Eurosibs: Towards robust measurement of infant neurocognitive predictors of autism across Europe

Jones, Emily J. H.; Mason, Luke; Ali, Jannath Begum; Boomen, Carlijn van den; Braukmann, Ricarda; Cauvet, Élodie; Demurie, Ellen; Hessels, Roy S.; Ward, Emma Kate; Hunnius, Sabine; Bölte, Sven; Tomalski, Przemysław; Kemner, Chantal; Warreyn, Petra; Roeyers, Herbert; Buitelaar, Jan K.; Falck‐Ytter, Terje; Charman, Tony; Johnson, Mark H.

doi:10.1016/j.infbeh.2019.03.007

Cited by 46 publications

(41 citation statements)

References 58 publications

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“…Verbal scales are likely less relevant in this sample, since communication skills are only just emerging at 9 months old. Further, Jones et al (2019) found that expressive and receptive language scores at 5 and 10 months of age were subject to more site effects than the other MSEL scales in a multi-site study, indicating that these scales may be somewhat less robust.…”

Section: Introductionmentioning

confidence: 95%

Dynamic modulation of frontal theta power predicts cognitive ability in infancy

Braithwaite

Jones

Johnson

et al. 2020

Developmental Cognitive Neuroscience

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Highlights This longitudinal infant study found that frontal theta power increased over the course of video viewing in 6-month-olds. Individual differences in frontal theta power change at 6-months-old significantly predicted non-verbal cognitive ability. Individual differences in frontal theta power change at 6 months was not associated with executive function at 9 months. Frontal theta change at 6 months may be an early indicator of later cognitive abilities.

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Section: Introductionmentioning

confidence: 95%

Dynamic modulation of frontal theta power predicts cognitive ability in infancy

Braithwaite

Jones

Johnson

et al. 2020

Developmental Cognitive Neuroscience

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“…Como punto de partida tomamos los estudios que previamente hemos mencionado (Baron-Cohen, 1998, 2005Belinchón, 1995;Frith, 2004;Gómez-León, 2019;Happé, 2005;Martínez-Sanchís, 2015;Mundy & Burnette, 2005;Ozonoff, 2000;Tirapu & Luna, 2011;Uta Frith, 2004;Ojea, 2004Ojea, , 2012Pennington, 2000;Premack & Woodruff, 1978;Riviére, 2001;Rusell, 2000), los cuales, han evidenciado diversas dificultades en el entramado emocional en el alumnado con autismo, la presente investigación detalla las necesidades más representativas que este grupo expresa durante el periodo de edad comprendido de los 3 a los 16 años. A pesar de las limitaciones por no clarificar el vínculo entre las variables o la baja representatividad de la muestra, por ser el TEA un trastorno muy extendido (Jones, 2019), se han evitado sesgos de información a través del glosario, donde se describía de forma clara y precisa aquello que se deseaba evaluar. Rusell (2000) con la teoría de la disfunción ejecutiva recoge las dificultades de alumno con TEA en la autoconciencia y control de las emociones.…”

Section: Discussionunclassified

Emociones y Autismo: Respuesta educativa a sus necesidades | Emotions and Autism: Educational response to your needs

Núñez

Conde

2020

ESPIRAL-CUADERNOS DEL PROFESORADO

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Introducción: Las diferentes teorías que tratan de esclarecer la etiología del trastorno del espectro autista (TEA) evidencian la dificultad de este colectivo para desarrollar la inteligencia emocional. Esta capacidad que constituye una de las múltiples inteligencias del ser humano, merece especial consideración por ser la habilidad que nos permite comprender, gestionar y reconocer las emociones, autogestionar nuestra conducta y dirigir las relaciones sociales. Material y Método: La investigación pone el foco de interés en el alumnado con autismo de entre 3 y 16 años. Su finalidad es conocer cuáles son las necesidades emocionales más significativas de este grupo en el ámbito escolar y familiar, así como proporcionar una respuesta a las mismas desde ambos contextos. Para lograr este propósito se ha realizado un estudio descriptivo mediante un cuestionario dirigido a padres y otro a educadores. Resultados: Los resultados obtenidos ratifican las dificultades de los alumnos para desarrollar las competencias que integran la inteligencia emocional. Destacan especialmente, el ínfimo conocimiento de las emociones secundarias, las dificultades en atención global o el nivel de desarrollo inferior de la empatía y el juego simbólico. Conclusión: Se refleja la necesidad de forjar un compromiso común, por parte de toda la comunidad educativa, para ofrecer una respuesta inclusiva y de calidad a la par que continuar desarrollando nuevas líneas de investigación.AbstractIntroduction: The different theories that try to clarify the aetiology of the Disorder of the Autistic Spectrum, ASD, evince the difficulty of this group to develop the Emotional Intelligence. This capacity that constitutes one of the multiple intelligences of the human being deserves special consideration for being the ability that allows us to understand, manage and recognize emotions, motivate oneself and direct social relations. Material and Method: This study put the focus of interest on students between 3 and 16 years with Autism Spectrum Disorder in order to know what their most significant emotional disagreements are in the school and family environment. To achieve this purpose, a descriptive study has been carried out through a questionnaire addressed to parents and another to educators. Results: The results confirm the difficulties of the group to develop one of the eight-intelligences of the human being. Conclusion: In the same way, it reflects the need to forge a common commitment, by the entire educational community, to be able to offer an inclusive and quality response while continuing to develop new lines of research.

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“…Efforts toward greater transparency in various fields include “open data” and preregistration guidelines—promoting access to data, analyses scripts, and other methodological features. There is a small but emerging culture of sharing research data within developmental science, despite common confusion as to who “owns” the data and who should control its availability and access to its use (Gilmore, 2016; Jones et al., 2019). It is essential to address issues of identifiability of research participants, adequate and protocolled data curation, and timing of data release.…”

Section: Directions In the “How” And “What For” Of Developmental Sciencementioning

confidence: 99%