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LeBeau B, Schabilion K, Assouline SG, Foley Nicpon M, Doobay AF, Mahatmya D. Developmental Milestones as Early Indicators of Twice-Exceptionality. Neurobiol Learn Mem 2022; 194:107671. [PMID: 35908656 DOI: 10.1016/j.nlm.2022.107671] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/30/2021] [Revised: 07/19/2022] [Accepted: 07/24/2022] [Indexed: 11/18/2022]
Abstract
Twice-exceptional individuals are those who have high cognitive ability in one or more areas, but also have a diagnosed disability. The needs of these individuals likely differ from those with high cognitive ability without a disability and those who solely have a disability. Intervening early can offer exceptional benefits for twice-exceptional individuals, but this has proved challenging due to the high cognitive abilities masking disabilities. This study explores if parent-reported developmental milestones can predict the number of disabilities diagnosed for an individual, including Autism Spectrum Disorder (ASD), Attention-Deficit/Hyperactivity Disorder (ADHD), and Specific Learning Disorder (SLD). Using a clinical sample of about 1,300 individuals, we used a Bayesian cumulative logistic model to explore if developmental milestones can predict the number of diagnoses after controlling for IQ and age. Study results showed that when an individual began to count and read informed predictions for the number of future diagnoses in the clinical sample. Implications for future study and practitioners are discussed in further detail.
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2
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Losh A, Bolourian Y, Rodriguez G, Eisenhower A, Blacher J. Early student-teacher relationships and autism: Student perspectives and teacher concordance. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2022. [DOI: 10.1016/j.appdev.2022.101394] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
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3
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Nuske HJ, Shih WI, Sparapani N, Baczewski L, Dimachkie Nunnally A, Hochheimer S, Garcia C, Castellon F, Levato L, Fischer E, Atkinson-Diaz ZL, Li J, Mandell DS, Kasari C. Self-regulation predicts companionship in children with autism. INTERNATIONAL JOURNAL OF DEVELOPMENTAL DISABILITIES 2021; 68:889-899. [PMID: 36568619 PMCID: PMC9788710 DOI: 10.1080/20473869.2021.1917109] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/24/2020] [Revised: 04/08/2021] [Accepted: 04/08/2021] [Indexed: 06/17/2023]
Abstract
Self-regulation is associated with many positive outcomes in children with and without autism, including increased mental health and academic achievement, and decreased problem behavior. Less is known regarding whether and how self-regulation and symptoms of mental health challenges (internalizing and externalizing problems) relate to social outcomes, such as friendship quality and loneliness. Parents and teachers of 106 children with autism aged 5-12 reported on children's self-regulation difficulties and externalizing and internalizing symptoms. Four-to-five months later, children reported on the quality of their friendship with their best friend (companionship, conflict, helpfulness, sense of relationship security, closeness), and their feelings of loneliness. Linear regression was used to examine the effects of self-regulation and symptoms of mental health challenges on friendship quality and loneliness. Less self-regulation difficulties predicted stronger companionship and girls had better quality friendships with their best friend than did boys, in terms of companionship, helpfulness, security and closeness, confirming that they have a protective advantage in friendship development. Autism symptoms, IQ, and age were not associated with friendship quality or loneliness. Results highlight the importance of self-regulation and mental health interventions for school-aged children with autism.
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Affiliation(s)
- Heather J. Nuske
- Penn Center for Mental Health, University of Pennsylvania, Philadelphia, PA, USA
| | - Wendy I. Shih
- Semel Institute for Neuroscience and Human Behavior, University of California, Los Angeles, CA, USA
| | - Nicole Sparapani
- University of California Davis MIND Institute, University of California, Davis, CA, USA
| | - Lauren Baczewski
- Semel Institute for Neuroscience and Human Behavior, University of California, Los Angeles, CA, USA
| | | | - Samantha Hochheimer
- Developmental and Behavioral Pediatrics, University of Rochester Medical Center, Rochester, NY, USA
| | - Consuelo Garcia
- Semel Institute for Neuroscience and Human Behavior, University of California, Los Angeles, CA, USA
| | - Fernanda Castellon
- Semel Institute for Neuroscience and Human Behavior, University of California, Los Angeles, CA, USA
| | - Lynne Levato
- Developmental and Behavioral Pediatrics, University of Rochester Medical Center, Rochester, NY, USA
| | - Erin Fischer
- Developmental and Behavioral Pediatrics, University of Rochester Medical Center, Rochester, NY, USA
| | | | - Jennica Li
- University of California Davis MIND Institute, University of California, Davis, CA, USA
| | - David S. Mandell
- Penn Center for Mental Health, University of Pennsylvania, Philadelphia, PA, USA
| | - Connie Kasari
- Semel Institute for Neuroscience and Human Behavior, University of California, Los Angeles, CA, USA
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4
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Masi G, Scullin S, Narzisi A, Muratori P, Paciello M, Fabiani D, Lenzi F, Mucci M, D’Acunto G. Suicidal Ideation and Suicidal Attempts in Referred Adolescents with High Functioning Autism Spectrum Disorder and Comorbid Bipolar Disorder: A Pilot Study. Brain Sci 2020; 10:brainsci10100750. [PMID: 33080887 PMCID: PMC7603180 DOI: 10.3390/brainsci10100750] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/03/2020] [Revised: 09/22/2020] [Accepted: 10/14/2020] [Indexed: 12/28/2022] Open
Abstract
Suicidal ideation and attempts in adolescents are closely associated to bipolar disorders (BD). Growing evidence also suggests that high functioning autism spectrum disorders (HF-ASD) are at increased risk for suicidal ideation and behaviors. Although BD and HF-ASD are frequently comorbid, no studies explored suicidality in these individuals. This exploratory study addressed this issue in a clinical group of inpatient adolescents referred to a psychiatric emergency unit. Seventeen adolescents with BD and HF-ASD and severe suicidal ideation or attempts (BD-ASD-S), were compared to 17 adolescents with BD and HF-ASD without suicidal ideation or attempts (BD-ASD-noS), and to 18 adolescents with BD and suicidal ideation or attempts without ASD (BD-noASD-S), using a structured assessment methodology. Individuals with BD-ASD-S had a higher intelligence quotient, more severe clinical impairment, more lethality in suicide attempts, more internalizing symptoms, less impulsiveness, and lower social competence. Severity of ASD traits in individuals and parents did not correlate with suicidal risk. Some dimensions of resilience were protective in terms of repulsion by life and attraction to death. Main limitations are the small sample size, the lack of a control group of typically developing adolescents. However, a better understanding of the specificities of bipolar HF-ASD individuals with suicidality may improve prevention and treatment strategies.
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Affiliation(s)
- Gabriele Masi
- IRCCS Stella Maris, Scientific Institute of Child Neurology and Psychiatry, Calambrone, 56018 Pisa, Italy; (S.S.); (A.N.); (P.M.); (D.F.); (F.L.); (M.M.); (G.D.)
- Correspondence:
| | - Silvia Scullin
- IRCCS Stella Maris, Scientific Institute of Child Neurology and Psychiatry, Calambrone, 56018 Pisa, Italy; (S.S.); (A.N.); (P.M.); (D.F.); (F.L.); (M.M.); (G.D.)
| | - Antonio Narzisi
- IRCCS Stella Maris, Scientific Institute of Child Neurology and Psychiatry, Calambrone, 56018 Pisa, Italy; (S.S.); (A.N.); (P.M.); (D.F.); (F.L.); (M.M.); (G.D.)
| | - Pietro Muratori
- IRCCS Stella Maris, Scientific Institute of Child Neurology and Psychiatry, Calambrone, 56018 Pisa, Italy; (S.S.); (A.N.); (P.M.); (D.F.); (F.L.); (M.M.); (G.D.)
| | - Marinella Paciello
- Faculty of Psychology, Università Telematica Internazionale Uninettuno, 00186 Rome, Italy;
| | - Deborah Fabiani
- IRCCS Stella Maris, Scientific Institute of Child Neurology and Psychiatry, Calambrone, 56018 Pisa, Italy; (S.S.); (A.N.); (P.M.); (D.F.); (F.L.); (M.M.); (G.D.)
| | - Francesca Lenzi
- IRCCS Stella Maris, Scientific Institute of Child Neurology and Psychiatry, Calambrone, 56018 Pisa, Italy; (S.S.); (A.N.); (P.M.); (D.F.); (F.L.); (M.M.); (G.D.)
| | - Maria Mucci
- IRCCS Stella Maris, Scientific Institute of Child Neurology and Psychiatry, Calambrone, 56018 Pisa, Italy; (S.S.); (A.N.); (P.M.); (D.F.); (F.L.); (M.M.); (G.D.)
| | - Giulia D’Acunto
- IRCCS Stella Maris, Scientific Institute of Child Neurology and Psychiatry, Calambrone, 56018 Pisa, Italy; (S.S.); (A.N.); (P.M.); (D.F.); (F.L.); (M.M.); (G.D.)
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5
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McCauley JB, Elias R, Lord C. Trajectories of co-occurring psychopathology symptoms in autism from late childhood to adulthood. Dev Psychopathol 2020; 32:1287-1302. [PMID: 32677592 PMCID: PMC7655668 DOI: 10.1017/s0954579420000826] [Citation(s) in RCA: 37] [Impact Index Per Article: 9.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/28/2022]
Abstract
Given high rates of co-occurring conditions in youth and adults with autism spectrum disorder (ASD), it is critical to examine the developmental trajectories of these symptoms of psychopathology. Using data from a cohort of participants (n = 194), most of whom were first assessed for ASD in very early childhood, we investigated the trajectories of co-occurring depressive, anxiety, and attention-deficit hyperactivity disorder (ADHD) symptoms from late childhood to adulthood. Additionally, childhood predictors and adult outcomes associated with these symptom trajectories were examined. Using group-based trajectory modeling, we found two distinct classes of individuals exhibiting each of these co-occurring symptom patterns: one class exhibited fairly low symptoms across time, and one class with elevated symptoms with varied fluctuation across time (ADHD symptoms starting high but decreasing, anxiety symptoms high and stable, and depressive symptoms fluctuating but peaking at clinically significant levels in young adulthood). All high trajectory classes were associated with age 9 adaptive skills; verbal IQ predicted higher anxiety and depressive symptom classes. After accounting for verbal IQ, all high symptom trajectory classes were negative predictors of objective adult outcomes. These findings call for wide-ranging considerations of the needs of individuals across ability levels, autism symptoms, and behavioral and emotional challenges.
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Affiliation(s)
- James B McCauley
- Department of Psychiatry, University of California, Los Angeles, CA, USA
| | - Rebecca Elias
- Department of Psychiatry, University of California, Los Angeles, CA, USA
| | - Catherine Lord
- Department of Psychiatry, University of California, Los Angeles, CA, USA
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6
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Theory of Mind Deficits and Neurophysiological Operations in Autism Spectrum Disorders: A Review. Brain Sci 2020; 10:brainsci10060393. [PMID: 32575672 PMCID: PMC7349236 DOI: 10.3390/brainsci10060393] [Citation(s) in RCA: 36] [Impact Index Per Article: 9.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/01/2020] [Revised: 06/16/2020] [Accepted: 06/18/2020] [Indexed: 02/01/2023] Open
Abstract
Theory of Mind (ToM) is a multifaceted skill set which encompasses a variety of cognitive and neurobiological aspects. ToM deficits have long been regarded as one of the most disabling features in individuals with Autism Spectrum Disorder. One of the theories that attempts to account for these impairments is that of “broken mirror neurons”. The aim of this review is to present the most recent available studies with respect to the connection between the function of mirror neurons in individuals with ASD and ToM-reflecting sensorimotor, social and attentional stimuli. The majority of these studies approach the theory of broken mirror neurons critically. Only studies from the last 15 years have been taken into consideration. Findings from electroencephalography (EEG) studies so far indicate that further research is necessary to shed more light on the mechanisms underlying the connection(s) between ToM and neurophysiological operations.
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Dekker LP, Visser K, van der Vegt EJM, Maras A, van der Ende J, Tick NT, Verhulst FC, Greaves-Lord K. Insight into Informant Discrepancies Regarding Psychosexual Functioning of Adolescents with and without Autism Spectrum Disorder. JOURNAL OF RESEARCH ON ADOLESCENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR RESEARCH ON ADOLESCENCE 2020; 30:487-501. [PMID: 31802571 DOI: 10.1111/jora.12539] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
The private nature of psychosexual functioning leads adolescents and their parents to have different perspectives, which highlights studying parent-child informant discrepancies in this domain. We investigated informant discrepancy in psychosexual functioning, using the self-report and parent report versions of the Teen Transition Inventory (TTI), of adolescents with autism spectrum disorder (ASD; 136 parent-child dyads) compared to adolescents from the general population (GP; 70 parent-child dyads). Significantly larger informant discrepancies exist in ASD dyads than GP dyads in most domains of psychosexual functioning, except for Body image, Sexual behavior, and Confidence in the future. It is important to use and pay attention to both informants, as discrepancies are relevant for both research and clinical practice regarding psychosexual functioning.
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Affiliation(s)
| | - Kirsten Visser
- Erasmus MC-Sophia
- Yulius, Organization for Mental Health
- Youz Child & Adolescent Psychiatry, Team Sarr Autism Expertise Centre
| | | | | | | | - Nouchka T Tick
- Yulius, Organization for Mental Health
- University Utrecht
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8
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Dell'Osso L, Carpita B, Cremone IM, Muti D, Diadema E, Barberi FM, Massimetti G, Brondino N, Petrosino B, Politi P, Aguglia E, Lorenzi P, Carmassi C, Gesi C. The mediating effect of trauma and stressor related symptoms and ruminations on the relationship between autistic traits and mood spectrum. Psychiatry Res 2019; 279:123-129. [PMID: 30366638 DOI: 10.1016/j.psychres.2018.10.040] [Citation(s) in RCA: 37] [Impact Index Per Article: 7.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/02/2018] [Revised: 09/25/2018] [Accepted: 10/15/2018] [Indexed: 12/28/2022]
Abstract
An increasing number of studies highlighted significant correlations between autistic traits (AT) and mood spectrum symptoms. Moreover, recent data showed that individuals with high AT are likely to develop trauma and stressor-related disorders. This study aims to investigate the relationship between AT and mood symptoms among university students, focusing in particular on how AT interact with ruminations and trauma-related symptomatology in predicting mood symptoms. 178 students from three Italian Universities of excellence were assessed with The Structured Clinical Interview for DSM-5 (SCID-5), the Adult Autism Subthreshold Spectrum (AdAS Spectrum), the Ruminative Response Scale (RRS), the Trauma and Loss Spectrum (TALS) and the Moods Spectrum (MOODS). Considering the AdAS Spectrum total scores, 133 subjects (74.7%) were categorized as "low scorers" and 45 subjects (25.3%) as "high scorers". Students in the high scorer group showed significantly higher scores on RRS, TALS-SR and MOOD-SR total scores. Total and direct effects of AdAS Spectrum total score on MOODS-SR total score were both statistically significant. AdAS Spectrum total score also showed a significant indirect effect on MOODS-SR total score through TALS and RRS total scores. Results showed a significant relationship between AT and mood spectrum, which is partially mediated by ruminations and trauma/stressor-related symptomatology.
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Affiliation(s)
- Liliana Dell'Osso
- Department of Clinical and Experimental Medicine, University of Pisa, Italy
| | - Barbara Carpita
- Department of Clinical and Experimental Medicine, University of Pisa, Italy.
| | - Ivan Mirko Cremone
- Department of Clinical and Experimental Medicine, University of Pisa, Italy
| | - Dario Muti
- Department of Clinical and Experimental Medicine, University of Pisa, Italy
| | - Elisa Diadema
- Department of Clinical and Experimental Medicine, University of Pisa, Italy
| | | | | | - Natascia Brondino
- Department of Brain and Behavioral Sciences, University of Pavia, via Bassi 21, Pavia 27100, Italy
| | - Beatrice Petrosino
- Department of Clinical and Experimental Medicine, Psychiatry Unit, University of Catania, Catania, Italy
| | - Pierluigi Politi
- Department of Brain and Behavioral Sciences, University of Pavia, via Bassi 21, Pavia 27100, Italy
| | - Eugenio Aguglia
- Department of Clinical and Experimental Medicine, Psychiatry Unit, University of Catania, Catania, Italy
| | - Primo Lorenzi
- Clinical Psychology and Psychotherapy, University of Florence, Careggi Hospital, Florence, Italy
| | - Claudia Carmassi
- Department of Clinical and Experimental Medicine, University of Pisa, Italy
| | - Camilla Gesi
- Department of Clinical and Experimental Medicine, University of Pisa, Italy
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9
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Anxiety in Children with Autism at School: a Systematic Review. REVIEW JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS 2019. [DOI: 10.1007/s40489-019-00172-z] [Citation(s) in RCA: 17] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/28/2022]
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10
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Klebanoff SM, Rosenau KA, Wood JJ. The therapeutic alliance in cognitive-behavioral therapy for school-aged children with autism and clinical anxiety. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2019; 23:2031-2042. [DOI: 10.1177/1362361319841197] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Little is known about the alliance between therapists and children with autism spectrum disorder who are receiving psychological therapies in outpatient treatment settings. This study examined the therapeutic alliance in children with autism spectrum disorder and clinical anxiety, who were receiving cognitive behavioral therapy in a randomized, controlled trial. The Therapeutic Alliance Scale for Children was administered to a sample of children and youth with autism spectrum disorder and anxiety ( N = 64; aged 7–14) as well as to their parents and therapists. A comparison sample of typically developing youth with clinical anxiety ( N = 36; aged 5–12) was included. The child-therapist alliance was more positive among typically developing children than among children with autism spectrum disorder; correspondingly, the parent-therapist alliance was also more positive among parents of typically developing children. Therapist reports of positive child-therapist alliance predicted post-treatment reductions in anxiety among children with autism spectrum disorder, although child reports of this alliance did not. Parent reports of positive parent-therapist alliance also predicted post-treatment reductions in the child’s anxiety in the group with autism spectrum disorder. A strong therapeutic alliance appears to be associated with better treatment outcomes in children with autism spectrum disorder receiving cognitive behavioral therapy, although a thoughtful and diagnostically sensitive approach is advisable to promote a positive alliance with children with autism spectrum disorder.
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11
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Abstract
Research suggests that individuals with autism spectrum disorder (ASD) are unaware of their competencies in many domains. The current study examines whether self-perception of academic competency differs in children with ASD compared to typically-developing (TD) controls and whether estimations change after providing feedback. Sixty participants, 10-15 years of age, completed academic tasks and were asked to predict their performance before and after each task. The ASD group overestimated their performance compared to the TD group except when provided with feedback. The ASD group was significantly more accurate with their perceptions when receiving feedback, which suggests that they are able to process concrete feedback. Future research should attempt to understand the underlying mechanisms and functions of this bias.
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12
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Salem-Guirgis S, Albaum C, Tablon P, Riosa PB, Nicholas DB, Drmic IE, Weiss JA. MYmind: a Concurrent Group-Based Mindfulness Intervention for Youth with Autism and Their Parents. Mindfulness (N Y) 2019; 10:1730-1743. [PMID: 31976019 PMCID: PMC6945985 DOI: 10.1007/s12671-019-01107-9] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
Objectives The current study evaluated the use of MYmind, a concurrent mindfulness program in which youth with autism and their parents simultaneously receive group specific mindfulness training. Youth with autism can experience emotional and behavioral challenges, which are associated with parental stress. Mindfulness-based programs are emerging as a promising support for these challenges, for both children and parents. While two studies have documented the use of concurrent parent-child programs, neither involve control conditions. Methods Using a within-subject repeated measures design with a baseline component, 23 parent-child dyads were assessed on mindfulness, mental health, and youth emotion regulation and autism symptoms. Participants also rated their perceived improvement on a social validity questionnaire. Results There was improvement in youth autism symptoms, emotion regulation, and adaptive skills, and in parent reports of their own mindfulness following the program. There was also some indication of a waitlist effect for parent mental health, but not for other outcome variables. Participant feedback was mainly positive. Conclusions MYmind has the potential to contribute to emotion regulation and adaptability in youth with autism, and mindfulness in parents, though more rigorous controlled trials are needed.
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Affiliation(s)
| | - Carly Albaum
- 2Department of Psychology, York University, Toronto, Canada
| | - Paula Tablon
- 2Department of Psychology, York University, Toronto, Canada
| | | | - David B Nicholas
- 4Faculty of Social Work, Central and Northern Alberta Region, University of Calgary, Edmonton, Canada
| | - Irene E Drmic
- 5Ron Joyce Children's Health Centre, Hamilton Health Sciences, Hamilton, Ontario Canada
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13
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Barendse EM, Hendriks MPH, Thoonen G, Aldenkamp AP, Kessels RPC. Social behaviour and social cognition in high-functioning adolescents with autism spectrum disorder (ASD): two sides of the same coin? Cogn Process 2018; 19:545-555. [DOI: 10.1007/s10339-018-0866-5] [Citation(s) in RCA: 21] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/14/2017] [Accepted: 05/11/2018] [Indexed: 11/30/2022]
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14
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Dickson KS, Suhrheinrich J, Rieth SR, Stahmer AC. Parent and Teacher Concordance of Child Outcomes for Youth with Autism Spectrum Disorder. J Autism Dev Disord 2018; 48:1423-1435. [PMID: 29164440 PMCID: PMC5889953 DOI: 10.1007/s10803-017-3382-z] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/31/2022]
Abstract
Cross-informant ratings of are considered gold standard for child behavioral assessment. To date, little work has examined informant ratings of adaptive functioning for youth with autism spectrum disorder (ASD). In a large, diverse sample of youth with ASD, this study evaluated parent-teacher concordance of ratings of adaptive functioning and ASD-specific symptomatology across time. The impact of child clinical characteristics on concordance was also examined. Participants included 246 children, their caregivers and teachers. Parent-teacher concordance was variable but generally consistent across time. Concordance was significantly impacted by autism severity and child cognitive abilities. Findings inform the broader concordance literature and support the need to consider child clinical factors when assessing child functioning in samples of children with ASD.
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Affiliation(s)
- Kelsey S Dickson
- Department of Psychiatry, University of California, San Diego, 9500 Gilman Drive MC0812, La Jolla, San Diego, CA, 92093, USA.
- Child and Adolescent Services Research Center, 3665 Kearny Villa Road, Suite 200, San Diego, CA, 92123, USA.
| | - Jessica Suhrheinrich
- Child and Adolescent Services Research Center, 3665 Kearny Villa Road, Suite 200, San Diego, CA, 92123, USA
- San Diego State University, 5500 Campanile Dr., San Diego, CA, 92182, USA
| | - Sarah R Rieth
- Child and Adolescent Services Research Center, 3665 Kearny Villa Road, Suite 200, San Diego, CA, 92123, USA
- San Diego State University, 5500 Campanile Dr., San Diego, CA, 92182, USA
| | - Aubyn C Stahmer
- Child and Adolescent Services Research Center, 3665 Kearny Villa Road, Suite 200, San Diego, CA, 92123, USA
- University of California, Davis MIND Institute, 2825 50th Street, Sacramento, CA, 95817, USA
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15
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Jones RM, Pickles A, Lord C. Evaluating the quality of peer interactions in children and adolescents with autism with the Penn Interactive Peer Play Scale (PIPPS). Mol Autism 2017. [PMID: 28638592 PMCID: PMC5474027 DOI: 10.1186/s13229-017-0144-x] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022] Open
Abstract
Background A core difficulty for individuals with autism is making friends and successfully engaging and interacting with peers. The majority of measures to assess peer interactions are observations in a school setting or self-report. The present study examined the convergent validity of using a teacher rating scale, the Penn Interactive Peer Play Scale (PIPPS), for collecting information about the quality of peer interactions at school. Methods Teachers completed the PIPPS for 107 children with ASD when the child was 9 and 13 years of age. Clinicians completed diagnostic and cognitive assessments and caregivers completed the Autism Diagnostic Interview-Revised (ADI-R) when the child was 9. Results Parent report of reciprocal friendships from the ADI-R was associated with teacher report about how socially connected the child was at school on the PIPPS, indicating strong convergence between teachers and parents. Children with more severe restricted and repetitive behaviors and lower verbal abilities were less connected with peers. Children with access to typical peers had more connections with peers compared to those who were in a special education classroom. Conclusions The findings suggest that teacher ratings from the PIPPS can accurately capture the quality of peer interactions in children and adolescents with ASD and may be useful for clinicians and researchers to evaluate peer engagement in the classroom.
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Affiliation(s)
- Rebecca M Jones
- Center for Autism and the Developing Brain, Department of Psychiatry, Weill Cornell Medicine, 21 Bloomingdale Road, White Plains, NY 10605 USA
| | - Andrew Pickles
- Department of Biostatistics, Institute of Psychiatry, King's College London, London, UK
| | - Catherine Lord
- Center for Autism and the Developing Brain, Department of Psychiatry, Weill Cornell Medicine, 21 Bloomingdale Road, White Plains, NY 10605 USA
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16
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Morrison KE, Pinkham AE, Penn DL, Kelsven S, Ludwig K, Sasson NJ. Distinct profiles of social skill in adults with autism spectrum disorder and schizophrenia. Autism Res 2017; 10:878-887. [PMID: 28112487 PMCID: PMC5444961 DOI: 10.1002/aur.1734] [Citation(s) in RCA: 34] [Impact Index Per Article: 4.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/19/2016] [Revised: 10/21/2016] [Accepted: 11/17/2016] [Indexed: 01/14/2023]
Abstract
Overlapping social impairments in Autism Spectrum Disorder (ASD) and Schizophrenia (SCZ) contributed to decades of diagnostic confusion that continues to this day in some clinical settings. The current study provides the first direct and detailed comparison of social behavior in the two disorders by identifying profiles of social skill in adults with ASD (n = 54), SCZ (n = 54), and typically developing (TD) controls (n = 56) during a real-world social interaction. ASD and SCZ groups exhibited poorer social skill, both overall and on most discrete abilities, relative to the TD group. Direct comparison of ASD to SCZ revealed distinct behavioral profiles, with ASD uniquely characterized by fewer interactive behaviors, and SCZ characterized by greater impaired gaze and flat/inappropriate affective responses. Additionally, IQ was associated with both overall social skill and many discrete social skills in SCZ, but was largely unrelated to social skill in ASD. These results indicate that overlapping social deficits in ASD and SCZ are comprised of both shared and distinct social skill impairments. The largest distinctions-reduced social reciprocity but better expressivity in ASD relative to SCZ, and a greater role of IQ in social skill for SCZ than ASD-highlight disorder-specific features that can improve etiological understanding, diagnostic differentiation, and treatment strategies. Autism Res 2017, 10: 878-887. © 2017 International Society for Autism Research, Wiley Periodicals, Inc.
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Affiliation(s)
- Kerrianne E Morrison
- School of Behavioral and Brain Sciences, The University of Texas at Dallas, Richardson, TX, 75080
| | - Amy E Pinkham
- School of Behavioral and Brain Sciences, The University of Texas at Dallas, Richardson, TX, 75080
- Department of Psychiatry, University of Texas Southwestern Medical School, Dallas, TX, 75390
| | - David L Penn
- Department of Psychology, University of North Carolina, Chapel Hill, NC, 27599
- Department of Psychology, Australian Catholic University, Melbourne, Victoria, Australia
| | - Skylar Kelsven
- School of Behavioral and Brain Sciences, The University of Texas at Dallas, Richardson, TX, 75080
| | - Kelsey Ludwig
- Department of Psychology, University of North Carolina, Chapel Hill, NC, 27599
| | - Noah J Sasson
- School of Behavioral and Brain Sciences, The University of Texas at Dallas, Richardson, TX, 75080
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Foley-Nicpon M, L. Fosenburg S, G. Wurster K, Assouline SG. Identifying High Ability Children with DSM-5 Autism Spectrum or Social Communication Disorder: Performance on Autism Diagnostic Instruments. J Autism Dev Disord 2016; 47:460-471. [DOI: 10.1007/s10803-016-2973-4] [Citation(s) in RCA: 25] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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Drenthen GS, Barendse EM, Aldenkamp AP, van Veenendaal TM, Puts NAJ, Edden RAE, Zinger S, Thoonen G, Hendriks MPH, Kessels RPC, Jansen JFA. Altered neurotransmitter metabolism in adolescents with high-functioning autism. Psychiatry Res 2016; 256:44-49. [PMID: 27685800 PMCID: PMC5385138 DOI: 10.1016/j.pscychresns.2016.09.007] [Citation(s) in RCA: 45] [Impact Index Per Article: 5.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/20/2015] [Revised: 08/25/2016] [Accepted: 09/06/2016] [Indexed: 11/19/2022]
Abstract
Previous studies have suggested that alterations in excitatory/inhibitory neurotransmitters might play a crucial role in autism spectrum disorder (ASD). Proton magnetic resonance spectroscopy (1H-MRS) can provide valuable information about abnormal brain metabolism and neurotransmitter concentrations. However, few 1H-MRS studies have been published on the imbalance of the two most abundant neurotransmitters in ASD: glutamate (Glu) and gamma-aminobutyric acid (GABA). Moreover, to our knowledge none of these published studies is performed with a study population consisting purely of high-functioning autism (HFA) adolescents. Selecting only individuals with HFA eliminates factors possibly related to intellectual impairment instead of ASD. This study aims to assess Glu and GABA neurotransmitter concentrations in HFA. Occipital concentrations of Glu and GABA plus macromolecules (GABA+) were obtained using 1H-MRS relative to creatine (Cr) in adolescents with HFA (n=15 and n=13 respectively) and a healthy control group (n=17). Multiple linear regression revealed significantly higher Glu/Cr and lower GABA+/Glu concentrations in the HFA group compared to the controls. These results imply that imbalanced neurotransmitter levels of excitation and inhibition are associated with HFA in adolescents.
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Affiliation(s)
- Gerhard S Drenthen
- Department of Electrical Engineering, Eindhoven University of Technology, Eindhoven, The Netherlands; School for Mental Health and Neuroscience, Maastricht University Medical Center, Maastricht, The Netherlands; Department of Radiology, Maastricht University Medical Center, Maastricht, The Netherlands
| | - Evelien M Barendse
- Department of Neurology, Maastricht University Medical Center, Maastricht, The Netherlands; Department of Behavioral Sciences, Epilepsy Center Kempenhaeghe, Heeze, The Netherlands; Donders Institute for Brain, Cognition and Behaviour, Radboud University Nijmegen, Nijmegen, The Netherlands
| | - Albert P Aldenkamp
- Department of Electrical Engineering, Eindhoven University of Technology, Eindhoven, The Netherlands; Department of Neurology, Maastricht University Medical Center, Maastricht, The Netherlands; School for Mental Health and Neuroscience, Maastricht University Medical Center, Maastricht, The Netherlands; Department of Behavioral Sciences, Epilepsy Center Kempenhaeghe, Heeze, The Netherlands
| | - Tamar M van Veenendaal
- School for Mental Health and Neuroscience, Maastricht University Medical Center, Maastricht, The Netherlands; Department of Radiology, Maastricht University Medical Center, Maastricht, The Netherlands; Department of Behavioral Sciences, Epilepsy Center Kempenhaeghe, Heeze, The Netherlands
| | - Nicolaas A J Puts
- Russell H. Morgan Department of Radiology and Radiological Science, The Johns Hopkins University School of Medicine, Baltimore, MD, USA; F.M. Kirby Center for Functional Brain Imaging, Kennedy Krieger Institute, Baltimore, MD, USA
| | - Richard A E Edden
- Russell H. Morgan Department of Radiology and Radiological Science, The Johns Hopkins University School of Medicine, Baltimore, MD, USA; F.M. Kirby Center for Functional Brain Imaging, Kennedy Krieger Institute, Baltimore, MD, USA
| | - Svitlana Zinger
- Department of Electrical Engineering, Eindhoven University of Technology, Eindhoven, The Netherlands; Department of Behavioral Sciences, Epilepsy Center Kempenhaeghe, Heeze, The Netherlands
| | - Geert Thoonen
- Special Education School de Berkenschutse, Sterkselseweg 65, 5591 VE Heeze, The Netherlands
| | - Marc P H Hendriks
- Donders Institute for Brain, Cognition and Behaviour, Radboud University Nijmegen, Nijmegen, The Netherlands; Department of Behavioral Sciences, Epilepsy Center Kempenhaeghe, Heeze, The Netherlands
| | - Roy P C Kessels
- Donders Institute for Brain, Cognition and Behaviour, Radboud University Nijmegen, Nijmegen, The Netherlands; Department of Medical Psychology, Radboud University Nijmegen Medical Center, Nijmegen, The Netherlands
| | - Jacobus F A Jansen
- School for Mental Health and Neuroscience, Maastricht University Medical Center, Maastricht, The Netherlands; Department of Radiology, Maastricht University Medical Center, Maastricht, The Netherlands.
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20
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Glennon TJ. Survey of College Personnel: Preparedness to Serve Students With Autism Spectrum Disorder. Am J Occup Ther 2016; 70:7002260010p1-6. [PMID: 26943108 DOI: 10.5014/ajot.2016.017921] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
Abstract
OBJECTIVE This study explored the perceptions, preparedness, and practices of college personnel regarding support for students with autism spectrum disorder (ASD). METHOD Members of the Association on Higher Education and Disability were invited to complete an online survey in 2012. The survey gathered data on training level, understanding of student needs, and supports provided to students with ASD in the areas of academic transitional situations, social activities, sensory needs, attention and organization, self-advocacy and self-disclosure, and emotional regulation. RESULTS Of the 315 respondents who completed the survey, 94% were involved in designing needed supports for students with ASD. Of those involved in designing needed supports, 55% indicated the need for additional information and 63% indicated that their institution struggled with outlining the supports needed and would have liked to know more about how to support these students. CONCLUSION Opportunities exist for occupational therapy collaboration, consultation, case management, and direct intervention to support college students with ASD.
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Affiliation(s)
- Tara J Glennon
- Tara J. Glennon, EdD, OTR/L, FAOTA, is Professor of Occupational Therapy, School of Health Sciences, Quinnipiac University, Hamden, CT;
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21
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Scheeren AM, Koot HM, Begeer S. Social Interaction Style of Children and Adolescents with High-Functioning Autism Spectrum Disorder. J Autism Dev Disord 2016; 42:2046-55. [PMID: 22294525 DOI: 10.1007/s10803-012-1451-x] [Citation(s) in RCA: 40] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/14/2022]
Abstract
Qualitative differences in social interaction style exist within the autism spectrum. In this study we examined whether these differences are associated with (1) the severity of autistic symptoms and comorbid disruptive behavior problems, (2) the child's psycho-social health, and (3) executive functioning and perspective taking skills. The social interaction style of 156 children and adolescents (6-19 years) with high-functioning autism spectrum disorder (HFASD) was determined with the Wing Subgroups Questionnaire. An active-but-odd social interaction style was positively associated with symptoms of autism, attention deficit and hyperactivity. Furthermore, an active-but-odd social interaction style was negatively associated with children's psycho-social health and positively with executive functioning problems. Social interaction style explains part of the heterogeneity among children with HFASD.
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Affiliation(s)
- Anke M Scheeren
- Department of Developmental Psychology, VU University Amsterdam, Van der Boechorststraat 1, 1081 BT, Amsterdam, The Netherlands
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Azad G, Reisinger E, Xie M, Mandell DS. Parent and Teacher Concordance on the Social Responsiveness Scale for Children with Autism. SCHOOL MENTAL HEALTH 2015; 8:368-376. [PMID: 27617039 DOI: 10.1007/s12310-015-9168-6] [Citation(s) in RCA: 16] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
Abstract
There are inconsistent findings regarding parent and teacher agreement on behavioral ratings of their children with autism. One possible reason for this inconsistency is that studies have not taken autism severity into account. This study examined parent and teacher concordance of social behavior based on symptom severity for children with autism. Participants were 123 parent-teacher dyads who completed the Social Responsiveness Scale. Symptom severity was assessed using the Autism Diagnostic Observation Schedule (ADOS). Results indicated that parent and teacher ratings were statistically significantly correlated at the beginning and end of the academic year, but only for severely affected children. Teacher report of social deficits was correlated with symptom severity as measured by the ADOS; parent report was not. These findings have implications for improving assessment procedures and parent-teacher collaboration.
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Affiliation(s)
- Gazi Azad
- University of Pennsylvania Perelman School of Medicine, Center for Mental Health Policy & Services Research, 3535 Market Street, 3 Floor, Philadelphia, PA, 19104-3309
| | - Erica Reisinger
- University of Pennsylvania Perelman School of Medicine, Center for Mental Health Policy & Services Research, 3535 Market Street, 3 Floor, Philadelphia, PA, 19104-3309
| | - Ming Xie
- University of Pennsylvania Perelman School of Medicine, Center for Mental Health Policy & Services Research, 3535 Market Street, 3 Floor, Philadelphia, PA, 19104-3309
| | - David S Mandell
- University of Pennsylvania Perelman School of Medicine, Center for Mental Health Policy & Services Research, 3535 Market Street, 3 Floor, Philadelphia, PA, 19104-3309
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De-la-Iglesia M, Olivar JS. Risk Factors for Depression in Children and Adolescents with High Functioning Autism Spectrum Disorders. ScientificWorldJournal 2015; 2015:127853. [PMID: 26413564 PMCID: PMC4562099 DOI: 10.1155/2015/127853] [Citation(s) in RCA: 25] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/15/2015] [Revised: 04/14/2015] [Accepted: 05/24/2015] [Indexed: 12/28/2022] Open
Abstract
The objective of our study was to examine, discuss, and provide proposals on diagnostic comorbidity of depression in children and adolescents with high functioning autism spectrum disorder (HFASD) in the following aspects. (1) Prevalence. It was concluded that there are an elevated depression rate and the need for longitudinal studies to determine prevalence and incidence based on functioning level, autistic symptoms, gender, age, type of depression, prognosis, duration, and treatment. (2) Explicative Hypotheses and Vulnerability. The factors that present the greatest specific risk are higher cognitive functioning, self-awareness of deficit, capacity for introspection, stressful life events, adolescence, quality of social relationships, and alexithymia. (3) Risk of Suicide. The need for control and detection of suicidal tendencies and bullying is emphasised. (4) Depressive Symptoms. Indicators for early detection are proposed and their overlap with HFASD is analysed, examining the assessment techniques used and arguing that specific adapted tests are needed.
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Affiliation(s)
- Myriam De-la-Iglesia
- Departamento de Psicología, Facultad de Educación, Universidad de Valladolid, Campus María Zambrano, Plaza Alto de los Leones 1, 40005 Segovia, Spain
- Laboratoire LPPS, EA 4057, 92100 Paris, France
| | - José-Sixto Olivar
- Laboratoire LPPS, EA 4057, 92100 Paris, France
- Departamento de Psicología, Facultad de Educación y Trabajo Social, Universidad de Valladolid, Campus Miguel Delibes, Paseo de Belén 1, 47011 Valladolid, Spain
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Guénolé F, Speranza M, Louis J, Fourneret P, Revol O, Baleyte JM. Wechsler profiles in referred children with intellectual giftedness: Associations with trait-anxiety, emotional dysregulation, and heterogeneity of Piaget-like reasoning processes. Eur J Paediatr Neurol 2015; 19:402-10. [PMID: 25842052 DOI: 10.1016/j.ejpn.2015.03.006] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/25/2015] [Revised: 03/16/2015] [Accepted: 03/17/2015] [Indexed: 01/09/2023]
Abstract
BACKGROUND/PURPOSE It is common that intellectually gifted children (IQ ≥ 130) are referred to paediatric or child neuropsychiatry clinics for socio-emotional problems and/or school underachievement or maladjustment. Among them, those displaying developmental asynchrony - a heterogeneous developmental pattern reflected in a significant verbal-performance discrepancy (SVPD) on Wechsler's intelligence profile - are thought to be more emotionally and behaviourally impaired than others. Our purpose was to investigate this clinical dichotomy using a cognitive psychopathological approach. METHODS Trait-anxiety and emotional dysregulation were investigated in two groups of referred gifted children (n = 107 and 136, respectively), a pilot-study of reasoning processes on extensive Piaget-like tasks was also performed in an additional small group (n = 12). RESULTS Compared to those with a homogenous Wechsler profile, children with a SVPD exhibited: 1) a decreased prevalence of social preoccupation-anxiety (11.1% versus 27.4%; p < 0.05); 2) an increased prevalence of emotional dysregulation (58.7% versus 41.3%; p < 0.05); and 3) an increased prevalence of pathological cognitive disharmony on Piaget-like tasks (87.5% versus 0.0%; p < 0.05). CONCLUSION The results support a clinical dichotomy of behaviourally-impaired children with intellectual giftedness, with developmentally asynchronous ones exhibiting more severe psychopathological features. This suggests that developmental asynchrony matters when examining emotional and behavioural problems in gifted children and call for further investigation of this profile.
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Affiliation(s)
- Fabian Guénolé
- CHU de Caen, service de psychiatrie de l'enfant et de l'adolescent, avenue Clemenceau, 14033 Caen Cedex 9, France; INSERM, unité 1077, Neuropsychologie et neuroanatomie fonctionnelle de la mémoire humaine, avenue de la côte de Nacre - CS 30001, 14033 Caen Cedex 9, France.
| | - Mario Speranza
- Hôpital Mignot, service de psychiatrie de l'enfant et de l'adolescent, 177 rue de Versailles, 78150 Le Chesnay, France; Université de Versailles-Saint-Quentin-en-Yvelines, faculté de médecine, 2 avenue de la source de la Bièvre, 78180 Montigny-le-Bretonneux, France
| | - Jacqueline Louis
- Hospices Civils de Lyon, service hospitalo-universitaire de psychiatrie de l'enfant et de l'adolescent, Hôpital Femme-Mère-Enfant, 59 boulevard Pinel, 69500 Bron, France
| | - Pierre Fourneret
- Hospices Civils de Lyon, service hospitalo-universitaire de psychiatrie de l'enfant et de l'adolescent, Hôpital Femme-Mère-Enfant, 59 boulevard Pinel, 69500 Bron, France; CNRS, unité 5304, Laboratoire sur le langage, le cerveau et la cognition, 67 Boulevard Pinel, 69675 Bron Cedex, France; Université Claude Bernard Lyon-1, faculté de médecine Lyon est, 8 avenue Rockefeller, 69373 Lyon Cedex 8, France
| | - Olivier Revol
- Hospices Civils de Lyon, service hospitalo-universitaire de psychiatrie de l'enfant et de l'adolescent, Hôpital Femme-Mère-Enfant, 59 boulevard Pinel, 69500 Bron, France
| | - Jean-Marc Baleyte
- CHU de Caen, service de psychiatrie de l'enfant et de l'adolescent, avenue Clemenceau, 14033 Caen Cedex 9, France; INSERM, unité 1077, Neuropsychologie et neuroanatomie fonctionnelle de la mémoire humaine, avenue de la côte de Nacre - CS 30001, 14033 Caen Cedex 9, France; Université de Normandie, faculté de médecine, avenue de la côte de nacre, 14032 Caen Cedex 5, France
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Furlano R, Kelley EA, Hall L, Wilson DE. Self-perception of competencies in adolescents with autism spectrum disorders. Autism Res 2015; 8:761-70. [PMID: 25974323 DOI: 10.1002/aur.1491] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/17/2014] [Accepted: 03/23/2015] [Indexed: 11/11/2022]
Abstract
Research has demonstrated that, despite difficulties in multiple domains, children with autism spectrum disorders (ASD) show a lack of awareness of these difficulties. A misunderstanding of poor competencies may make it difficult for individuals to adjust their behaviour in accordance with feedback and may lead to greater impairments over time. This study examined self-perceptions of adolescents with ASD (n = 19) and typically developing (TD) mental-age-matched controls (n = 22) using actual performance on objective academic tasks as the basis for ratings. Before completing the tasks, participants were asked how well they thought they would do (pre-task prediction). After completing each task, they were asked how well they thought they did (immediate post-performance) and how well they would do in the future (hypothetical future post-performance). Adolescents with ASD had more positively biased self-perceptions of competence than TD controls. The ASD group tended to overestimate their performance on all ratings of self-perceptions (pre-task prediction, immediate, and hypothetical future post-performance). In contrast, while the TD group was quite accurate at estimating their performance immediately before and after performing the task, they showed some tendency to overestimate their future performance. Future investigation is needed to systematically examine possible mechanisms that may be contributing to these biased self-perceptions.
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Affiliation(s)
- Rosaria Furlano
- From the Department of Psychology, Queen's University, Kingston, ON, Canada
| | - Elizabeth A Kelley
- From the Department of Psychology, Queen's University, Kingston, ON, Canada
| | - Layla Hall
- From the Department of Psychology, Queen's University, Kingston, ON, Canada
| | - Daryl E Wilson
- From the Department of Psychology, Queen's University, Kingston, ON, Canada
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Foley-Nicpon M, Assouline SG. Counseling Considerations for the Twice-Exceptional Client. JOURNAL OF COUNSELING AND DEVELOPMENT 2015. [DOI: 10.1002/j.1556-6676.2015.00196.x] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Affiliation(s)
- Megan Foley-Nicpon
- Department of Psychological and Quantitative Foundations; University of Iowa
| | - Susan G. Assouline
- Department of Psychological and Quantitative Foundations; University of Iowa
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Ghanbari Y, Bloy L, Edgar JC, Blaskey L, Verma R, Roberts TPL. Joint analysis of band-specific functional connectivity and signal complexity in autism. J Autism Dev Disord 2015; 45:444-60. [PMID: 23963593 PMCID: PMC3931749 DOI: 10.1007/s10803-013-1915-7] [Citation(s) in RCA: 61] [Impact Index Per Article: 6.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
Abstract
Examination of resting state brain activity using electrophysiological measures like complexity as well as functional connectivity is of growing interest in the study of autism spectrum disorders (ASD). The present paper jointly examined complexity and connectivity to obtain a more detailed characterization of resting state brain activity in ASD. Multi-scale entropy was computed to quantify the signal complexity, and synchronization likelihood was used to evaluate functional connectivity (FC), with node strength values providing a sensor-level measure of connectivity to facilitate comparisons with complexity. Sensor level analysis of complexity and connectivity was performed at different frequency bands computed from resting state MEG from 26 children with ASD and 22 typically developing controls (TD). Analyses revealed band-specific group differences in each measure that agreed with other functional studies in fMRI and EEG: higher complexity in TD than ASD, in frontal regions in the delta band and occipital-parietal regions in the alpha band, and lower complexity in TD than in ASD in delta (parietal regions), theta (central and temporal regions) and gamma (frontal-central boundary regions); increased short-range connectivity in ASD in the frontal lobe in the delta band and long-range connectivity in the temporal, parietal and occipital lobes in the alpha band. Finally, and perhaps most strikingly, group differences between ASD and TD in complexity and FC appear spatially complementary, such that where FC was elevated in ASD, complexity was reduced (and vice versa). The correlation of regional average complexity and connectivity node strength with symptom severity scores of ASD subjects supported the overall complementarity (with opposing sign) of connectivity and complexity measures, pointing to either diminished connectivity leading to elevated entropy due to poor inhibitory regulation or chaotic signals prohibiting effective measure of connectivity.
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Affiliation(s)
- Yasser Ghanbari
- Section of Biomedical Image Analysis, Department of Radiology, University of Pennsylvania, Philadelphia, PA, USA
| | - Luke Bloy
- Section of Biomedical Image Analysis, Department of Radiology, University of Pennsylvania, Philadelphia, PA, USA
| | - J. Christopher Edgar
- Lurie Family Foundations MEG Imaging Center, Department of Radiology, Children’s Hospital of Philadelphia, Philadelphia, PA, USA
| | - Lisa Blaskey
- Lurie Family Foundations MEG Imaging Center, Department of Radiology, Children’s Hospital of Philadelphia, Philadelphia, PA, USA
| | - Ragini Verma
- Section of Biomedical Image Analysis, Department of Radiology, University of Pennsylvania, Philadelphia, PA, USA
| | - Timothy P. L. Roberts
- Lurie Family Foundations MEG Imaging Center, Department of Radiology, Children’s Hospital of Philadelphia, Philadelphia, PA, USA
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Storch EA, Sulkowski ML, Nadeau J, Lewin AB, Arnold EB, Mutch PJ, Jones AM, Murphy TK. The phenomenology and clinical correlates of suicidal thoughts and behaviors in youth with autism spectrum disorders. J Autism Dev Disord 2014; 43:2450-9. [PMID: 23446993 DOI: 10.1007/s10803-013-1795-x] [Citation(s) in RCA: 84] [Impact Index Per Article: 8.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/12/2022]
Abstract
This study investigated the phenomenology and clinical correlates of suicidal thoughts and behaviors in youth with ASD (N = 102; range 7-16 years). The presence of suicidal thoughts and behavior was assessed through the Anxiety Disorders Interview Schedule-Child and Parent Versions. Children and parents completed measures of anxiety severity, functional impairment, and behavioral and emotional problems. Approximately 11 % of youth displayed suicidal thoughts and behaviors. Children with autism were more likely to have suicidal thoughts and behaviors whereas children with Asperger's disorder were less likely. Suicidal thoughts and behaviors were associated with the presence of depression and post-traumatic stress disorder. Overall, results suggest that suicidal thoughts and behaviors are common in youth with ASD, and may be related to depression and trauma.
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Affiliation(s)
- Eric A Storch
- Department of Pediatrics, Rothman Center for Neuropsychiatry, University of South Florida, 880 6th Street South, 4th Floor Suite 460, Box 7523, St. Petersburg, FL, 33701, USA,
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Cognitive, adaptive, and psychosocial differences between high ability youth with and without autism spectrum disorder. J Autism Dev Disord 2014; 44:2026-40. [PMID: 24584434 DOI: 10.1007/s10803-014-2082-1] [Citation(s) in RCA: 22] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
Abstract
Research on Autism Spectrum Disorder (ASD) is thriving; however, scant empirical research has investigated how ASD manifests in high ability youth. Further research is necessary to accurately differentiate high ability students with ASD from those without the disorder, and thus decrease the risk of misdiagnosis. The purpose of the present study is to provide an empirical account of the intellectual, adaptive, and psychosocial functioning of high ability youth with and without ASD utilizing a group study design. Forty youth with high cognitive ability and ASD and a control group of 41 youth with high cognitive ability and no psychological diagnosis were included in the study. In comparison to the control group, the ASD group showed poorer functioning on measures of processing speed, adaptive skills, and broad psychological functioning, as perceived by parents and teachers. These findings have significant implications for diagnosing ASD among those with high ability, and the development of related psychological and educational interventions to address talent domains and areas of concern.
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Yoo HJ, Bahn G, Cho IH, Kim EK, Kim JH, Min JW, Lee WH, Seo JS, Jun SS, Bong G, Cho S, Shin MS, Kim BN, Kim JW, Park S, Laugeson EA. A Randomized Controlled Trial of the Korean Version of the PEERS®Parent-Assisted Social Skills Training Program for Teens With ASD. Autism Res 2014; 7:145-61. [DOI: 10.1002/aur.1354] [Citation(s) in RCA: 100] [Impact Index Per Article: 10.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/26/2013] [Accepted: 11/28/2013] [Indexed: 11/06/2022]
Affiliation(s)
- Hee-Jeong Yoo
- Department of Psychiatry; Seoul National University Bundang Hospital; Seongnam South Korea
- Seoul National University College of Medicine; Seoul South Korea
- Seongnam Child and Adolescent Community Mental Health Center; Seongnam South Korea
| | - Geonho Bahn
- Department of Psychiatry; Kyung Hee University Medical Center; Seoul South Korea
- Department of Psychiatry; Kyung Hee University School of Medicine; Seoul South Korea
| | - In-Hee Cho
- Samsung Child Development Research Center; Seongnam South Korea
| | - Eun-Kyung Kim
- Department of Special Education; Dankook University; Yongin South Korea
| | - Joo-Hyun Kim
- Seoul National University College of Medicine; Seoul South Korea
| | - Jung-Won Min
- Department of Psychiatry; Younghwa Hospital; Incheon South Korea
| | - Won-Hye Lee
- Department of Clinical Psychology; Seoul National Hospital; Seoul South Korea
| | - Jun-Seong Seo
- Department of Psychiatry; Gacheon University Gil Hospital; Incheon South Korea
| | - Sang-Shin Jun
- Department of Special Education; Dankook University; Yongin South Korea
| | - Guiyoung Bong
- Department of Psychiatry; Seoul National University Bundang Hospital; Seongnam South Korea
- Seongnam Child and Adolescent Community Mental Health Center; Seongnam South Korea
| | - Soochurl Cho
- Seoul National University College of Medicine; Seoul South Korea
- Department of Child and Adolescent Psychiatry; Seoul National University Hospital; Seoul South Korea
| | - Min-Sup Shin
- Seoul National University College of Medicine; Seoul South Korea
- Department of Child and Adolescent Psychiatry; Seoul National University Hospital; Seoul South Korea
| | - Bung-Nyun Kim
- Seoul National University College of Medicine; Seoul South Korea
- Department of Child and Adolescent Psychiatry; Seoul National University Hospital; Seoul South Korea
| | - Jae-Won Kim
- Seoul National University College of Medicine; Seoul South Korea
- Department of Child and Adolescent Psychiatry; Seoul National University Hospital; Seoul South Korea
| | - Subin Park
- Department of Child and Adolescent Psychiatry; Seoul National University Hospital; Seoul South Korea
| | - Elizabeth A. Laugeson
- Semel Institute for Neuroscience and Human Behavior; University of California, Los Angeles; Los Angeles California USA
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Behavioral profiles of clinically referred children with intellectual giftedness. BIOMED RESEARCH INTERNATIONAL 2013; 2013:540153. [PMID: 23956988 PMCID: PMC3722901 DOI: 10.1155/2013/540153] [Citation(s) in RCA: 24] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 04/21/2013] [Revised: 06/15/2013] [Accepted: 06/15/2013] [Indexed: 12/14/2022]
Abstract
It is common that intellectually gifted children--that is, children with an IQ ≥ 130--are referred to paediatric or child neuropsychiatry clinics for socio-emotional problems and/or school underachievement or maladjustment. These clinically-referred children with intellectual giftedness are thought to typically display internalizing problems (i.e., self-focused problems reflecting overcontrol of emotion and behavior), and to be more behaviorally impaired when "highly" gifted (IQ ≥ 145) or displaying developmental asynchrony (i.e., a heterogeneous developmental pattern, reflected in a significant verbal-performance discrepancy on IQ tests). We tested all these assumptions in 143 clinically-referred gifted children aged 8 to 12, using Wechsler's intelligence profile and the Child Behavior Checklist. Compared to a normative sample, gifted children displayed increased behavioral problems in the whole symptomatic range. Internalizing problems did not predominate over externalizing ones (i.e., acted-out problems, reflecting undercontrol of emotion and behavior), revealing a symptomatic nature of behavioral syndromes more severe than expected. "Highly gifted" children did not display more behavioral problems than the "low gifted." Gifted children with a significant verbal-performance discrepancy displayed more externalizing problems and mixed behavioral syndromes than gifted children without such a discrepancy. These results suggest that developmental asynchrony matters when examining emotional and behavioral problems in gifted children.
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Lerner MD, Calhoun CD, Mikami AY, De Los Reyes A. Understanding parent-child social informant discrepancy in youth with high functioning autism spectrum disorders. J Autism Dev Disord 2013; 42:2680-92. [PMID: 22456819 DOI: 10.1007/s10803-012-1525-9] [Citation(s) in RCA: 61] [Impact Index Per Article: 5.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
Abstract
We investigated discrepancies between parent- and self-reported social functioning among youth with autism spectrum disorders (ASD). Three distinct samples showed discrepancies indicating that parents viewed their children as performing one standard deviation below a standardization mean, while youth viewed themselves as comparably-skilled relative to peers. Discrepancies predicted lower parental self-efficacy, and lower youth-reported hostile attributions to peers, marginally-lower depression, and decreased post-treatment social anxiety. Discrepancies predicted outcomes better than parent- or youth-report alone. Informant discrepancies may provide valuable additional information regarding child psychopathology, parental perceptions of parenting stress, and youth treatment response. Findings support a model where abnormal self-perceptions in ASD stem from inflated imputation of subjective experiences to others, and provide direction for improving interventions for youth and parents.
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Affiliation(s)
- Matthew D Lerner
- Department of Psychology, University of Virginia, 102 Gilmer Hall, PO Box 400400, Charlottesville, VA 22904-4400, USA.
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Kheir NM, Ghoneim OM, Sandridge AL, Hayder SA, Al-Ismail MS, Al-Rawi F. Concerns and considerations among caregivers of a child with autism in Qatar. BMC Res Notes 2012; 5:290. [PMID: 22695064 PMCID: PMC3392732 DOI: 10.1186/1756-0500-5-290] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/25/2011] [Accepted: 06/13/2012] [Indexed: 05/08/2023] Open
Abstract
BACKGROUND Autism impacts the lives of the family looking after a child with the condition in different ways, and forces family members to modify their daily lives to suit their reality. To our knowledge, no previous research investigated concern and considerations of parents/caregivers of children with autism in Qatar or the Arabic speaking Middle Eastern region. METHODS Caregivers of a child who was between the age of 3 to 17 years old at the time of the study and who was diagnosed with ASD (Autistic Group or AG) were recruited from the two main developmental pediatric and children rehabilitation clinics in Qatar. The control group (non-autism group, or NAG) was represented by caregivers of a non-autistic child between the age of 3 to 17 years old at the time of the study and who were visiting a family clinic of a primary health care facility for routine medical check-up. Data collected from both groups included related to the child (e.g. the child's date of birth, his/her relation to the caregiver, number of siblings, number of hours of sleep in a day, number of hours spent watching television or videos prior to age 3, time spent indoors prior to age 3, absenteeism from school, and use of a nanny to care for the child) and to the caregiver (education level, profession, level of consanguinity using the phylogram method). In addition to these questions, caregivers in the AG were asked specific questions around maternal concern and considerations in respect to the future of their children and the specialized services they receive. RESULTS Children in the autism group spent more time indoors, watching television, or sleeping than children in the non-autism group. Only around 40% of caregivers in the autism group said they would encourage their child to get married and become a parent when s/he grows up. A number of caregivers of children with autism frequently utilize specialized rehabilitation services; others did express their needs for these services and made comments about having to wait a long time before they were provided with some of the services. Religious faith helped caregivers in accepting having a child with autism. General health-related quality of life did not differ significantly between the caregivers of the two groups, although mental health was consistently poorer in the autism group of caregivers. CONCLUSIONS The study draws attention to the concerns of the families of children with autism and their expectations about the future of their children. The findings can be used by policy makers in planning services to support these families in Qatar.
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Strang JF, Kenworthy L, Daniolos P, Case L, Wills MC, Martin A, Wallace GL. Depression and Anxiety Symptoms in Children and Adolescents with Autism Spectrum Disorders without Intellectual Disability. RESEARCH IN AUTISM SPECTRUM DISORDERS 2012; 6:406-412. [PMID: 22615713 PMCID: PMC3355529 DOI: 10.1016/j.rasd.2011.06.015] [Citation(s) in RCA: 136] [Impact Index Per Article: 11.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/25/2023]
Abstract
Recent studies have shown that rates of depression and anxiety symptoms are elevated among individuals with autism spectrum disorders (ASDs) of various ages and IQs and that depression/anxiety symptoms are associated with higher IQ and fewer ASD symptoms. In this study which examined correlates of depression and anxiety symptoms in the full school-age range of children and adolescents (age 6-18) with ASDs and IQs ≥ 70 (n=95), we also observed elevated rates of depression/anxiety symptoms, but we did not find higher IQ or fewer ASD symptoms among individuals with ASDs and depression or anxiety symptoms. These findings indicate an increased risk for depression/anxiety symptoms in children and adolescents with ASDs without intellectual disability, regardless of age, IQ, or ASD symptoms.
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Affiliation(s)
- John F. Strang
- Center for Autism Spectrum Disorders, Children's National Medical Center, Washington, DC
| | - Lauren Kenworthy
- Center for Autism Spectrum Disorders, Children's National Medical Center, Washington, DC
| | - Peter Daniolos
- Center for Autism Spectrum Disorders, Children's National Medical Center, Washington, DC
| | - Laura Case
- Laboratory of Brain & Cognition, National Institute of Mental Health, Bethesda, MD
| | - Meagan C. Wills
- Center for Autism Spectrum Disorders, Children's National Medical Center, Washington, DC
| | - Alex Martin
- Laboratory of Brain & Cognition, National Institute of Mental Health, Bethesda, MD
| | - Gregory L. Wallace
- Laboratory of Brain & Cognition, National Institute of Mental Health, Bethesda, MD
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Catarino A, Churches O, Baron-Cohen S, Andrade A, Ring H. Atypical EEG complexity in autism spectrum conditions: A multiscale entropy analysis. Clin Neurophysiol 2011; 122:2375-83. [PMID: 21641861 DOI: 10.1016/j.clinph.2011.05.004] [Citation(s) in RCA: 147] [Impact Index Per Article: 11.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/03/2011] [Revised: 05/10/2011] [Accepted: 05/11/2011] [Indexed: 01/01/2023]
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Assouline SG, Whiteman CS. Twice-Exceptionality: Implications for School Psychologists in the Post–IDEA 2004 Era. JOURNAL OF APPLIED SCHOOL PSYCHOLOGY 2011. [DOI: 10.1080/15377903.2011.616576] [Citation(s) in RCA: 28] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/15/2022]
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