Brief Report: Examination of Correlates of Adaptive Behavior in Children with HFASD using the BASC-2 Parent Rating Scale / Christin A. MCDONALD in Journal of Autism and Developmental Disorders, 47-5 (May 2017)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 47-5 (May 2017) . - p.1530-1534 Titre : Brief Report: Examination of Correlates of Adaptive Behavior in Children with HFASD using the BASC-2 Parent Rating Scale Type de document : texte imprimé Auteurs : Christin A. MCDONALD, Auteur ; James P. DONNELLY, Auteur ; Jonathan D. RODGERS, Auteur ; Marcus L. THOMEER, Auteur ; Christopher LOPATA, Auteur ; Allyson K. JORDAN, Auteur Article en page(s) : p.1530-1534 Langues : Anglais (eng) Mots-clés : BASC-2  Adaptive functioning  High-functioning ASD  ADI-R Index. décimale : PER Périodiques Résumé : This study extended the research on correlates of adaptive functioning of high-functioning children with autism spectrum disorder (HFASD) using the Behavior Assessment System for Children-Second Edition (BASC-2). Specifically, this study investigated the relationships between adaptive behavior and age, IQ, and ASD symptomology, in a well-characterized sample of 119 children with HFASD, ages 6–11 years. Results revealed age and IQ were not significantly correlated with adaptive ability. However, total autism symptoms [measured by the Autism Diagnostic Interview-Revised (ADI-R)], as well as ASD-social symptoms were negatively correlated with adaptive ability. Mean comparisons revealed that participants falling into the clinically-significant range of the BASC-2 Adaptive Skills Composite (ASC) displayed significantly greater levels of both overall and social ASD symptoms. En ligne : http://dx.doi.org/10.1007/s10803-017-3046-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=305 [article] Brief Report: Examination of Correlates of Adaptive Behavior in Children with HFASD using the BASC-2 Parent Rating Scale [texte imprimé] / Christin A. MCDONALD, Auteur ; James P. DONNELLY, Auteur ; Jonathan D. RODGERS, Auteur ; Marcus L. THOMEER, Auteur ; Christopher LOPATA, Auteur ; Allyson K. JORDAN, Auteur . - p.1530-1534. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 47-5 (May 2017) . - p.1530-1534 Mots-clés : BASC-2  Adaptive functioning  High-functioning ASD  ADI-R Index. décimale : PER Périodiques Résumé : This study extended the research on correlates of adaptive functioning of high-functioning children with autism spectrum disorder (HFASD) using the Behavior Assessment System for Children-Second Edition (BASC-2). Specifically, this study investigated the relationships between adaptive behavior and age, IQ, and ASD symptomology, in a well-characterized sample of 119 children with HFASD, ages 6–11 years. Results revealed age and IQ were not significantly correlated with adaptive ability. However, total autism symptoms [measured by the Autism Diagnostic Interview-Revised (ADI-R)], as well as ASD-social symptoms were negatively correlated with adaptive ability. Mean comparisons revealed that participants falling into the clinically-significant range of the BASC-2 Adaptive Skills Composite (ASC) displayed significantly greater levels of both overall and social ASD symptoms. En ligne : http://dx.doi.org/10.1007/s10803-017-3046-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=305

Brief Report: Parent-Teacher Discrepancies on the Developmental Social Disorders Scale (BASC-2) in the Assessment of High-Functioning Children with ASD / Christopher LOPATA in Journal of Autism and Developmental Disorders, 46-9 (September 2016)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 46-9 (September 2016) . - p.3183-3189 Titre : Brief Report: Parent-Teacher Discrepancies on the Developmental Social Disorders Scale (BASC-2) in the Assessment of High-Functioning Children with ASD Type de document : texte imprimé Auteurs : Christopher LOPATA, Auteur ; James P. DONNELLY, Auteur ; Allyson K. JORDAN, Auteur ; Marcus L. THOMEER, Auteur ; Christin A. MCDONALD, Auteur ; Jonathan D. RODGERS, Auteur Article en page(s) : p.3183-3189 Langues : Anglais (eng) Mots-clés : Informant discrepancies  ASD-related symptoms  BASC-2 DSD  Screening Index. décimale : PER Périodiques Résumé : This study compared parent and teacher ratings of ASD-related symptoms of 120 high-functioning children, ages 6–12 years with ASD (HFASD) using the Developmental Social Disorders (DSD) scale of the BASC-2. DSD ratings (parent and teacher) were significantly higher than normative estimates. The cross-informant comparison was significantly higher for parents (vs. teachers), and correlations (ICC and Pearson) between the informant groups were significant (but low in magnitude). Agreement among parents and teachers accurately placed 81 % of cases above the at-risk cutpoint for symptoms of ASD, and agreement was highest in the at-risk range of perceived symptoms. Additional analyses indicated a significant difference in the trend across the parent-teacher discrepancies, and no significant moderators of the discrepancies. Implications for assessment are provided. En ligne : http://dx.doi.org/10.1007/s10803-016-2851-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=292 [article] Brief Report: Parent-Teacher Discrepancies on the Developmental Social Disorders Scale (BASC-2) in the Assessment of High-Functioning Children with ASD [texte imprimé] / Christopher LOPATA, Auteur ; James P. DONNELLY, Auteur ; Allyson K. JORDAN, Auteur ; Marcus L. THOMEER, Auteur ; Christin A. MCDONALD, Auteur ; Jonathan D. RODGERS, Auteur . - p.3183-3189. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 46-9 (September 2016) . - p.3183-3189 Mots-clés : Informant discrepancies  ASD-related symptoms  BASC-2 DSD  Screening Index. décimale : PER Périodiques Résumé : This study compared parent and teacher ratings of ASD-related symptoms of 120 high-functioning children, ages 6–12 years with ASD (HFASD) using the Developmental Social Disorders (DSD) scale of the BASC-2. DSD ratings (parent and teacher) were significantly higher than normative estimates. The cross-informant comparison was significantly higher for parents (vs. teachers), and correlations (ICC and Pearson) between the informant groups were significant (but low in magnitude). Agreement among parents and teachers accurately placed 81 % of cases above the at-risk cutpoint for symptoms of ASD, and agreement was highest in the at-risk range of perceived symptoms. Additional analyses indicated a significant difference in the trend across the parent-teacher discrepancies, and no significant moderators of the discrepancies. Implications for assessment are provided. En ligne : http://dx.doi.org/10.1007/s10803-016-2851-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=292

How is autistic identity in adolescence influenced by parental disclosure decisions and perceptions of autism? / Ariana RICCIO in Autism, 25-2 (February 2021)  

Public ISBD [article]  inAutism > 25-2 (February 2021) . - p.374-388 Titre : How is autistic identity in adolescence influenced by parental disclosure decisions and perceptions of autism? Type de document : texte imprimé Auteurs : Ariana RICCIO, Auteur ; Steven K. KAPP, Auteur ; Allyson K. JORDAN, Auteur ; Anna Marie DORELIEN, Auteur ; Kristen GILLESPIE-LYNCH, Auteur Article en page(s) : p.374-388 Langues : Anglais (eng) Mots-clés : adolescents  autistic identity  disclosure  parenting Index. décimale : PER Périodiques Résumé : There is a lot of research about how parents think about their child's autism but we don't know much about how parents talk with their kids about autism. How parents talk with their kids about autism may shape how kids see autism. A team of autistic and non-autistic people (including a mother of an autistic person) did a study. We wanted to know if how parents talk with their kids about autism shapes how their kids see autism. Nineteen teens from a summer camp did interviews and surveys. Their mothers did surveys. Teens learned about if they had autism in different ways. Some teens still didn't know they were autistic. Teens whose moms chose to tell them about their autism talked about autism and themselves more positively than teens whose moms didn't choose to talk with them about autism. Only teens whose moms chose to talk with them about autism described themselves as having social strengths. Teens had a harder time defining autism than moms. However, teens and moms talked about autism in similar ways. Our study shows that parents can help their kids see autism and themselves more positively by talking with their kids about autism early in development. En ligne : http://dx.doi.org/10.1177/1362361320958214 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=442 [article] How is autistic identity in adolescence influenced by parental disclosure decisions and perceptions of autism? [texte imprimé] / Ariana RICCIO, Auteur ; Steven K. KAPP, Auteur ; Allyson K. JORDAN, Auteur ; Anna Marie DORELIEN, Auteur ; Kristen GILLESPIE-LYNCH, Auteur . - p.374-388. Langues : Anglais (eng) in Autism > 25-2 (February 2021) . - p.374-388 Mots-clés : adolescents  autistic identity  disclosure  parenting Index. décimale : PER Périodiques Résumé : There is a lot of research about how parents think about their child's autism but we don't know much about how parents talk with their kids about autism. How parents talk with their kids about autism may shape how kids see autism. A team of autistic and non-autistic people (including a mother of an autistic person) did a study. We wanted to know if how parents talk with their kids about autism shapes how their kids see autism. Nineteen teens from a summer camp did interviews and surveys. Their mothers did surveys. Teens learned about if they had autism in different ways. Some teens still didn't know they were autistic. Teens whose moms chose to tell them about their autism talked about autism and themselves more positively than teens whose moms didn't choose to talk with them about autism. Only teens whose moms chose to talk with them about autism described themselves as having social strengths. Teens had a harder time defining autism than moms. However, teens and moms talked about autism in similar ways. Our study shows that parents can help their kids see autism and themselves more positively by talking with their kids about autism early in development. En ligne : http://dx.doi.org/10.1177/1362361320958214 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=442

Informant Discrepancies in the Assessment of Adaptive Behavior of Children with Autism Spectrum Disorder / Allyson K. JORDAN in Journal of Autism and Developmental Disorders, 49-5 (May 2019)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 49-5 (May 2019) . - p.2024-2034 Titre : Informant Discrepancies in the Assessment of Adaptive Behavior of Children with Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Allyson K. JORDAN, Auteur ; Marcus L. THOMEER, Auteur ; C. LOPATA, Auteur ; James P. DONNELLY, Auteur ; Jonathan D. RODGERS, Auteur ; Christin A. MCDONALD, Auteur Article en page(s) : p.2024-2034 Langues : Anglais (eng) Mots-clés : Asd  Adaptive behavior  Informant discrepancies Index. décimale : PER Périodiques Résumé : This study examined informant discrepancies for parent and teacher adaptive behavior ratings of 103 children, ages 6-12 years, with ASD (without intellectual disability). Scores on the Adaptive Behavior Assessment System, third edition (Harrison and Oakland, Western Psychological Services, Los Angeles, 2015) General Adaptive Composite (GAC) and practical, social, and conceptual domains were examined for mean differences, level of agreement, and moderators of difference scores between informant groups. Teacher scores were significantly higher (indicating better functioning) than parents for the GAC and practical domain. Parent and teacher scores were moderately correlated and Bland-Altman plots and regression analyses revealed no systematic differences in parent-teacher agreement across the range of scores. None of the tested variables moderated the parent-teacher difference scores. Implications for clinical practice are discussed. En ligne : http://dx.doi.org/10.1007/s10803-018-03876-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=393 [article] Informant Discrepancies in the Assessment of Adaptive Behavior of Children with Autism Spectrum Disorder [texte imprimé] / Allyson K. JORDAN, Auteur ; Marcus L. THOMEER, Auteur ; C. LOPATA, Auteur ; James P. DONNELLY, Auteur ; Jonathan D. RODGERS, Auteur ; Christin A. MCDONALD, Auteur . - p.2024-2034. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-5 (May 2019) . - p.2024-2034 Mots-clés : Asd  Adaptive behavior  Informant discrepancies Index. décimale : PER Périodiques Résumé : This study examined informant discrepancies for parent and teacher adaptive behavior ratings of 103 children, ages 6-12 years, with ASD (without intellectual disability). Scores on the Adaptive Behavior Assessment System, third edition (Harrison and Oakland, Western Psychological Services, Los Angeles, 2015) General Adaptive Composite (GAC) and practical, social, and conceptual domains were examined for mean differences, level of agreement, and moderators of difference scores between informant groups. Teacher scores were significantly higher (indicating better functioning) than parents for the GAC and practical domain. Parent and teacher scores were moderately correlated and Bland-Altman plots and regression analyses revealed no systematic differences in parent-teacher agreement across the range of scores. None of the tested variables moderated the parent-teacher difference scores. Implications for clinical practice are discussed. En ligne : http://dx.doi.org/10.1007/s10803-018-03876-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=393

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