Journal of Autism and Developmental Disorders最新文献_第6页

Experiences of Affiliate Stigma and Depressive Symptoms in Caregivers of Autistic Children: The Moderating Effect of Social Support.

IF 3.2 2区心理学

Journal of Autism and Developmental Disorders Pub Date : 2024-11-29 DOI: 10.1007/s10803-024-06655-1

Kayla Gordon, Melissa Susko, Laura de la Roche, Elizabeth Kelley

{"title":"Experiences of Affiliate Stigma and Depressive Symptoms in Caregivers of Autistic Children: The Moderating Effect of Social Support.","authors":"Kayla Gordon, Melissa Susko, Laura de la Roche, Elizabeth Kelley","doi":"10.1007/s10803-024-06655-1","DOIUrl":"https://doi.org/10.1007/s10803-024-06655-1","url":null,"abstract":"Caregivers with an autistic child often experience stigma, which can lead to detrimental mental health consequences. Affiliate stigma is the internalization of, and psychological responses to, stigma experienced due to an individual's association with a person who is stigmatized. Social support has been shown to mediate the relationship between affiliate stigma and depression in caregivers of special needs children. However, research on social support as a moderator of this relationship in autistic children has not been completed. We examined the associations between affiliate stigma, social support, and depression as well as the moderating role of social support. Using online questionnaires, 110 caregivers of autistic children reported their child's autistic traits, affiliate stigma, perceived social support and depressive symptoms. A moderated regression was run to determine if social support significantly impacted the association between affiliate stigma and depression. Affiliate stigma was positively associated with depressive symptoms and social support was negatively associated with depressive symptoms. The moderating effect of social support on the relationship between affiliate stigma and depressive symptoms was not significant. Upon separating the social support variable into family, significant other, and friend subgroups, no additional significant moderators were found. This is one of the first studies to investigate affiliate stigma in North America and demonstrates that affiliate stigma is not only experienced by parents of autistic children but is significantly associated with depression. Clinicians working with these parents might focus on overcoming affiliate stigma to potentially ameliorate their client's depression.","PeriodicalId":15148,"journal":{"name":"Journal of Autism and Developmental Disorders","volume":" ","pages":""},"PeriodicalIF":3.2,"publicationDate":"2024-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142750370","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Self-Reported Multidimensional Gender Identity in Autistic and Non-Autistic Children.

IF 3.2 2区心理学

Journal of Autism and Developmental Disorders Pub Date : 2024-11-29 DOI: 10.1007/s10803-024-06667-x

Jacqueline C S To, Marshall M C Hui, Karson T F Kung

{"title":"Self-Reported Multidimensional Gender Identity in Autistic and Non-Autistic Children.","authors":"Jacqueline C S To, Marshall M C Hui, Karson T F Kung","doi":"10.1007/s10803-024-06667-x","DOIUrl":"https://doi.org/10.1007/s10803-024-06667-x","url":null,"abstract":"Absract: PURPOSE: The several prior studies assessing gender identity in young autistic individuals mostly included a mix of child and adolescent participants, heavily relied on parent-reported measures, and yielded mixed findings. A single parent-reported item from the Child Behavior Checklist assessing \"wish to be of the opposite sex\" was employed in most of these studies. Only one prior study focused specifically on children, but that study employed parent-reported measures.Methods: Using self-reported multidimensional measures, the present study assessed gender identity in autistic and non-autistic children aged 4 to 11 years (30 autistic boys, 35 non-autistic boys, 20 autistic girls, 35 non-autistic girls). Child-friendly measures were used to assess own-gender similarity, other-gender similarity, gender contentedness, and wish to be of the other gender. Vocabulary and non-verbal reasoning were also assessed.Results: Based on descriptive statistics, compared with non-autistic boys, autistic boys showed increased gender identity variance across all four dimensions (lower own-gender similarity, higher other-gender similarity, lower gender contentedness, greater wish to be of the other gender). These group differences between autistic and non-autistic boys were medium and statistically significant for three of the four dimensions and small-to-medium and marginally significant for the remaining dimension. Autistic girls and non-autistic girls did not show consistent or significant differences in gender identity. There were no differences between the autistic and non-autistic groups in vocabulary or non-verbal reasoning in either boys or girls.Conclusion: Gender identity variance may emerge early in development in autistic individuals, but the trajectory may differ for boys and girls.","PeriodicalId":15148,"journal":{"name":"Journal of Autism and Developmental Disorders","volume":" ","pages":""},"PeriodicalIF":3.2,"publicationDate":"2024-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142750390","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Developmental and Functional Outcomes Amongst Culturally and Linguistically Diverse Autistic Children. 不同文化和语言背景的自闭症儿童的发育和功能结果。

IF 3.2 2区心理学

Journal of Autism and Developmental Disorders Pub Date : 2024-11-27 DOI: 10.1007/s10803-024-06654-2

Zehra Al Fahdawi, Cheryl Dissanayake, Ifrah Abdullahi

{"title":"Developmental and Functional Outcomes Amongst Culturally and Linguistically Diverse Autistic Children.","authors":"Zehra Al Fahdawi, Cheryl Dissanayake, Ifrah Abdullahi","doi":"10.1007/s10803-024-06654-2","DOIUrl":"https://doi.org/10.1007/s10803-024-06654-2","url":null,"abstract":"Children typically learn by attending to other people. Autism traits may impact access to social stimuli fundamental to early learning, increasing children's likelihood of a learning disability. Recent reports have highlighted that Autistic children from minority backgrounds have a higher likelihood of co-occurring intellectual disability. This study aimed to firstly confirm that early autism traits are concurrently and prospectively associated with lower developmental quotients, and secondly to examine the developmental and functional gains in Culturally and Linguistically Diverse (CALD) and non-CALD Autistic children following one year of Group-based Early Start Denver Model (G-ESDM). Secondary data on 114 non-CALD and 91 CALD Autistic preschoolers receiving the G-ESDM was utilised to address the study aims. Children were administered the Autism Diagnostic Observation Schedule (ADOS) at entry into the service. The Mullen Scales of Early Learning and the Vineland Adaptive Behaviour Scales-II were administered at both entry (Time 1) and 12 months later (Time 2). While no concurrent associations were found between autism traits and Developmental Quotient (DQ), significant associations were found prospectively with ADOS scores at Time 1 and DQ at Time 2, holding for both groups after controlling for DQ at Time 1. Autistic children made significant gains in cognition and functional behaviour following one year of early therapy, with no differences between the two groups. The results indicate that young Autistic children make significant gains in early development and add to the sparse research on the developmental and functional outcomes of Autistic children from CALD communities.","PeriodicalId":15148,"journal":{"name":"Journal of Autism and Developmental Disorders","volume":" ","pages":""},"PeriodicalIF":3.2,"publicationDate":"2024-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142728888","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Mathematical Proficiency in Adolescents with ASD. ASD 青少年的数学能力。

IF 3.2 2区心理学

Journal of Autism and Developmental Disorders Pub Date : 2024-11-26 DOI: 10.1007/s10803-024-06645-3

O Cohen, N Sukenik

{"title":"Mathematical Proficiency in Adolescents with ASD.","authors":"O Cohen, N Sukenik","doi":"10.1007/s10803-024-06645-3","DOIUrl":"https://doi.org/10.1007/s10803-024-06645-3","url":null,"abstract":"This study aimed to investigate the mathematical abilities of adolescents with Autism Spectrum Disorder (ASD) compared to typically developing (TD) peers, focusing on procedural thinking, arithmetic comprehension, and algebraic technique. Sixty-seven adolescents (31 with ASD, 36 TD) participated in the study. A comprehensive mathematics skills test, incorporating oral and written components, was individually administered to assess abilities across three main mathematical domains. The study employed a mixed-methods approach, combining quantitative analyses of group differences with qualitative assessments of response patterns. Significant differences were observed between ASD and TD groups across most mathematical measures, with TD adolescents generally outperforming those with ASD. Large effect sizes were noted in procedural thinking and algebraic procedures. However, no significant differences were found in word problem-solving. Within the ASD group, considerable variability was observed, with some individuals demonstrating age-appropriate mathematical abilities while others showed consistently low performance across all domains. The study highlights the complex nature of mathematical abilities in adolescents with ASD, characterized by significant group differences and within-group variability. These findings highlight the importance of individualized approaches in mathematical education for adolescents with ASD and emphasize the need for early identification and targeted interventions to address specific challenges in mathematical learning.","PeriodicalId":15148,"journal":{"name":"Journal of Autism and Developmental Disorders","volume":" ","pages":""},"PeriodicalIF":3.2,"publicationDate":"2024-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142728890","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A Multilevel Analysis of Attitudes towards Inclusive Education among Teachers of Students with Developmental Disabilities in China: School Factors Matter. 中国发育障碍学生教师对全纳教育态度的多层次分析：学校因素很重要

IF 3.2 2区心理学

Journal of Autism and Developmental Disorders Pub Date : 2024-11-26 DOI: 10.1007/s10803-024-06660-4

Zhengli Xie, Mengting Li, Yan Wang

{"title":"A Multilevel Analysis of Attitudes towards Inclusive Education among Teachers of Students with Developmental Disabilities in China: School Factors Matter.","authors":"Zhengli Xie, Mengting Li, Yan Wang","doi":"10.1007/s10803-024-06660-4","DOIUrl":"https://doi.org/10.1007/s10803-024-06660-4","url":null,"abstract":"Purpose: Teachers' attitudes towards inclusive education (ATIE) are crucial for educating students with developmental disabilities. The school environment plays an important role in shaping teachers' ATIE. This study aimed to examine the effects of three school factors (i.e., perceived school support, perceived principals' leadership, and in-service training) on teachers' ATIE and the mediating effect of self-efficacy in the relationships.Methods: A total of 972 teachers who taught students with developmental disabilities in 49 inclusive elementary schools in Beijing, China, participated in this study. Multilevel analysis was performed to analyze the data.Results: After controlling for demographics, at the school level, administrative support (one dimension of perceived school support) positively predicted teachers' ATIE. At the individual level, teachers' ATIE were positively predicted by emotional support (one dimension of perceived school support) and in-service training, but negatively predicted by transactional leadership (one dimension of perceived principals' leadership). Self-efficacy mediated the positive effects of transformational leadership (one dimension of perceived principals' leadership), emotional support, and in-service training on ATIE.Conclusion: Administrative support, emotional support, transformational leadership, and in-service training are conducive to fostering positive ATIE among teachers of students with developmental disabilities, and the underlying mechanism is explained by the mediating role of self-efficacy.","PeriodicalId":15148,"journal":{"name":"Journal of Autism and Developmental Disorders","volume":" ","pages":""},"PeriodicalIF":3.2,"publicationDate":"2024-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142715780","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Prior Diagnoses and Age of Diagnosis in Children Later Diagnosed with Autism. 后来被诊断为自闭症儿童的先前诊断和诊断年龄。

IF 3.2 2区心理学

Journal of Autism and Developmental Disorders Pub Date : 2024-11-25 DOI: 10.1007/s10803-024-06637-3

Maire C Diemer, Emily Gerstein

{"title":"Prior Diagnoses and Age of Diagnosis in Children Later Diagnosed with Autism.","authors":"Maire C Diemer, Emily Gerstein","doi":"10.1007/s10803-024-06637-3","DOIUrl":"https://doi.org/10.1007/s10803-024-06637-3","url":null,"abstract":"Awareness of autism is rising, yet social determinants of health impact ages of diagnosis, and diagnostic load. Unequal rates of diagnoses may indicate biases in the healthcare system. This study investigates six prior diagnoses (ADHD, conduct, adjustment, anxiety, mood, and intellectual disability) assigned to children who are later diagnosed with autism. The study investigates how race, sex, and geographic factors were associated with age of diagnosis and diagnostic load. A sample of 13,850 (78.16% male and 14.43% Black, with 57.95% of children living in urban regions) children aged 2-10 who were diagnosed with autism on Missouri Medicaid between 2015 and 2019 were studied. Indicated that being White, living urban, and having more prior diagnoses were associated with older age of autism diagnosis. Using logistic regressions, being White was associated with a child being more likely diagnosed with all prior diagnoses aside from intellectual disability. Being male was related to a higher likelihood of ADHD, and lower likelihood of intellectual disability. Being White was associated with higher likelihood of most diagnoses, even in urban-only samples, potentially reflecting more access to providers and office visits. Living in rural areas was also associated with earlier diagnosis and more prior diagnoses such as ADHD and conduct, which may be due to types of providers or specialists seen. Future research should look at barriers to diagnosis and the advantages and disadvantages of a higher diagnostic load.","PeriodicalId":15148,"journal":{"name":"Journal of Autism and Developmental Disorders","volume":" ","pages":""},"PeriodicalIF":3.2,"publicationDate":"2024-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142709461","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Breastfeeding Experiences of Mother-Infant Dyads and the Effects of an FMR1 Mutation. 母婴二人组的母乳喂养经历及 FMR1 基因突变的影响。

IF 3.2 2区心理学

Journal of Autism and Developmental Disorders Pub Date : 2024-11-25 DOI: 10.1007/s10803-024-06644-4

Emily Cheves, Sarah Nelson Potter, Oksana Kutsa, Sara M Andrews, Angela Gwaltney, Anne Wheeler

{"title":"The Breastfeeding Experiences of Mother-Infant Dyads and the Effects of an FMR1 Mutation.","authors":"Emily Cheves, Sarah Nelson Potter, Oksana Kutsa, Sara M Andrews, Angela Gwaltney, Anne Wheeler","doi":"10.1007/s10803-024-06644-4","DOIUrl":"https://doi.org/10.1007/s10803-024-06644-4","url":null,"abstract":"This study examined the early breastfeeding experiences of mothers with an FMR1 premutation (FXPM) and their infants with and without fragile X syndrome (FXS) to identify early feeding needs and potential opportunities for intervention. Data collection occurred through a retrospective national survey that captured data on breastfeeding experiences and co-occurring conditions of mother and child. Participants were 246 mothers with an FXPM. Of their 384 infants, 287 had FXS and 97 were unaffected (i.e., they did not have FXS or an FXPM). Unaffected infants had a longer breastfeeding duration relative to infants with FXS, and infants of mothers who had postpartum depression (PPD). Additionally, infants who were reported to display aggressiveness towards others later in childhood had a shorter breastfeeding duration than those who did not go on to display aggression. Approximately 42% percent of mothers reported difficulties with breastfeeding infants with FXS compared to only 17% of unaffected infants. The most common reason for breastfeeding cessation for mothers of children with FXS was perceived difficulties in breastfeeding for the child (37%), whereas the most common reason for mothers of unaffected infants was a personal choice to stop (37%). This study provides preliminary evidence that infants with FXS show early phenotypes that make breastfeeding more difficult. Future research should investigate whether interventions for infants with FXS could improve breastfeeding outcomes.","PeriodicalId":15148,"journal":{"name":"Journal of Autism and Developmental Disorders","volume":" ","pages":""},"PeriodicalIF":3.2,"publicationDate":"2024-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142715815","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

"I Know it's Good to Do it": A Qualitative Study Exploring the Perspective of Autistic Men on Social Motivation. "我知道这样做很好"：探索自闭症男性社会动机视角的定性研究》。

IF 3.2 2区心理学

Journal of Autism and Developmental Disorders Pub Date : 2024-11-24 DOI: 10.1007/s10803-024-06651-5

Silke van Dijk, Nienke Peters-Scheffer, Robert Didden

{"title":"\"I Know it's Good to Do it\": A Qualitative Study Exploring the Perspective of Autistic Men on Social Motivation.","authors":"Silke van Dijk, Nienke Peters-Scheffer, Robert Didden","doi":"10.1007/s10803-024-06651-5","DOIUrl":"https://doi.org/10.1007/s10803-024-06651-5","url":null,"abstract":"The social motivation hypothesis states that people with Autism Spectrum Condition (ASC) have a diminished social motivation, that is (1) less priority in attention for objects of social importance, (2) diminished social reward, and (3) less desire to maintain and strengthen relationships. Little is known about the perception of autistic people on their social motivation. This study used semi-structured interviews to explore how eleven autistic men perceived their social motivation, behaviour, and interactions. In the interpretative phenomenological analysis, five themes were identified: (1) social network, (2) importance of social contact, (3) challenges regarding social contact, (4) conditionality of social contact, and (5) the struggle between importance, challenges and conditionality of social contact. Social motivation appeared to be a dynamic concept that varied between individuals and contexts. Most participants struggled between valuing social contact as important and the challenges they faced on a social level over the different contexts in which they participated. Even though elements of the social motivation hypothesis were recognized, the main finding was that this struggle seemed to be the source of the diminished social motivation that was observed in some of these men. Although more research is needed, the findings of this study could imply that social motivation might not be as straightforward for autistic men as described in the social motivation hypothesis.","PeriodicalId":15148,"journal":{"name":"Journal of Autism and Developmental Disorders","volume":" ","pages":""},"PeriodicalIF":3.2,"publicationDate":"2024-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142709539","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Effects of Hearing One's Own Name on Subsequent Attention to Visual Stimuli in Autistic and Neurotypical Children: An ERP Study. 听到自己名字对自闭症儿童和神经典型儿童随后注意视觉刺激的影响：ERP研究

IF 3.2 2区心理学

Journal of Autism and Developmental Disorders Pub Date : 2024-11-23 DOI: 10.1007/s10803-024-06639-1

Yige Wang, Yong Liu, Xinling Wang, Keith M Kendrick, Tingyong Feng

{"title":"The Effects of Hearing One's Own Name on Subsequent Attention to Visual Stimuli in Autistic and Neurotypical Children: An ERP Study.","authors":"Yige Wang, Yong Liu, Xinling Wang, Keith M Kendrick, Tingyong Feng","doi":"10.1007/s10803-024-06639-1","DOIUrl":"https://doi.org/10.1007/s10803-024-06639-1","url":null,"abstract":"Purpose: Hearing one's own name produces unique patterns of brain activation which triggers attention and orienting responses to the caller. Children with autism spectrum disorder (ASD) rarely orientate towards people calling their own name, but the extent to which it may facilitate processing of the following external stimuli are not yet clear.Methods: The current study consisted of both auditory and visual stimuli. Electroencephalogram (EEG) was measured in 28 autistic and neurotypical children (aged 3-7 years) to investigate auditory event-related brain potentials (ERPs) while hearing either their own or an unfamiliar name, and subsequent visual ERPs when viewing objects after hearing them.Results: The results demonstrated that, unlike neurotypical children, autistic children did not show enhanced P300 responses upon hearing their own name, but exhibited more negative N1 response in the left frontal region to hearing their own name than an unfamiliar name. However, both autistic and neurotypical children showed equivalent changes in N2, P3 and Late positive potential (LPP) visual ERPs when viewing objects after hearing their own name relative to an unfamiliar name.Conclusion: These findings suggest that autistic children who do not overtly respond to their own name (characterized by a head-turn), nevertheless exhibit increased attention to visual objects in their environment after hearing it. This implies that autistic children do recognize the sound of their name as important but may not understand the social meaning of it.","PeriodicalId":15148,"journal":{"name":"Journal of Autism and Developmental Disorders","volume":" ","pages":""},"PeriodicalIF":3.2,"publicationDate":"2024-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142695297","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Neural Processing of Speech Sounds in Autistic Kindergarteners as a Predictor of Reading Outcomes. 预测自闭症幼儿园儿童阅读结果的语音神经处理技术。

IF 3.2 2区心理学

Journal of Autism and Developmental Disorders Pub Date : 2024-11-23 DOI: 10.1007/s10803-024-06638-2

Brittany L Manning, Kianoosh Hosseini, Eunjin Yang, George A Buzzell, Nicole Landi, So Hyun Kim

{"title":"Neural Processing of Speech Sounds in Autistic Kindergarteners as a Predictor of Reading Outcomes.","authors":"Brittany L Manning, Kianoosh Hosseini, Eunjin Yang, George A Buzzell, Nicole Landi, So Hyun Kim","doi":"10.1007/s10803-024-06638-2","DOIUrl":"https://doi.org/10.1007/s10803-024-06638-2","url":null,"abstract":"Phonology is an important foundation of reading development; however, little is known about the neural substrates of speech sound processing and reading development in autistic children. We investigated early auditory event-related potentials (ERPs) in response to speech sounds and their association with reading ability (word recognition and reading comprehension). 56 kindergarteners (28 ASD, 28 TD) completed an ERP task using rhyming, bisyllabic pseudowords (/gibu/ and /bidu/) in an old/new design: 50% \"old\" and 50% \"new\" stimuli presented following a sensitization block of 100% \"old\" stimuli. Behavioral measures of reading ability were completed at kindergarten entry and exit. Results from generalized linear mixed models revealed a significant three-way interaction between stimuli (\"new\" vs. \"old\"), diagnosis (ASD vs. TD), and reading ability (for word recognition and reading comprehension) for P1 and P2 amplitude. Follow-up analyses revealed that autistic children with lower reading abilities showed greater P1 and P2 amplitudes for \"new\" vs. \"old\" stimuli, with effects ranging from marginal to significant (p's 0.04-0.07). Regression analyses revealed that old/new ERP difference scores significantly predicted later word recognition at kindergarten year-end (P1 amplitude: p = .05; P2 amplitude: p = .04), but not reading comprehension, controlling for sex and nonverbal IQ. Autistic children with poorer reading skills, specifically those with weaker word recognition abilities, show neural differences when processing speech sounds compared to autistic peers with greater reading ability and typically developing children. A better understanding of the neural basis of speech sound processing could enhance our insight into the heterogeneity in reading among individuals with ASD and guide future treatment approaches.","PeriodicalId":15148,"journal":{"name":"Journal of Autism and Developmental Disorders","volume":" ","pages":""},"PeriodicalIF":3.2,"publicationDate":"2024-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142692925","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0