spectrum disorder (ASD), presenting a summary of a year-long series of meetings held by a group of experts in the field of ASD and National Institutes of Health staff. In this paper, our goals were to first define the population and then present general guidelines for optimizing assessment sessions for this challenging population. We then summarize the available measures that can be used across a variety of behavioral domains that are most directly relevant to developing language skills, including oral motor skills, vocal repertoire, receptive and expressive language, imitation, intentional communication, play, social behavior, repetitive and sensory behaviors, and nonverbal cognition. We conclude with a discussion of some of the limitations in the available measures and highlight recommendations for future research in this area. En ligne : http://dx.doi.org/10.1002/aur.1334 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=221

The relationship between dietary patterns and the autistic trait in school-age children / Guo ZHENG ; Haoran YU ; Yulin WU ; Weilin HUANG ; Zheqing ZHANG ; Jingjing LIANG in Research in Autism, 126 (August 2025)  

Public ISBD [article]  inResearch in Autism > 126 (August 2025) . - p.202633 Titre : The relationship between dietary patterns and the autistic trait in school-age children Type de document : texte imprimé Auteurs : Guo ZHENG, Auteur ; Haoran YU, Auteur ; Yulin WU, Auteur ; Weilin HUANG, Auteur ; Zheqing ZHANG, Auteur ; Jingjing LIANG, Auteur Article en page(s) : p.202633 Langues : Anglais (eng) Mots-clés : Autistic trait  Autism spectrum disorder  Dietary patterns  Food  School-aged children Index. décimale : PER Périodiques Résumé : Objectives Subclinical individuals with high autistic traits (ATs) exhibit milder but similar social and communicative impairments compared to those with autism spectrum disorder (ASD). This study investigated the relationship between dietary patterns (DPs) and the autistic trait (AT) in school-aged children in Guangzhou. Methods A cross-sectional study was conducted with 398 children aged six to nine. Principal component factor analysis identified dietary patterns, and ATs were assessed using the Autism Spectrum Quotient-Children s Version. Multiple linear regression, ANCOVA, and restricted cubic spline analysis were applied to examine associations. Results Children with higher AT had lower intake of light fruits and eggs (P: 0.008-0.043). An inverse association was found between the "vegetables-fruits-red meat" pattern and AQ-C scores (?: 0.708; 95 % CI: 1.366, 0.050). The "seafood-vegetables-fruits" pattern showed an inverted U-shaped association with AQ-C scores both in the overall sample and specifically among boys (P for non-linearity: 0.003-0.004). Conclusions Dietary patterns rich in fruits, vegetables, moderate red meat, seafood, and eggs may be associated with lower levels of autistic traits in school-age children, particularly in boys. En ligne : https://doi.org/10.1016/j.reia.2025.202633 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565 [article] The relationship between dietary patterns and the autistic trait in school-age children [texte imprimé] / Guo ZHENG, Auteur ; Haoran YU, Auteur ; Yulin WU, Auteur ; Weilin HUANG, Auteur ; Zheqing ZHANG, Auteur ; Jingjing LIANG, Auteur . - p.202633. Langues : Anglais (eng) in Research in Autism > 126 (August 2025) . - p.202633 Mots-clés : Autistic trait  Autism spectrum disorder  Dietary patterns  Food  School-aged children Index. décimale : PER Périodiques Résumé : Objectives Subclinical individuals with high autistic traits (ATs) exhibit milder but similar social and communicative impairments compared to those with autism spectrum disorder (ASD). This study investigated the relationship between dietary patterns (DPs) and the autistic trait (AT) in school-aged children in Guangzhou. Methods A cross-sectional study was conducted with 398 children aged six to nine. Principal component factor analysis identified dietary patterns, and ATs were assessed using the Autism Spectrum Quotient-Children s Version. Multiple linear regression, ANCOVA, and restricted cubic spline analysis were applied to examine associations. Results Children with higher AT had lower intake of light fruits and eggs (P: 0.008-0.043). An inverse association was found between the "vegetables-fruits-red meat" pattern and AQ-C scores (?: 0.708; 95 % CI: 1.366, 0.050). The "seafood-vegetables-fruits" pattern showed an inverted U-shaped association with AQ-C scores both in the overall sample and specifically among boys (P for non-linearity: 0.003-0.004). Conclusions Dietary patterns rich in fruits, vegetables, moderate red meat, seafood, and eggs may be associated with lower levels of autistic traits in school-age children, particularly in boys. En ligne : https://doi.org/10.1016/j.reia.2025.202633 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565

Autism spectrum disorder prevalence and associated sociodemographic factors in the school population: EPINED study / Paula MORALES-HIDALGO in Autism, 25-7 (October 2021)  

Public ISBD [article]  inAutism > 25-7 (October 2021) . - p.1999-2011 Titre : Autism spectrum disorder prevalence and associated sociodemographic factors in the school population: EPINED study Type de document : texte imprimé Auteurs : Paula MORALES-HIDALGO, Auteur ; Nùria VOLTAS MORESO, Auteur ; Josefa CANALS-SANS, Auteur Article en page(s) : p.1999-2011 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/epidemiology  Child  Female  Humans  Parents  Population Surveillance  Prevalence  Schools  autism spectrum disorder  preschool-aged children  prevalence  school-aged children  sex ratio  sociodemographic factors Index. décimale : PER Périodiques Résumé : An increase in the prevalence of autism spectrum disorder has been reported around the world over the past decade. However, the prevalence data for southern Europe seem to be lower than international reports and notable methodological differences have been reported among studies. The objective of the Neurodevelopmental Disorders Epidemiological Research Project was to estimate the prevalence of autism spectrum disorder in a representative school sample of the province of Tarragona, Spain. The study included a screening procedure through parents (N = 3727) and teachers (N = 6894), and an individual assessment of children at risk and a comparison group (N = 781). The overall estimated prevalence in our sample was 1.53%, being significantly higher than the 0.83% previously registered diagnoses. A total of 3.31% of the children presented subclinical characteristics of autism spectrum disorder. Girls showed a significantly lower estimated prevalence in all the conditions. Severity profiles were distributed as 46% mild, 47% moderate and 7% severe. Psychological support (65%), educational support (65%) and language therapy (51%) were given to children with autism spectrum disorder. Pharmacological treatment was only found among school-aged children (37.5%). Public schools provided more educational supports (72%) than private schools (36%). The heterogeneity of autism spectrum disorder makes it difficult to determine specific associated sociodemographic factors. The results confirmed a high prevalence of autism spectrum disorder in the province, suggesting a current under-diagnosis in public health services. In view of the results, it is important to promote early diagnosis and intervention, especially in particular groups such as girls, children with intellectual disabilities and children from immigrant families. En ligne : http://dx.doi.org/10.1177/13623613211007717 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451 [article] Autism spectrum disorder prevalence and associated sociodemographic factors in the school population: EPINED study [texte imprimé] / Paula MORALES-HIDALGO, Auteur ; Nùria VOLTAS MORESO, Auteur ; Josefa CANALS-SANS, Auteur . - p.1999-2011. Langues : Anglais (eng) in Autism > 25-7 (October 2021) . - p.1999-2011 Mots-clés : Autism Spectrum Disorder/epidemiology  Child  Female  Humans  Parents  Population Surveillance  Prevalence  Schools  autism spectrum disorder  preschool-aged children  prevalence  school-aged children  sex ratio  sociodemographic factors Index. décimale : PER Périodiques Résumé : An increase in the prevalence of autism spectrum disorder has been reported around the world over the past decade. However, the prevalence data for southern Europe seem to be lower than international reports and notable methodological differences have been reported among studies. The objective of the Neurodevelopmental Disorders Epidemiological Research Project was to estimate the prevalence of autism spectrum disorder in a representative school sample of the province of Tarragona, Spain. The study included a screening procedure through parents (N = 3727) and teachers (N = 6894), and an individual assessment of children at risk and a comparison group (N = 781). The overall estimated prevalence in our sample was 1.53%, being significantly higher than the 0.83% previously registered diagnoses. A total of 3.31% of the children presented subclinical characteristics of autism spectrum disorder. Girls showed a significantly lower estimated prevalence in all the conditions. Severity profiles were distributed as 46% mild, 47% moderate and 7% severe. Psychological support (65%), educational support (65%) and language therapy (51%) were given to children with autism spectrum disorder. Pharmacological treatment was only found among school-aged children (37.5%). Public schools provided more educational supports (72%) than private schools (36%). The heterogeneity of autism spectrum disorder makes it difficult to determine specific associated sociodemographic factors. The results confirmed a high prevalence of autism spectrum disorder in the province, suggesting a current under-diagnosis in public health services. In view of the results, it is important to promote early diagnosis and intervention, especially in particular groups such as girls, children with intellectual disabilities and children from immigrant families. En ligne : http://dx.doi.org/10.1177/13623613211007717 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451

Autism spectrum disorder prevalence and associated sociodemographic factors in the school population: EPINED study / Paula MORALES-HIDALGO in Autism, 26-7 (October 2022)  

Public ISBD [article]  inAutism > 26-7 (October 2022) . - p.1999-2011 Titre : Autism spectrum disorder prevalence and associated sociodemographic factors in the school population: EPINED study Type de document : texte imprimé Auteurs : Paula MORALES-HIDALGO, Auteur ; Nùria VOLTAS MORESO, Auteur ; Josefa CANALS-SANS, Auteur Article en page(s) : p.1999-2011 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/epidemiology  Child  Female  Humans  Parents  Population Surveillance  Prevalence  Schools  autism spectrum disorder  preschool-aged children  school-aged children  sex ratio  sociodemographic factors Index. décimale : PER Périodiques Résumé : An increase in the prevalence of autism spectrum disorder has been reported around the world over the past decade. However, the prevalence data for southern Europe seem to be lower than international reports and notable methodological differences have been reported among studies. The objective of the Neurodevelopmental Disorders Epidemiological Research Project was to estimate the prevalence of autism spectrum disorder in a representative school sample of the province of Tarragona, Spain. The study included a screening procedure through parents (N=3727) and teachers (N=6894), and an individual assessment of children at risk and a comparison group (N=781). The overall estimated prevalence in our sample was 1.53%, being significantly higher than the 0.83% previously registered diagnoses. A total of 3.31% of the children presented subclinical characteristics of autism spectrum disorder. Girls showed a significantly lower estimated prevalence in all the conditions. Severity profiles were distributed as 46% mild, 47% moderate and 7% severe. Psychological support (65%), educational support (65%) and language therapy (51%) were given to children with autism spectrum disorder. Pharmacological treatment was only found among school-aged children (37.5%). Public schools provided more educational supports (72%) than private schools (36%). The heterogeneity of autism spectrum disorder makes it difficult to determine specific associated sociodemographic factors. The results confirmed a high prevalence of autism spectrum disorder in the province, suggesting a current under-diagnosis in public health services. In view of the results, it is important to promote early diagnosis and intervention, especially in particular groups such as girls, children with intellectual disabilities and children from immigrant families. En ligne : http://dx.doi.org/10.1177/13623613211007717 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=484 [article] Autism spectrum disorder prevalence and associated sociodemographic factors in the school population: EPINED study [texte imprimé] / Paula MORALES-HIDALGO, Auteur ; Nùria VOLTAS MORESO, Auteur ; Josefa CANALS-SANS, Auteur . - p.1999-2011. Langues : Anglais (eng) in Autism > 26-7 (October 2022) . - p.1999-2011 Mots-clés : Autism Spectrum Disorder/epidemiology  Child  Female  Humans  Parents  Population Surveillance  Prevalence  Schools  autism spectrum disorder  preschool-aged children  school-aged children  sex ratio  sociodemographic factors Index. décimale : PER Périodiques Résumé : An increase in the prevalence of autism spectrum disorder has been reported around the world over the past decade. However, the prevalence data for southern Europe seem to be lower than international reports and notable methodological differences have been reported among studies. The objective of the Neurodevelopmental Disorders Epidemiological Research Project was to estimate the prevalence of autism spectrum disorder in a representative school sample of the province of Tarragona, Spain. The study included a screening procedure through parents (N=3727) and teachers (N=6894), and an individual assessment of children at risk and a comparison group (N=781). The overall estimated prevalence in our sample was 1.53%, being significantly higher than the 0.83% previously registered diagnoses. A total of 3.31% of the children presented subclinical characteristics of autism spectrum disorder. Girls showed a significantly lower estimated prevalence in all the conditions. Severity profiles were distributed as 46% mild, 47% moderate and 7% severe. Psychological support (65%), educational support (65%) and language therapy (51%) were given to children with autism spectrum disorder. Pharmacological treatment was only found among school-aged children (37.5%). Public schools provided more educational supports (72%) than private schools (36%). The heterogeneity of autism spectrum disorder makes it difficult to determine specific associated sociodemographic factors. The results confirmed a high prevalence of autism spectrum disorder in the province, suggesting a current under-diagnosis in public health services. In view of the results, it is important to promote early diagnosis and intervention, especially in particular groups such as girls, children with intellectual disabilities and children from immigrant families. En ligne : http://dx.doi.org/10.1177/13623613211007717 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=484

Telephone-assisted self-help for parents of children with attention-deficit/hyperactivity disorder who have residual functional impairment despite methylphenidate treatment: a randomized controlled trial / Christina DOSE in Journal of Child Psychology and Psychiatry, 58-6 (June 2017)  

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The development of co-speech gesture and its semantic integration with speech in 6- to 12-year-old children with autism spectrum disorders / Wing-Chee SO in Autism, 19-8 (November 2015)  

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Impact of Cognitive Behavioral Therapy on Observed Autism Symptom Severity During School Recess: A Preliminary Randomized, Controlled Trial / Jeffrey J. WOOD in Journal of Autism and Developmental Disorders, 44-9 (September 2014)  

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How pupils on the autism spectrum make sense of themselves in the context of their experiences in a mainstream school setting: A qualitative metasynthesis / Emma I. WILLIAMS in Autism, 23-1 (January 2019)  

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Studies assessing domains pertaining to structural language in autism vary in reporting practices and approaches to assessment: A systematic review / Lue SHEN ; Amalia MONROE-GULICK ; Mabel L. RICE ; Inge-Marie EIGSTI in Autism, 28-7 (July 2024)  

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