Centre d'Information et de documentation du CRA Rhône-Alpes
CRA
Informations pratiques
-
Adresse
Centre d'information et de documentation
du CRA Rhône-Alpes
Centre Hospitalier le Vinatier
bât 211
95, Bd Pinel
69678 Bron CedexHoraires
Lundi au Vendredi
9h00-12h00 13h30-16h00Contact
Tél: +33(0)4 37 91 54 65
Mail
Fax: +33(0)4 37 91 54 37
-
Détail de l'auteur
Auteur Rachel G. MCDONALD |
Documents disponibles écrits par cet auteur (3)
Faire une suggestion Affiner la recherche
Dysregulation in Children and Adolescents Presenting to a Multidisciplinary Autism Clinic / Roma A. VASA in Journal of Autism and Developmental Disorders, 52-4 (April 2022)
[article]
Titre : Dysregulation in Children and Adolescents Presenting to a Multidisciplinary Autism Clinic Type de document : Texte imprimé et/ou numérique Auteurs : Roma A. VASA, Auteur ; Vini SINGH, Auteur ; Rachel G. MCDONALD, Auteur ; Carla MAZEFSKY, Auteur ; Ji Su HONG, Auteur ; Amy KEEFER, Auteur Article en page(s) : p.1762-1770 Langues : Anglais (eng) Mots-clés : Adolescent Ambulatory Care Facilities Autism Spectrum Disorder/diagnosis/epidemiology/psychology Autistic Disorder/diagnosis/epidemiology Child Humans Prevalence Autism center Children Dysregulation Screening Index. décimale : PER Périodiques Résumé : Research indicates that children with autism spectrum disorder (ASD) frequently exhibit dysregulation, which refers to poorly coordinated affective, behavioral, and cognitive responses to a given situation. We examined the characteristics of dysregulation in children presenting to a multidisciplinary ASD clinic for an ASD diagnostic evaluation. Sixty percent of children presenting for an ASD evaluation exhibited dysregulation. Dysregulation prevalence was higher in children without ASD versus with ASD (69% versus 56%). Severe dysregulation was higher in children without ASD (29% versus 16%). Both groups with severe dysregulation were equally likely to be taking psychiatric medications, however, children with ASD were less likely to be receiving therapy. These findings highlight the importance of implementing dysregulation screening and treatment protocols in ASD centers. En ligne : http://dx.doi.org/10.1007/s10803-021-05056-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=476
in Journal of Autism and Developmental Disorders > 52-4 (April 2022) . - p.1762-1770[article] Dysregulation in Children and Adolescents Presenting to a Multidisciplinary Autism Clinic [Texte imprimé et/ou numérique] / Roma A. VASA, Auteur ; Vini SINGH, Auteur ; Rachel G. MCDONALD, Auteur ; Carla MAZEFSKY, Auteur ; Ji Su HONG, Auteur ; Amy KEEFER, Auteur . - p.1762-1770.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 52-4 (April 2022) . - p.1762-1770
Mots-clés : Adolescent Ambulatory Care Facilities Autism Spectrum Disorder/diagnosis/epidemiology/psychology Autistic Disorder/diagnosis/epidemiology Child Humans Prevalence Autism center Children Dysregulation Screening Index. décimale : PER Périodiques Résumé : Research indicates that children with autism spectrum disorder (ASD) frequently exhibit dysregulation, which refers to poorly coordinated affective, behavioral, and cognitive responses to a given situation. We examined the characteristics of dysregulation in children presenting to a multidisciplinary ASD clinic for an ASD diagnostic evaluation. Sixty percent of children presenting for an ASD evaluation exhibited dysregulation. Dysregulation prevalence was higher in children without ASD versus with ASD (69% versus 56%). Severe dysregulation was higher in children without ASD (29% versus 16%). Both groups with severe dysregulation were equally likely to be taking psychiatric medications, however, children with ASD were less likely to be receiving therapy. These findings highlight the importance of implementing dysregulation screening and treatment protocols in ASD centers. En ligne : http://dx.doi.org/10.1007/s10803-021-05056-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=476 Satisfaction with social connectedness is associated with depression and anxiety symptoms in neurodiverse first-semester college students / Jared K. RICHARDS ; Talena C. DAY ; Steven M. BRUNWASSER ; Claudia L. CUCCHIARA ; Bella KOFNER ; Rachel G. MCDONALD ; Kristen GILLESPIE-LYNCH ; Jenna LAMM ; Erin KANG ; Matthew D. LERNER in Autism, 28-8 (August 2024)
[article]
Titre : Satisfaction with social connectedness is associated with depression and anxiety symptoms in neurodiverse first-semester college students Type de document : Texte imprimé et/ou numérique Auteurs : Jared K. RICHARDS, Auteur ; Talena C. DAY, Auteur ; Steven M. BRUNWASSER, Auteur ; Claudia L. CUCCHIARA, Auteur ; Bella KOFNER, Auteur ; Rachel G. MCDONALD, Auteur ; Kristen GILLESPIE-LYNCH, Auteur ; Jenna LAMM, Auteur ; Erin KANG, Auteur ; Matthew D. LERNER, Auteur Article en page(s) : p.1972-1984 Langues : Anglais (eng) Mots-clés : adults anxiety autism spectrum disorders depression Index. décimale : PER Périodiques Résumé : Social difficulties and mental health are primary behavioral health concerns in autistic young adults, perhaps especially during key life transitions such as entering college. This study evaluated how dissatisfaction with social connectedness may predict and/or maintain depression and anxiety symptoms in neurodiverse, first-semester, undergraduate students (N = 263; n = 105 with diagnosed or suspected autism). Participation included a baseline survey battery, a brief survey completed twice per week across 12?weeks, and an endpoint survey battery. Social dissatisfaction at baseline was prospectively associated with biweekly ratings of depression symptoms, when controlling for baseline depressive symptoms. Social dissatisfaction was synchronously related to elevated sadness, anhedonia, and anxiety throughout the semester. These relationships were generally consistent across levels of baseline social motivation; however, there was one significant moderation effect-the negative relationship between baseline social satisfaction and anxiety was strongest for more socially motivated participants. More autistic traits were related to lower social satisfaction at baseline and greater mood concerns across timepoints. In contrast, greater autistic traits at baseline were related to greater satisfaction with social connectedness throughout the semester. Results support ongoing efforts to address mental health in autistic college students by highlighting the importance of social satisfaction. Lay abstract How satisfied people feel with their social connections and support is related to mental health outcomes for many different types of people. People may feel less socially connected at some times in their life-like when they start college. Feeling disconnected from others could lead to depression or anxiety. The transition to college may be especially difficult for autistic students as they are more likely to have difficulties adjusting socially. In our study, we asked 263 college students to answer questions about their emotions and social satisfaction twice per week during their first semester of college. We found that students who reported being less satisfied with their social connectedness (either at the beginning or throughout the semester) tended to express more symptoms of depression and anxiety. This relationship between social satisfaction and anxiety was even stronger for people who had a strong desire for social interaction (i.e. were more socially motivated). Students with more autistic traits tended to report more mood concerns, and they also reported being less satisfied with friendships at the beginning of the semester. This information may help to support ongoing efforts to better address mental health in autistic college students by encouraging efforts to improve social satisfaction. En ligne : https://dx.doi.org/10.1177/13623613231216879 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=533
in Autism > 28-8 (August 2024) . - p.1972-1984[article] Satisfaction with social connectedness is associated with depression and anxiety symptoms in neurodiverse first-semester college students [Texte imprimé et/ou numérique] / Jared K. RICHARDS, Auteur ; Talena C. DAY, Auteur ; Steven M. BRUNWASSER, Auteur ; Claudia L. CUCCHIARA, Auteur ; Bella KOFNER, Auteur ; Rachel G. MCDONALD, Auteur ; Kristen GILLESPIE-LYNCH, Auteur ; Jenna LAMM, Auteur ; Erin KANG, Auteur ; Matthew D. LERNER, Auteur . - p.1972-1984.
Langues : Anglais (eng)
in Autism > 28-8 (August 2024) . - p.1972-1984
Mots-clés : adults anxiety autism spectrum disorders depression Index. décimale : PER Périodiques Résumé : Social difficulties and mental health are primary behavioral health concerns in autistic young adults, perhaps especially during key life transitions such as entering college. This study evaluated how dissatisfaction with social connectedness may predict and/or maintain depression and anxiety symptoms in neurodiverse, first-semester, undergraduate students (N = 263; n = 105 with diagnosed or suspected autism). Participation included a baseline survey battery, a brief survey completed twice per week across 12?weeks, and an endpoint survey battery. Social dissatisfaction at baseline was prospectively associated with biweekly ratings of depression symptoms, when controlling for baseline depressive symptoms. Social dissatisfaction was synchronously related to elevated sadness, anhedonia, and anxiety throughout the semester. These relationships were generally consistent across levels of baseline social motivation; however, there was one significant moderation effect-the negative relationship between baseline social satisfaction and anxiety was strongest for more socially motivated participants. More autistic traits were related to lower social satisfaction at baseline and greater mood concerns across timepoints. In contrast, greater autistic traits at baseline were related to greater satisfaction with social connectedness throughout the semester. Results support ongoing efforts to address mental health in autistic college students by highlighting the importance of social satisfaction. Lay abstract How satisfied people feel with their social connections and support is related to mental health outcomes for many different types of people. People may feel less socially connected at some times in their life-like when they start college. Feeling disconnected from others could lead to depression or anxiety. The transition to college may be especially difficult for autistic students as they are more likely to have difficulties adjusting socially. In our study, we asked 263 college students to answer questions about their emotions and social satisfaction twice per week during their first semester of college. We found that students who reported being less satisfied with their social connectedness (either at the beginning or throughout the semester) tended to express more symptoms of depression and anxiety. This relationship between social satisfaction and anxiety was even stronger for people who had a strong desire for social interaction (i.e. were more socially motivated). Students with more autistic traits tended to report more mood concerns, and they also reported being less satisfied with friendships at the beginning of the semester. This information may help to support ongoing efforts to better address mental health in autistic college students by encouraging efforts to improve social satisfaction. En ligne : https://dx.doi.org/10.1177/13623613231216879 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=533 A Scoping Review of Anxiety in Young Children with Autism Spectrum Disorder / Roma A. VASA in Autism Research, 13-12 (December 2020)
[article]
Titre : A Scoping Review of Anxiety in Young Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Roma A. VASA, Auteur ; Amy KEEFER, Auteur ; Rachel G. MCDONALD, Auteur ; Michelle C. HUNSCHE, Auteur ; Connor M. KERNS, Auteur Article en page(s) : p.2038-2057 Langues : Anglais (eng) Mots-clés : anxiety autism review young children Index. décimale : PER Périodiques Résumé : Research on anxiety in children and adolescents with autism spectrum disorder (ASD) has burgeoned in the past 15?years. Most of the research has focused on school-age children, ages 6 to 18?years. Yet, recent studies suggest that anxiety can emerge in young children, under 6?years, with ASD. This scoping review synthesized the literature on anxiety in young children with ASD. Three domains of anxiety research were reviewed: (a) prevalence/severity, phenomenology, and course; (b) correlates; and (c) treatment. Four online databases were searched from the start of the database until March 2020. Keywords pertaining to anxiety, autism, and young children were entered. The search identified 44 articles for inclusion. These studies varied with respect to sample source, informants, and measures to assess anxiety. The overall prevalence of anxiety ranged from 1.6 to 62%. Sixteen of 17 studies found that young children with ASD had higher levels of anxiety compared to various control groups. A variety of DSM anxiety symptoms and disorders were present in young children with the most common symptoms being specific, social, and generalized fears. Correlates of anxiety included sensory over-responsivity, sleep disturbance, aggression/defiance, and attention deficit/hyperactivity disorder. Three cognitive behavioral treatment studies for anxiety and one developmental intervention targeting ASD symptoms showed promise in reducing anxiety. Findings indicate an early emergence of anxiety in some children with ASD. Further research on the measurement, pathophysiology, and treatment of anxiety in early childhood is critical to improving outcomes in children with ASD. LAY SUMMARY: This scoping review synthesizes the literature on anxiety in young children with autism spectrum disorder (ASD). Results indicate that children with ASD have higher levels of anxiety than children without ASD. Potential factors that could be contributing to anxiety include sensory, sleep, and behavioral problems. Preliminary studies show that anxiety can improve with cognitive behavioral treatment. These findings suggest that research on anxiety in young children with ASD should be prioritized to improve mental health outcomes. En ligne : http://dx.doi.org/10.1002/aur.2395 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=434
in Autism Research > 13-12 (December 2020) . - p.2038-2057[article] A Scoping Review of Anxiety in Young Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Roma A. VASA, Auteur ; Amy KEEFER, Auteur ; Rachel G. MCDONALD, Auteur ; Michelle C. HUNSCHE, Auteur ; Connor M. KERNS, Auteur . - p.2038-2057.
Langues : Anglais (eng)
in Autism Research > 13-12 (December 2020) . - p.2038-2057
Mots-clés : anxiety autism review young children Index. décimale : PER Périodiques Résumé : Research on anxiety in children and adolescents with autism spectrum disorder (ASD) has burgeoned in the past 15?years. Most of the research has focused on school-age children, ages 6 to 18?years. Yet, recent studies suggest that anxiety can emerge in young children, under 6?years, with ASD. This scoping review synthesized the literature on anxiety in young children with ASD. Three domains of anxiety research were reviewed: (a) prevalence/severity, phenomenology, and course; (b) correlates; and (c) treatment. Four online databases were searched from the start of the database until March 2020. Keywords pertaining to anxiety, autism, and young children were entered. The search identified 44 articles for inclusion. These studies varied with respect to sample source, informants, and measures to assess anxiety. The overall prevalence of anxiety ranged from 1.6 to 62%. Sixteen of 17 studies found that young children with ASD had higher levels of anxiety compared to various control groups. A variety of DSM anxiety symptoms and disorders were present in young children with the most common symptoms being specific, social, and generalized fears. Correlates of anxiety included sensory over-responsivity, sleep disturbance, aggression/defiance, and attention deficit/hyperactivity disorder. Three cognitive behavioral treatment studies for anxiety and one developmental intervention targeting ASD symptoms showed promise in reducing anxiety. Findings indicate an early emergence of anxiety in some children with ASD. Further research on the measurement, pathophysiology, and treatment of anxiety in early childhood is critical to improving outcomes in children with ASD. LAY SUMMARY: This scoping review synthesizes the literature on anxiety in young children with autism spectrum disorder (ASD). Results indicate that children with ASD have higher levels of anxiety than children without ASD. Potential factors that could be contributing to anxiety include sensory, sleep, and behavioral problems. Preliminary studies show that anxiety can improve with cognitive behavioral treatment. These findings suggest that research on anxiety in young children with ASD should be prioritized to improve mental health outcomes. En ligne : http://dx.doi.org/10.1002/aur.2395 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=434