1,720,994 research outputs found
The Relationship Between Inhibition and Social Skills in Children with High Functioning Autism Spectrum Disorders
No full textThe purpose of the current study is to enhance understanding of the neuropsychological basis of the social skill deficits in children with high-functioning autism spectrum disorders (HFASD) through an investigation of inhibition, a sub-domain of executive functioning. A total of 16 children with HFASD and 16 age- and gender-matched typically-developing (TD) comparison children were administered task-based measures of inhibition and were rated by parents on inhibition and social skills. Non-parametric statistical comparisons revealed that children with HFASD were rated as having poorer social skills and increased inhibitory dysfunction than their TD peers. Furthermore, this increased inhibitory dysfunction was negatively correlated with poorer social skills in the HFASD group only. The implications of these results are discussed in light of potential interventions and further understanding of the unique neuropsychological profile in children with HFASD. Finally, study limitations and suggestions for future research are highlighted
Repetitive Behaviours and Cognitive Flexibility in Children with High-Functioning Autism Spectrum Disorders
No full textThis study examined the executive dysfunction hypothesis in children with high-functioning autism spectrum disorders (ASDs). This hypothesis involves a deficit in executive functioning, and specifically suggests that the repetitive behaviours in ASDs may stem from impairment in cognitive flexibility. Participants included 21 children aged 8-12 with high-functioning ASDs. Participants demonstrated impairment in a task of perseverative responding, a type of cognitive flexibility. However, in contrast to previous studies, this sample did not show significant levels of stuck-in-set perseveration in comparison to previously normed populations. Moreover, and in contrast to adults with ASDs, no correlations were found between degree of higher-order repetitive behaviours and cognitive flexibility, and lower-order motor repetitive behaviours and simple perseverative tasks. These results have implications for the developmental understanding of executive functioning and future investigations of the relationship between executive functions and behavioural symptoms of ASD
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Vocational and Personal Independence Training for Adolescents and Adults with Autism Spectrum Disorder: Effectiveness of the Practical Assessment Exploration System (PAES)
No full textCurrently, there are no specific, validated vocational training programs for individuals with autism spectrum disorder (ASD). The Practical Assessment Exploration System (PAES; Swisher, Green, & Tollefson, 1999) is a functional vocational skills training tool that teaches and measures vocational potential in individuals with disabilities. This thesis investigated the efficacy of the PAES program in the ASD population, with specific attention paid to vocational and independence training. This project utilized a mixed methods approach to better understand vocational abilities and the relationship between these abilities and cognitive, adaptive, and social skills in ten adolescents and young adults with ASD. Results displayed a statistically significant improvement in vocational skill and behaviour after completing the PAES program. Interviews with parents, facilitators, and attendees highlighted four primary themes: strengths, benefits derived, limitations, and program suggestions. Implications are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Evaluating the Effectiveness of the Program for the Education and Enrichment of Relational Skills (PEERS) in Relation to Social Skills and Mental Health in Adolescents with High Functioning Autism Spectrum Disorder
No full textThe current study investigated the relation between anxiety, depression, social withdrawal and social skills in adolescents with High Functioning Autism Spectrum Disorder (HFASD) who completed the Program for the Education and Enrichment of Relational Skills (PEERS; Laugeson & Frankel, 2010). Anxiety, depression, and social withdrawal were measured across three time point (pre, post, and follow-up). The results indicated that adolescents did not demonstrate significant improvement in socials skills following the completion of PEERS and at a six-month follow-up. Upon further investigation with a median split analysis, the parent-rated “Low social skills group” approached a statistically significant result and the parent rated “High social skills group” demonstrated a decrease in social skills from T2 to T3. Moreover, median split analysis results revealed that the self-reported “High depression group” had a significant decrease in depression symptoms from T1 to T3. No significant improvements were found on social withdrawal or anxiety
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Parent Reported Impacts of their Disclosure of their Child's ASD Diagnosis to their Children
No full textThe current study investigated parent-reported impacts associated with disclosing a child’s autism spectrum disorder (ASD) to their child with ASD. This study addressed a distinct gap in the empirical literature, and findings have practical utility for individuals with ASD, their parents, and associated professionals and researchers. A qualitative design was used, whereby 15 semi-structured interviews were conducted with parents of a child with ASD, who had disclosed their child’s diagnosis to their child, and were living in Alberta, Canada. Interviews were carefully transcribed. Data were analyzed using thematic analysis, with six themes arising: Communication about ASD; Understanding ASD; Awareness of ASD Features; Specific Child Reactions and Impacts; Views and Feelings Associated with ASD; and Magnitude and Valence of Impacts. Overall, current findings suggest that parental diagnosis disclosure to their child with ASD is associated with discernible positive impacts
Dispelling the Myths Behind First-author Citation Counts
Full text linkWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
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