RAD Center Longitudinal Development of Children with Autism

Overview

Longitudinal Study of School-Age Children with ASD or ADHD

About

The purpose of this project is to explore the relationships academic achievement and social or cognitive abilities longitudinally in children with autism spectrum disorders (ASD) compared to peers with attention-deficit/hyperactivity disorder (ADHD) or typically developing peers. Children with learning or attention difficulties are increasingly being placed in general education classrooms. This is particularly true for children with ASD with average to above average intellectual abilities (higher-functioning autism spectrum disorder; HFASD) and children with ADHD. However, these children frequently exhibit academic difficulties in mathematics problem solving, reading comprehension, and written expression. Particularly for children with HFASD, these difficulties may be due to heterogenous cognitive and social profiles that may cause difficulties for children to engage effectively with the social learning demands of the classroom.

This study explored these academic difficulties across a three-year period to understand the academic development differences in children with HFASD or ADHD compared to typically developing peers. By using multiple measures of academic achievement along with tests of cognitive and social development and a virtual reality paradigm for classroom public speaking, this study aimed to conceptualize the longitudinal academic challenges faced by children with HFASD or ADHD in order to understand individual and diagnostic group factors that influence academic learning.  

Funding

Virtual Reality Applications for the Study of Attention and Learning in Children with Autism and ADHD

Principal Investigator: Peter Mundy, PhD

$1,548,458

2012-2016

https://ies.ed.gov/funding/grantsearch/details.asp?ID=1256

Lisa Capps Endowment for Research on Neurodevelopmental Disorders

Department of Psychiatry

UC Davis

Recent Presentations

Comparing growth in linguistic comprehension and reading comprehension in school-aged children with ASD versus typically developing children (2017).  Grimm, R., Solari, E., McIntyre, N., Zajic, M., & Mundy, P.  Society for the Scientific Study of Reading, Annual Conference, Halifax, Nova Scotia, July.

Growth in inference abilities of higher-functioning children with ASD:  Associations with reading comprehension, verbal ability, and ASD symptom severity (2017). McIntyre, N., Grimm, R., Zajic, M., Lerro, L., Oswald, T., Solari, E., & Mundy, P.  Society for the Scientific Study of Reading, Annual Conference, Halifax, Nova Scotia, July.

Minecraft working memory task:  Considering content in the working memory abilities in school-aged, higher-functioning children with ASD (2017).  Zajic, M., McIntyre, N., Swain-Lerro, L., McCauley, J., Schiltz, H., Oswald, T., & Mundy, P.  International Meeting for Autism Research, San Francisco, California, May.

Growth in narrative retelling abilities of higher functioning children with ASD:  Associations with ASD symptomatology, verbal ability, and reading comprehension (2017). McIntyre, N., Grimm, R., Lerro, L., Zajic, M., McCauley, J., Schiltz, H., Oswald, T., Mundy, P.  International Meeting for Autism Research, San Francisco, California, May.

The influence of social communication on written expression in school-aged, higher-functioning children with ASD (2017).  Zajic, M., McIntyre, N., Swain-Lerro, L., McCauley, J., Schiltz, H., Oswald, T., & Mundy, P.  International Meeting for Autism Research, San Francisco, California, May .

The role of fundamental and formant frequency information on voice and speaker perception in children with autism and attention deficit hyperactivity (2016). Zellou, G., Barreda, S., McIntyre, N., Swain-Lerro, L., Zajic, M., & Mundy, P.  LabPhon 15, Ithaca, New York, July.

A longitudinal study of the social-cognitive phenotype of ASD and reading comprehension development (2016). McIntyre, N., Mundy, P., Solomon, M., Oswald, T., Swain-Lerro, L., Zajic, M., McCauley, J., & Schiltz, H. International Meeting for Autism Research, Baltimore, Maryland, May.

Educational implications of auditory processing deficits in students with high-functioning autism spectrum disorder (2016).  Swain-Lerro, L., McIntyre, N., Zajic, Mundy, P., McCauley, J., Schiltz, H., & Oswald, T. International Meeting for Autism Research, Baltimore, Maryland, May.

Writing development in higher-functioning children with autism spectrum disorder with and without ADHD comorbidity (2016). Zajic, M. C., McIntyre, N. S., Swain-Lerro, L. E., McCauley, J., Schiltz, H. K., Oswald, T., & Mundy, P. International Meeting for Autism Research, Baltimore, Maryland, May.

Reading development and social cognition in school-aged children with autism, ADHD, or typical development (2016). McIntyre, N. UC Center for Research on Special Education, Disabilities, and Developmental Risk, Santa Barbara, California, January.

Reading comprehension, language disturbance, and the social communication phenotype of ASD (2015).  McIntyre, N., Mundy, P. Solomon, M., Oswald, T., Swain-Lerro, L., & Zajic, M. International Meeting for Autism Research, Salt Lake City, Utah, May.

Publications

McIntyre, N., Solari, E., Gonzales, J., Solomon, M., Swain-Lerro, L., Novotny, S., Oswald, T., & Mundy, P. (2017).  The scope and nature of reading comprehension impairments in school-aged children with higher-functioning autism spectrum disorder, Journal of Autism and Developmental Disorders. DOI: 10.1007/s10803-017-3209-y

Solari, E., Grimm, R., McIntyre, N., Swain-Lerro, L., Zajic, M., & Mundy, P. (2017).  The relation between text reading fluency and reading comprehension for students with autism spectrum disorders.  Research in Autism Spectrum Disorders. doi:10.1016/j.rasd.2017.07.002

McIntyre, N., Solari, E., Grimm, R., Swain-Lerro, L., Gonzales, J., & Mundy, P.  (2017). A comprehensive examination of reading heterogeneity in students with high functioning autism:  Distinct reading profiles and their relation to autism symptom severity, Journal of Autism and Developmental Disorders, 47(4), 1086-1101.

Schiltz, H., McIntyre, N., Swain-Lerro, L., Zajic, M., & Mundy, P. (2017). The stability of self-reported anxiety in youth with autism versus ADHD or typical development, Special Issue: Anxiety in Autism Spectrum Disorders, Journal of Autism and Developmental Disorders.  DOI: 10.1007/s10803-017-3184-3

Mundy, P., Novotny, S., Swain-Lerro, L., McIntyre, N., Zajic, M., & Oswald, T. (2017). Joint-attention and the social phenotype of school-aged children with ASD. Journal of Autism and Developmental Disorders, 47(5), 1423-1435.

Zajic, M., McIntyre, N., Swain-Lerro, L., Novotny, S., Oswald, T., & Mundy, P. (2016). Attention and written expression in school-age, higher-functioning children with autism spectrum disorders. Autism, 1362361316675121.

Mundy, P., Kim, K., McIntyre, N., Swain-Lerro, L., & Jarrold, W. (2016).  Brief report: Joint attention and information processing in autism spectrum disorders. Journal of Autism and Developmental Disabilities, 46(7), 2555-2560.

Kim, K., Rosenthal, Z., Gwaltney, M., Jarrold, W., Hatt, N., McIntyre, N., Swain, L., Solomon, M., & Mundy, P. (2014).  A virtual joystick paradigm for the study of emotional responses and social motivation in children with ASD. Journal of Autism and Related Disorders, DOI 10.1007/s10803-014-2036-7.  Paper selected to appear in Psychology Progress. Psychology Progress alerts the scientific community to breaking journal articles considered to represent the best in Psychology research.

Jarrold, W., Mundy, P., Gwaltney, M., Bailenson, J., Hatt, N., McIntyre, N., Kim, K., Solomon, M., Novotny, S. & Swain, L. (2013).  Social attention in a virtual public speaking task in higher functioning children with autism spectrum disorders. Autism Research, 6, 393-410.

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