Sensory and attention abnormalities in autistic spectrum disorders

Liss, Miriam; Saulnier, Celine A.; Fein, Deborah; Kinsbourne, Marcel

doi:10.1177/1362361306062021

Cited by 365 publications

(384 citation statements)

References 32 publications

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“…Again, this relationship may link to the requirement to seek sensory stimulation that can regulate arousal. Repetitive behaviours have been proposed to regulate arousal in children with ASD (Gabriels, et al, 2008;Liss, et al, 2006). Research of the nature reported here questions the specificity of that relationship to ASD and considers the possible link between these phenomena across neuro-developmental disorders.…”

Section: Methodsmentioning

confidence: 87%

“…Repetitive behaviours may be functional in regulating arousal levels for children with ASD who experience sensory processing abnormalities (e.g. Gabriels et al, 2008;Liss, Saulnier, Fein, & Kinsbourne, 2006). Furthermore, sensory seeking may be an intrinsic motivator for repetitive behaviours in children with ASD and those with intellectual disability (Joosten, Bundy & Einfeld , 2009).…”

Section: Exploring the Relationship Between Sensory Processing And Rementioning

confidence: 99%

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Brief Report: Exploring the Relationship Between Sensory Processing and Repetitive Behaviours in Williams Syndrome

Riby

Janes

Rodgers

2012

J Autism Dev Disord

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The nal publication is available at Springer via http://dx.doi.org/10.1007/s10803-012-1557-1. Additional information:Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-pro t purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details.

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Section: Methodsmentioning

confidence: 87%

Section: Exploring the Relationship Between Sensory Processing And Rementioning

confidence: 99%

Brief Report: Exploring the Relationship Between Sensory Processing and Repetitive Behaviours in Williams Syndrome

Riby

Janes

Rodgers

2012

J Autism Dev Disord

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“…Equally underlying weaknesses in attention have been shown to influence behavioural features of ID. For instance, the tendency to 'over focus' on particular stimuli in autism (Liss, Saulnier, Kinsbourne, & Kinsbourne, 2006;Patten & Watson, 2011), as well as the repetitive and stereotyped behaviours which are commonly reported in autism, are suggestive of impairments in inhibitory control (Richler, Huerta, Bishop, & Lord, 2010;Rodgers, Riby, Janes, Connolly, & McConachie, 2012). Equally the unique behavioural profile of individuals with WS which is characterized by a tendency to indiscriminately approach both familiar and unfamiliar individuals (Jones et al, 2000), has also been attributed to weaknesses in inhibitory control (Little et al, 2013;Porter, Coltheart, & Langdon, 2007).…”

Section: Attention Training Vs Working Memory Training In Intellectuamentioning

confidence: 99%

Cognitive training as a resolution for early executive function difficulties in children with intellectual disabilities

Kirk

Gray

Riby

et al. 2015

Research in Developmental Disabilities

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NOTICE: this is the author's version of a work that was accepted for publication in Research in Developmental Disabilities. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reected in this document. Changes may have been made to this work since it was submitted for publication. A denitive version was subsequently published in Research in Developmental Disabilities, 38, March 2015, 10.1016/j.ridd.2014 Additional information: Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. Core executive functions (EF) such as attention, and working memory have been strongly associated with academic achievement, language development and behavioural stability. In the case of children who are vulnerable to cognitive and learning problems because of an underlying intellectual disability, EF difficulties will likely exacerbate an already compromised cognitive system. The current review examines cognitive training programs that aim to improve EF, specifically focusing on the potential of this type of intervention for children who have intellectual disabilities. We conclude that despite considerable discrepancies regarding reported intervention effects, these inconsistencies can be attributed to flaws in both program and study design.We discuss the steps needed to address these limitations and to facilitate the advancement of nonpharmaceutical interventions for children with intellectual disabilities.

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“…quiet or loud background noise) and social (e.g. an unexpected tap on the shoulder or a hug) sensory stimuli [Hilton, Graver, & LaVesser, 2007;Liss, Saulnier, Fein, & Kinsbourne, 2006], with the sensory stress acting as emotional triggers [Wood & Gadow, 2010].…”

Section: Modal Model Of Ermentioning

confidence: 99%

A Systematic Literature Review of Emotion Regulation Measurement in Individuals With Autism Spectrum Disorder

2014

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Emotion regulation (ER) difficulties are a potential common factor underlying the presentation of multiple emotional and behavioral problems in individuals with Autism Spectrum Disorder (ASD). To provide an overview of how ER has been studied in individuals with ASD, we conducted a systematic review of the past 20 years of ER research in the ASD population, using established keywords from the most comprehensive ER literature review of the typically developing population to date. Out of an initial sampling of 305 studies, 32 were eligible for review. We examined the types of methods (self-report, informant report, naturalistic observation/ behavior coding, physiological, and open-ended) and the ER constructs based on Gross and Thompson's modal model (situation selection, situation modification, attention deployment, cognitive change, and response modulation). Studies most often assessed ER using one type of method and from a unidimensional perspective. Across the 32 studies, we documented the types of measures used and found that 38% of studies used self-report, 44% included an informant report measure, 31% included at least one naturalistic observation/behavior coding measure, 13% included at least one physiological measure, and 13% included at least one open-ended measure. Only 25% of studies used more than one method of measurement. The findings of the current review provide the field with an in-depth analysis of various ER measures and how each measure taps into an ER framework. Future research can use this model to examine ER in a multicomponent way and through multiple methods. Autism Res 2014, 7: 629-648 [American Psychiatric Association, 2013], and there is considerable evidence that the majority also struggle with associated emotional problems. For instance, in a population derived cohort of 5-to 16-year-olds, Totsika, Hastings, Emerson, Lancaster, and Berridge [2011] found that 85% of youth with ASD without an intellectual disability (ID) had clinically significant levels of hyperactivity, 74% of emotional problems, and 64% of conduct problems, compared to much lower rates in a typically developing comparison group (19% hyperactivity, 18% emotional problems, and 22% conduct problems). Further, youth with ID and ASD had higher rates of emotional disorders than those with only ID (88% vs. 63% for hyperactivity, 71% vs. 42% for emotional problems, and 65% vs. 46% for conduct problems, respectively). There is also considerable co-occurrence of multiple emotional problems in individuals with ASD. Approximately 40-50% of youth with ASD are estimated to meet criteria for two or more psychiatric disorders, often combining attentional or behavioral problems (e.g. ADHD) with internalizing problems (e.g. anxiety disorder), even after taking into account symptoms that may be related to core ASD sociocommunicative and behavioral symptoms [Leyfer et al., 2006;Simonoff et al., 2008].

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Sensory and attention abnormalities in autistic spectrum disorders

Cited by 365 publications

References 32 publications

Brief Report: Exploring the Relationship Between Sensory Processing and Repetitive Behaviours in Williams Syndrome

Brief Report: Exploring the Relationship Between Sensory Processing and Repetitive Behaviours in Williams Syndrome

Cognitive training as a resolution for early executive function difficulties in children with intellectual disabilities

A Systematic Literature Review of Emotion Regulation Measurement in Individuals With Autism Spectrum Disorder

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