School dysfunction in youth with autistic spectrum disorder in Taiwan: The effect of subtype and ADHD

Chiang, Hung‐Lung; Kao, Wei-Chih; Chou, Mei-Chun; Chou, Wen-June; Chiu, Yen-Nan; Wu, Yu‐Yu; Gau, Susan Shur‐Fen

doi:10.1002/aur.1923

Cited by 28 publications

(17 citation statements)

References 56 publications

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“…The Chinese version of the ADI-R was approved by the Western Psychological Services in 2007 and has been widely used in several studies to validate the clinical diagnosis of ASD (e.g., [51][52][53]). The details of psychometric studies and interviewers training of using the ADI-R in Chinese have been described elsewhere [54,55].…”

Section: Methodsmentioning

confidence: 99%

The Cingulate Structures in Autism Spectrum Disorder: Exploring Its Implication on Social Awareness and the Role of CNTNAP2

Chien

Chen

Gau

2020

Preprint

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Backgrounds Although evidence suggests that the activity of the anterior cingulate cortex involves social cognition, there are inconsistent results regarding the aberrant cingulate gray matter (GM) and scanty evidence about altered cortical thickness and white matter (WM) of cingulate in individuals with autism spectrum disorder (ASD). Evidence supports the association between the autism risk gene CNTNAP2 variants and altered brain connectivity. This study investigated the cingulate substructure and its association with social awareness deficits and the CNTNAP2 variants in individuals with ASD. Methods We assessed 122 individuals with ASD and 118 typically-developing controls (TDC) with MRI and clinical evaluation. The GM, WM volumes and cortical thickness of the cingulate gyrus were compared between ASD and TDC based on fine parcellation. Five SNPs of the CNTNAP2 linking to ASD and brain structural abnormality were genotyped. Results ASD individuals showed thinner cortical thickness in bilateral cingulate subregions than TDC but no significant group differences in GM and WM volumes. The WM volume of the right anterior cingulate gyrus was correlated with social awareness deficits in ASD. Two CNTNAP2 variants demonstrated the main effects on the WM volumes of the right middle cingulate gyrus and the cortical thickness of the right posterior ventral cingulate gyrus. Besides, the CNTNAP2 variants interacted with ASD status and age on the cortical thickness of the left anterior middle cingulate cortex.Limitations The CNTNAP2 variants selected in this study were based on the current literature that repeatedly revealed genetic associations with ASD and brain structures. Future studies may consider fine mapping or sequencing of this gene. Besides, we measured social awareness deficits by caregiver-report questionnaire. Although the observation from caregivers may reflect social function in daily life, a social cognition task may better provide a standardized measurement.Conclusions Our findings suggest that aberrant cingulate structure in ASD may be associated with the severity of autistic symptoms and genetic variants of the CNTNAP2. These novel findings need validation. Trial registration: ClinicalTrials.gov number, NCT01582256

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Section: Methodsmentioning

confidence: 99%

The Cingulate Structures in Autism Spectrum Disorder: Exploring Its Implication on Social Awareness and the Role of CNTNAP2

Chien

Chen

Gau

2020

Preprint

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“…Participants' parents and teachers completed questionnaires assessing the core symptoms of ADHD and related symptoms such as oppositionality by using the Chinese version of the Conners' parent and teacher rating scales-revised: short form (CPRS-R:S/CTRS-R:S) (19,34) and the Chinese version of the Swanson, Nolan, and Pelham, version IV scale (SNAP-IV) reported by parents (22) and teachers (21). These scales have been widely used in the screening for ADHD or measuring the intervention/treatment effect in clinical, community, and research settings (6,19,32,(70)(71)(72)(73)(74)(75)(76). Given that symptoms of oppositional defiant disorder (ODD) are included in all these scales and ODD symptoms are highly associated with ADHD and easily observed by teachers and parents (77), we included ODD items in the analyses and further hypothesized that ODD symptoms reported by teachers can distinguish ADHD from non-ADHD.…”

Section: Sample and Proceduresmentioning

confidence: 99%

“…There are nine items for inattention (item 1-9) and nine items for hyperactivity/impulsivity (item 10-18) of the core symptoms of ADHD and eight items for the ODD symptoms according to the DSM-IV symptom criteria for ADHD and ODD (77). The psychometric properties of Chinese SNAP-IV Parent (22) and Teacher Form (21) have been established in Taiwan, and the scales have been frequently used to assess ADHD and ODD symptoms in clinical and research settings [e.g., (32,(73)(74)(75)(76)].…”

Section: The Conners' Continuous Performance Test (Ccpt)mentioning

confidence: 99%

A Deep Learning Approach for Missing Data Imputation of Rating Scales Assessing Attention-Deficit Hyperactivity Disorder

Cheng

Tseng

Chang³

et al. 2020

Front. Psychiatry

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A variety of tools and methods have been used to measure behavioral symptoms of attention-deficit/hyperactivity disorder (ADHD). Missing data is a major concern in ADHD behavioral studies. This study used a deep learning method to impute missing data in ADHD rating scales and evaluated the ability of the imputed dataset (i.e., the imputed data replacing the original missing values) to distinguish youths with ADHD from youths without ADHD. The data were collected from 1220 youths, 799 of whom had an ADHD diagnosis, and 421 were typically developing (TD) youths without ADHD, recruited in Northern Taiwan. Participants were assessed using the Conners' Continuous Performance Test, the Chinese versions of the Conners' rating scale-revised: short form for parent and teacher reports, and the Swanson, Nolan, and Pelham, version IV scale for parent and teacher reports. We used deep learning, with information from the original complete dataset (referred to as the reference dataset), to perform missing data imputation and generate an imputation order according to the imputed accuracy of each question. We evaluated the effectiveness of imputation using support vector machine to classify the ADHD and TD groups in the imputed dataset. The imputed dataset can classify ADHD vs. TD up to 89% accuracy, which did not differ from the classification accuracy (89%) using the reference dataset. Most of the behaviors related to oppositional behaviors rated by teachers and hyperactivity/impulsivity rated by both parents and teachers showed high discriminatory accuracy to distinguish ADHD from non-ADHD. Our findings support a deep learning solution for missing data imputation without introducing bias to the data.

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“…Estos hallazgos ponen de manifiesto el impacto negativo que tienen los síntomas comórbidos de TDAH en niños y adolescentes con TEA en dominios relacionados con el funcionamiento escolar (Sikora et al, 2012). Los problemas de autorregulación emocional y una mayor aversión a la demora podrían explicar en parte, la mayor afectación de este grupo comórbido en la actitud hacia el aprendizaje y los problemas de comportamiento (Chiang et al, 2017). …”

Section: Conclusionesunclassified

“…Por otra parte, los resultados revelaron más dificultades en la conducta de aprendizaje valorada por los profesores, en el grupo con TEA+TDAH cuando se comparó con el grupo TEA puro. Hallazgos en parte parecidos a un reciente estudio que utilizó un cuestionario cumplimentado por padres para valorar el ajuste social en diferentes áreas de funcionamiento (Chiang et al, 2017). Los resultados indicaron la existencia de más déficits en el funcionamiento escolar en los niños con TEA+TDAH, en relación a los niños con TEA puro.…”

Section: Conclusionesunclassified

Conductas de aprendizaje en niños con trastorno del espectro autista con y sin comorbilidad con déficit de atención e hiperactividad

Berenguer¹,

Miranda²,

Baixauli³

2018

Revista INFAD de Psicología

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RESUMENIntroducción. La literatura ha explorado los problemas en el aprendizaje que presentan los niños con trastorno del espectro autista (TEA), pero apenas se ha analizado el impacto de la comorbilidad con déficit de atención e hiperactividad (TDAH) sobre el aprendizaje en niños con TEA. Objetivos. 1) Analizar las diferencias en la conducta de aprendizaje de niños con TEA con y sin comorbilidad con TDAH y niños con desarrollo típico (TD); 2) Investigar la asociación entre diferentes dominios de conductas de aprendizaje y problemas conductuales y emocionales, en niños con TEA y niños con TEA+TDAH. Método. Participaron 87 niños (30 con diagnóstico de TEA de alto funcionamiento, 22 con TEA+TDAH y 36 con TD entre 7 y 11 años igualados en edad, capacidad cognitiva y vocabulario. Los profesores informaron sobre la escala de conductas de aprendizaje (LBS), y los padres cumplimentaron el cuestionario de Fortalezas y Dificultades (SDQ). Resultados. Los resultados mostraron diferencias significativas entre los niños con TEA con y sin comorbilidad en todos los dominios del LBS. A su vez las correlaciones revelaron que a menor flexibilidad en la búsqueda de estrategias mayores problemas emocionales en el TEA y mayores problemas conductuales en el TEA+TDAH. Conclusiones. Los hallazgos ponen de manifiesto el impacto negativo de los síntomas de TDAH en todos los prerrequisitos de aprendizaje analizados. Así mismo los datos mostraron la implicación de los problemas emocionales y comportamentales en la capacidad de cambio a la hora de planificar estrategias de aprendizaje en niños con autismo de alto funcionamiento.Palabras clave: aprendizaje; comorbilidad; LBS; problemas conductuales; TEA; TDAH ABSTRACTLearning behaviors in children with autism spectrum disorder with and without comorbidity with attention deficit hyperactivity disorder. Introduction. The literature has explored the learning problems presented by children with autism spectrum disorder (ASD), but the impact of comorbidity with attention deficit hyperactivity disorder (ADHD) on learning in children with ASD has barely been analyzed. Goals. 1) To analyze the differences in the learning behavior of children with ASD with and without comorbidity with ADHD and children with typical development (TD); 2) Investigate the association between different domains of learning behaviors and behavioral and emotional problems in children with ASD and children with ASD + ADHD. Method. 87 children participated (30 with a diagnosis of high functioning ASD, 22 with ASD + ADHD and 36 with TD between 7 and 11 years matched in age, cognitive ability and vocabulary.) Teachers reported on the scale of learning behaviors (LBS), and the parents completed the Strengths and Difficulties questionnaire (SDQ) Results The results showed significant differences between children with ASD with and without comorbidity in all LBS domains, and correlations revealed that less flexibility in the search of strategies for greater emotional problems in ASD and greater behavioral problems in ASD + ADHD Con...

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School dysfunction in youth with autistic spectrum disorder in Taiwan: The effect of subtype and ADHD

Cited by 28 publications

References 56 publications

The Cingulate Structures in Autism Spectrum Disorder: Exploring Its Implication on Social Awareness and the Role of CNTNAP2

The Cingulate Structures in Autism Spectrum Disorder: Exploring Its Implication on Social Awareness and the Role of CNTNAP2

A Deep Learning Approach for Missing Data Imputation of Rating Scales Assessing Attention-Deficit Hyperactivity Disorder

Conductas de aprendizaje en niños con trastorno del espectro autista con y sin comorbilidad con déficit de atención e hiperactividad

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