Documents disponibles écrits par cet auteur

Combining information from multiple sources for the diagnosis of autism spectrum disorders for toddlers and young preschoolers from 12 to 47 months of age / So Hyun KIM in Journal of Child Psychology and Psychiatry, 53-2 (February 2012) 

Public ISBD [article]  in Journal of Child Psychology and Psychiatry > 53-2 (February 2012) . - p.143-151 Titre : Combining information from multiple sources for the diagnosis of autism spectrum disorders for toddlers and young preschoolers from 12 to 47 months of age Type de document : texte imprimé Auteurs : So Hyun KIM, Auteur ; Catherine LORD, Auteur Année de publication : 2012 Article en page(s) : p.143-151 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  autism diagnostic interview-revised  autism diagnostic observation schedule  early diagnosis Index. décimale : PER Périodiques Résumé : Background:  Purpose of this study was to systematically examine combined use of the Autism Diagnostic Interview-Revised (ADI-R) and Autism Diagnostic Observation Schedule (ADOS) for children under age 4 using newly developed and revised diagnostic algorithms. Methods:  Single and combined use of the ADI-R and ADOS algorithms were compared to clinical best estimate diagnoses for 435 children with autism spectrum disorders (ASD), 113 children with nonspectrum disorders, and 47 children with typical development from 12 to 47 months of age. Sequential strategies to reach a diagnostic decision by prioritizing administrations of instruments were also evaluated. Results:  Well-balanced sensitivities and specificities above 80% were obtained for ASD diagnoses using both instruments. Specificities significantly improved when both instruments were used compared to one. Scores that can be used to systematically prioritize administrations of instruments were identified. Conclusions:  The ADI-R and ADOS make independent, additive contributions to more accurate diagnostic decisions for clinicians evaluating toddlers and young preschoolers with ASD. Sequential assessment strategies using the scores identified may be appropriate for some children. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2011.02458.x Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=1509 [article] Combining information from multiple sources for the diagnosis of autism spectrum disorders for toddlers and young preschoolers from 12 to 47 months of age [texte imprimé] / So Hyun KIM, Auteur ; Catherine LORD, Auteur . - 2012 . - p.143-151. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 53-2 (February 2012) . - p.143-151 Mots-clés : Autism spectrum disorders  autism diagnostic interview-revised  autism diagnostic observation schedule  early diagnosis Index. décimale : PER Périodiques Résumé : Background:  Purpose of this study was to systematically examine combined use of the Autism Diagnostic Interview-Revised (ADI-R) and Autism Diagnostic Observation Schedule (ADOS) for children under age 4 using newly developed and revised diagnostic algorithms. Methods:  Single and combined use of the ADI-R and ADOS algorithms were compared to clinical best estimate diagnoses for 435 children with autism spectrum disorders (ASD), 113 children with nonspectrum disorders, and 47 children with typical development from 12 to 47 months of age. Sequential strategies to reach a diagnostic decision by prioritizing administrations of instruments were also evaluated. Results:  Well-balanced sensitivities and specificities above 80% were obtained for ASD diagnoses using both instruments. Specificities significantly improved when both instruments were used compared to one. Scores that can be used to systematically prioritize administrations of instruments were identified. Conclusions:  The ADI-R and ADOS make independent, additive contributions to more accurate diagnostic decisions for clinicians evaluating toddlers and young preschoolers with ASD. Sequential assessment strategies using the scores identified may be appropriate for some children. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2011.02458.x Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=1509

Examining the phenotypic heterogeneity of early autism spectrum disorder: subtypes and short-term outcomes / So Hyun KIM in Journal of Child Psychology and Psychiatry, 57-1 (January 2016) 

Public ISBD [article]  in Journal of Child Psychology and Psychiatry > 57-1 (January 2016) . - p.93-102 Titre : Examining the phenotypic heterogeneity of early autism spectrum disorder: subtypes and short-term outcomes Type de document : texte imprimé Auteurs : So Hyun KIM, Auteur ; Suzanne MACARI, Auteur ; Judah KOLLER, Auteur ; Katarzyna CHAWARSKA, Auteur Article en page(s) : p.93-102 Langues : Anglais (eng) Mots-clés : ASD  toddlers  diagnosis  clinical outcomes Index. décimale : PER Périodiques Résumé : Background Phenotypic heterogeneity among toddlers presenting with ASD symptoms complicates diagnostic considerations and limits our ability to predict long-term outcomes. To address this concern, we sought to identify more homogeneous subgroups within ASD based on toddlers’ clinical profiles in the second year of life, evaluating diagnostic stability and clinical outcomes within the subgroups 1–2 years later. Methods One hundred toddlers referred for suspected ASD underwent comprehensive assessments at 22 months (SD = 3) and 37 months (SD = 4). At 22 months, they were clustered based on symptom severity, developmental skills, and adaptive functioning. Diagnostic stability and clinical outcomes were evaluated within the clusters. Results Four clusters characterized by distinct clinical profiles at the time of the first diagnosis were identified. Diagnostic stability was excellent in 3 out of 4 clusters (93%–100%) and was lowest in the initially least affected cluster (85%). Autism symptom severity was stable, except for one group where it increased over time (16% of the sample). A large proportion of toddlers showed significant improvements in verbal and communication skills. Only a small group (17%) exhibited very low levels of functioning and limited gains over time. Conclusions Diagnostic stability and developmental progression from the second to third year of life in toddlers with ASD vary depending on their initial early profiles of relative strengths and deficits. Although a small minority of toddlers with more complex clinical presentations may not retain their diagnoses by the age of three, most children continue to exhibit symptoms of autism. Despite limited improvements in symptom severity, many children show significant gains in verbal functioning. Only a small proportion of children (17%) exhibit very limited gains despite intensive intervention. These findings support continued efforts to examine determinants of developmental trajectories including factors mediating and moderating response to treatment. En ligne : http://dx.doi.org/10.1111/jcpp.12448 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=2735 [article] Examining the phenotypic heterogeneity of early autism spectrum disorder: subtypes and short-term outcomes [texte imprimé] / So Hyun KIM, Auteur ; Suzanne MACARI, Auteur ; Judah KOLLER, Auteur ; Katarzyna CHAWARSKA, Auteur . - p.93-102. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 57-1 (January 2016) . - p.93-102 Mots-clés : ASD  toddlers  diagnosis  clinical outcomes Index. décimale : PER Périodiques Résumé : Background Phenotypic heterogeneity among toddlers presenting with ASD symptoms complicates diagnostic considerations and limits our ability to predict long-term outcomes. To address this concern, we sought to identify more homogeneous subgroups within ASD based on toddlers’ clinical profiles in the second year of life, evaluating diagnostic stability and clinical outcomes within the subgroups 1–2 years later. Methods One hundred toddlers referred for suspected ASD underwent comprehensive assessments at 22 months (SD = 3) and 37 months (SD = 4). At 22 months, they were clustered based on symptom severity, developmental skills, and adaptive functioning. Diagnostic stability and clinical outcomes were evaluated within the clusters. Results Four clusters characterized by distinct clinical profiles at the time of the first diagnosis were identified. Diagnostic stability was excellent in 3 out of 4 clusters (93%–100%) and was lowest in the initially least affected cluster (85%). Autism symptom severity was stable, except for one group where it increased over time (16% of the sample). A large proportion of toddlers showed significant improvements in verbal and communication skills. Only a small group (17%) exhibited very low levels of functioning and limited gains over time. Conclusions Diagnostic stability and developmental progression from the second to third year of life in toddlers with ASD vary depending on their initial early profiles of relative strengths and deficits. Although a small minority of toddlers with more complex clinical presentations may not retain their diagnoses by the age of three, most children continue to exhibit symptoms of autism. Despite limited improvements in symptom severity, many children show significant gains in verbal functioning. Only a small proportion of children (17%) exhibit very limited gains despite intensive intervention. These findings support continued efforts to examine determinants of developmental trajectories including factors mediating and moderating response to treatment. En ligne : http://dx.doi.org/10.1111/jcpp.12448 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=2735

Longitudinal follow?up of academic achievement in children with autism from age 2 to 18 / So Hyun KIM in Journal of Child Psychology and Psychiatry, 59-3 (March 2018) 

Public ISBD [article]  in Journal of Child Psychology and Psychiatry > 59-3 (March 2018) . - p.258-267 Titre : Longitudinal follow?up of academic achievement in children with autism from age 2 to 18 Type de document : texte imprimé Auteurs : So Hyun KIM, Auteur ; Vanessa H. BAL, Auteur ; Catherine LORD, Auteur Article en page(s) : p.258-267 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Objective This study examined early predictors of and changes in school?age academic achievement and class placement in children referred for autism spectrum disorder (ASD) at age 2. Method Of 111 ASD referrals, 74 were diagnosed with ASD at age 18. Regression analyses were performed to identify age 3 predictors of achievement in arithmetic, passage comprehension, word reading, and spelling at ages 9 and 18. Linear Mixed Models were used to examine predictors of academic growth between ages 9 and 18. Results Academic skills varied widely at 9 and 18, but were mostly commensurate with or higher than expected given cognitive levels. However, 22% (age 9) and 32% (age 18) of children with average/above average IQ showed below/low average achievement in at least one academic domain. Children who remained in general education/inclusion classrooms had higher achievement than those who moved to special education classrooms. Stronger cognitive skills at age 3 and 9 predicted better academic achievement and faster academic growth from age 9 to 18. Parent participation in intervention by age 3 predicted better achievement at age 9 and 18. Conclusions Many children with ASD achieve basic academic skills commensurate with or higher than their cognitive ability. However, more rigorous screening for learning difficulties may be important for those with average cognitive skills because a significant minority show relative academic delays. Interventions targeting cognitive skills and parent participation in early treatment may have cascading effects on long?term academic development. En ligne : https://doi.org/10.1111/jcpp.12808 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=3398 [article] Longitudinal follow?up of academic achievement in children with autism from age 2 to 18 [texte imprimé] / So Hyun KIM, Auteur ; Vanessa H. BAL, Auteur ; Catherine LORD, Auteur . - p.258-267. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 59-3 (March 2018) . - p.258-267 Index. décimale : PER Périodiques Résumé : Objective This study examined early predictors of and changes in school?age academic achievement and class placement in children referred for autism spectrum disorder (ASD) at age 2. Method Of 111 ASD referrals, 74 were diagnosed with ASD at age 18. Regression analyses were performed to identify age 3 predictors of achievement in arithmetic, passage comprehension, word reading, and spelling at ages 9 and 18. Linear Mixed Models were used to examine predictors of academic growth between ages 9 and 18. Results Academic skills varied widely at 9 and 18, but were mostly commensurate with or higher than expected given cognitive levels. However, 22% (age 9) and 32% (age 18) of children with average/above average IQ showed below/low average achievement in at least one academic domain. Children who remained in general education/inclusion classrooms had higher achievement than those who moved to special education classrooms. Stronger cognitive skills at age 3 and 9 predicted better academic achievement and faster academic growth from age 9 to 18. Parent participation in intervention by age 3 predicted better achievement at age 9 and 18. Conclusions Many children with ASD achieve basic academic skills commensurate with or higher than their cognitive ability. However, more rigorous screening for learning difficulties may be important for those with average cognitive skills because a significant minority show relative academic delays. Interventions targeting cognitive skills and parent participation in early treatment may have cascading effects on long?term academic development. En ligne : https://doi.org/10.1111/jcpp.12808 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=3398

Multisite Study of New Autism Diagnostic Interview-Revised (ADI-R) Algorithms for Toddlers and Young Preschoolers / So Hyun KIM in Journal of Autism and Developmental Disorders, 43-7 (July 2013) 

Public ISBD [article]  in Journal of Autism and Developmental Disorders > 43-7 (July 2013) . - p.1527-1538 Titre : Multisite Study of New Autism Diagnostic Interview-Revised (ADI-R) Algorithms for Toddlers and Young Preschoolers Type de document : texte imprimé Auteurs : So Hyun KIM, Auteur ; Audrey THURM, Auteur ; Stacy SHUMWAY, Auteur ; Catherine LORD, Auteur Année de publication : 2013 Article en page(s) : p.1527-1538 Langues : Anglais (eng) Mots-clés : Early diagnosis  Autism spectrum disorders  Autism diagnostic interview-revised Index. décimale : PER Périodiques Résumé : Using two independent datasets provided by National Institute of Health funded consortia, the Collaborative Programs for Excellence in Autism and Studies to Advance Autism Research and Treatment (n = 641) and the National Institute of Mental Health (n = 167), diagnostic validity and factor structure of the new Autism Diagnostic Interview (ADI-R) algorithms for toddlers and young preschoolers were examined as a replication of results with the 2011 Michigan sample (Kim and Lord in J Autism Dev Disord 42(1): 82-93, 2012). Sensitivities and specificities and a three-factor solution were replicated. Results suggest that the new ADI-R algorithms can be appropriately applied to existing research databases with children from 12 to 47 months and down to nonverbal mental ages of 10 months for diagnostic grouping. En ligne : http://dx.doi.org/10.1007/s10803-012-1696-4 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=2023 [article] Multisite Study of New Autism Diagnostic Interview-Revised (ADI-R) Algorithms for Toddlers and Young Preschoolers [texte imprimé] / So Hyun KIM, Auteur ; Audrey THURM, Auteur ; Stacy SHUMWAY, Auteur ; Catherine LORD, Auteur . - 2013 . - p.1527-1538. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 43-7 (July 2013) . - p.1527-1538 Mots-clés : Early diagnosis  Autism spectrum disorders  Autism diagnostic interview-revised Index. décimale : PER Périodiques Résumé : Using two independent datasets provided by National Institute of Health funded consortia, the Collaborative Programs for Excellence in Autism and Studies to Advance Autism Research and Treatment (n = 641) and the National Institute of Mental Health (n = 167), diagnostic validity and factor structure of the new Autism Diagnostic Interview (ADI-R) algorithms for toddlers and young preschoolers were examined as a replication of results with the 2011 Michigan sample (Kim and Lord in J Autism Dev Disord 42(1): 82-93, 2012). Sensitivities and specificities and a three-factor solution were replicated. Results suggest that the new ADI-R algorithms can be appropriately applied to existing research databases with children from 12 to 47 months and down to nonverbal mental ages of 10 months for diagnostic grouping. En ligne : http://dx.doi.org/10.1007/s10803-012-1696-4 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=2023

Neural dynamics of executive function in cognitively able kindergarteners with autism spectrum disorders as predictors of concurrent academic achievement / So Hyun KIM in Autism, 24-3 (April 2020) 

Public ISBD [article]  in Autism > 24-3 (April 2020) . - p.780-794 Titre : Neural dynamics of executive function in cognitively able kindergarteners with autism spectrum disorders as predictors of concurrent academic achievement Type de document : texte imprimé Auteurs : So Hyun KIM, Auteur ; George BUZZELL, Auteur ; Susan FAJA, Auteur ; Yeo Bi CHOI, Auteur ; Hannah R THOMAS, Auteur ; Natalie Hiromi BRITO, Auteur ; Lauren C SHUFFREY, Auteur ; William P FIFER, Auteur ; Frederick D MORRISON, Auteur ; Catherine LORD, Auteur ; Nathan FOX, Auteur Article en page(s) : p.780-794 Langues : Anglais (eng) Mots-clés : academic achievement  autism spectrum disorder  executive function Index. décimale : PER Périodiques Résumé : Although electrophysiological (electroencephalography) measures of executive functions (e.g. error monitoring) have been used to predict academic achievement in typically developing children, work investigating a link between error monitoring and academic skills in children with autism spectrum disorder is limited. In this study, we employed traditional electrophysiological and advanced time-frequency methods, combined with principal component analyses, to extract neural activity related to error monitoring and tested their relations to academic achievement in cognitively able kindergarteners with autism spectrum disorder. In total, 35 cognitively able kindergarteners with autism spectrum disorder completed academic assessments and the child-friendly "Zoo Game" Go/No-go task at school entry. The Go/No-go task successfully elicited an error-related negativity and error positivity in children with autism spectrum disorder as young as 5 years at fronto-central and posterior electrode sites, respectively. We also observed increased response-related theta power during errors relative to correct trials at fronto-central sites. Both larger error positivity and theta power significantly predicted concurrent academic achievement after controlling for behavioral performance on the Zoo Game and intelligence quotient. These results suggest that the use of time-frequency electroencephalography analyses, combined with traditional event-related potential measures, may provide new opportunities to investigate neurobiological mechanisms of executive function and academic achievement in young children with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361319874920 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4222 [article] Neural dynamics of executive function in cognitively able kindergarteners with autism spectrum disorders as predictors of concurrent academic achievement [texte imprimé] / So Hyun KIM, Auteur ; George BUZZELL, Auteur ; Susan FAJA, Auteur ; Yeo Bi CHOI, Auteur ; Hannah R THOMAS, Auteur ; Natalie Hiromi BRITO, Auteur ; Lauren C SHUFFREY, Auteur ; William P FIFER, Auteur ; Frederick D MORRISON, Auteur ; Catherine LORD, Auteur ; Nathan FOX, Auteur . - p.780-794. Langues : Anglais (eng) in Autism > 24-3 (April 2020) . - p.780-794 Mots-clés : academic achievement  autism spectrum disorder  executive function Index. décimale : PER Périodiques Résumé : Although electrophysiological (electroencephalography) measures of executive functions (e.g. error monitoring) have been used to predict academic achievement in typically developing children, work investigating a link between error monitoring and academic skills in children with autism spectrum disorder is limited. In this study, we employed traditional electrophysiological and advanced time-frequency methods, combined with principal component analyses, to extract neural activity related to error monitoring and tested their relations to academic achievement in cognitively able kindergarteners with autism spectrum disorder. In total, 35 cognitively able kindergarteners with autism spectrum disorder completed academic assessments and the child-friendly "Zoo Game" Go/No-go task at school entry. The Go/No-go task successfully elicited an error-related negativity and error positivity in children with autism spectrum disorder as young as 5 years at fronto-central and posterior electrode sites, respectively. We also observed increased response-related theta power during errors relative to correct trials at fronto-central sites. Both larger error positivity and theta power significantly predicted concurrent academic achievement after controlling for behavioral performance on the Zoo Game and intelligence quotient. These results suggest that the use of time-frequency electroencephalography analyses, combined with traditional event-related potential measures, may provide new opportunities to investigate neurobiological mechanisms of executive function and academic achievement in young children with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361319874920 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4222

New diagnostic instruments and methods for autism spectrum disorders / So Hyun KIM

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Observation of Spontaneous Expressive Language (OSEL): A New Measure for Spontaneous and Expressive Language of Children with Autism Spectrum Disorders and Other Communication Disorders / So Hyun KIM in Journal of Autism and Developmental Disorders, 44-12 (December 2014) 

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Quantifying Caregiver Change Across Early Autism Interventions Using the Measure of NDBI Strategy Implementation: Caregiver Change (MONSI-CC) / Bethany A VIBERT in Journal of Autism and Developmental Disorders, 50-4 (April 2020) 

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Restricted and repetitive behaviors in toddlers and preschoolers with autism spectrum disorders based on the Autism Diagnostic Observation Schedule (ADOS) / So Hyun KIM in Autism Research, 3-4 (August 2010) 

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The Behavioral Manifestations of Autism Spectrum Disorders / So Hyun KIM

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