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Auteur Julie LOUNDS TAYLOR |
Documents disponibles écrits par cet auteur (61)
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Longitudinal follow-up of autism spectrum features and sensory behaviors in Angelman syndrome by deletion class / Sarika U. PETERS in Journal of Child Psychology and Psychiatry, 53-2 (February 2012)
[article]
Titre : Longitudinal follow-up of autism spectrum features and sensory behaviors in Angelman syndrome by deletion class Type de document : Texte imprimé et/ou numérique Auteurs : Sarika U. PETERS, Auteur ; Lucia HOROWITZ, Auteur ; Rene BARBIERI-WELGE, Auteur ; Julie LOUNDS TAYLOR, Auteur ; Rachel J. HUNDLEY, Auteur Année de publication : 2012 Article en page(s) : p.152-159 Langues : Anglais (eng) Mots-clés : Chromosome anomalies autistic disorder cognition adaptive behavior longitudinal studies Index. décimale : PER Périodiques Résumé : Background: Angelman syndrome (AS) is a neurogenetic disorder characterized by severe intellectual disability, lack of speech, and low threshold for laughter; it is considered a ‘syndromic’ form of autism spectrum disorder (ASD). Previous studies have indicated overlap of ASD and AS, primarily in individuals with larger (∼6 Mb) Class I deletions of chromosome 15q11-13. Questions remain regarding whether intellectual disability solely contributes to ASD features in AS and how ASD features in AS change over time. In this study, we used a dimensional approach to examine ASD symptom severity in individuals with AS Class I versus Class II deletions within the context of cognitive development over time. Methods: A total of 17 participants with a larger, Class I deletion and 25 participants with a smaller Class II deletion (∼5 Mb) were enrolled (age range = 2–25 years; 5 years 5 months). Standardized measures of cognition, language, motor skills, adaptive skills, maladaptive behavior, autism, and sensory-seeking behaviors/aversions were given at baseline and after 12 months. Results: Despite equivalent cognition and adaptive behavior, the results of repeated measures analyses of variance indicate that participants with Class I deletions have greater impairment in social affect (F = 8.65; p = .006) and more repetitive behaviors (F = 7.92; p = .008) compared to participants with Class II deletions. Although both groups improve in cognition over time, differences in ASD behaviors persist. Conclusions: Despite a lack of differences in cognition or adaptive behavior, individuals with Class I deletions have greater severity in ASD features and sensory aversions that remain over time. There are four genes (NIPA 1, NIPA 2, CYFIP1, and GCP5) missing in Class I and present in Class Il deletions, one or more of which may have a role in modifying the severity of social affect impairment, and level of restricted/repetitive behaviors in AS. Our results also suggest the utility of a dimensional, longitudinal approach to the assessment of ASD features in populations of individuals who are low functioning. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2011.02455.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=150
in Journal of Child Psychology and Psychiatry > 53-2 (February 2012) . - p.152-159[article] Longitudinal follow-up of autism spectrum features and sensory behaviors in Angelman syndrome by deletion class [Texte imprimé et/ou numérique] / Sarika U. PETERS, Auteur ; Lucia HOROWITZ, Auteur ; Rene BARBIERI-WELGE, Auteur ; Julie LOUNDS TAYLOR, Auteur ; Rachel J. HUNDLEY, Auteur . - 2012 . - p.152-159.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 53-2 (February 2012) . - p.152-159
Mots-clés : Chromosome anomalies autistic disorder cognition adaptive behavior longitudinal studies Index. décimale : PER Périodiques Résumé : Background: Angelman syndrome (AS) is a neurogenetic disorder characterized by severe intellectual disability, lack of speech, and low threshold for laughter; it is considered a ‘syndromic’ form of autism spectrum disorder (ASD). Previous studies have indicated overlap of ASD and AS, primarily in individuals with larger (∼6 Mb) Class I deletions of chromosome 15q11-13. Questions remain regarding whether intellectual disability solely contributes to ASD features in AS and how ASD features in AS change over time. In this study, we used a dimensional approach to examine ASD symptom severity in individuals with AS Class I versus Class II deletions within the context of cognitive development over time. Methods: A total of 17 participants with a larger, Class I deletion and 25 participants with a smaller Class II deletion (∼5 Mb) were enrolled (age range = 2–25 years; 5 years 5 months). Standardized measures of cognition, language, motor skills, adaptive skills, maladaptive behavior, autism, and sensory-seeking behaviors/aversions were given at baseline and after 12 months. Results: Despite equivalent cognition and adaptive behavior, the results of repeated measures analyses of variance indicate that participants with Class I deletions have greater impairment in social affect (F = 8.65; p = .006) and more repetitive behaviors (F = 7.92; p = .008) compared to participants with Class II deletions. Although both groups improve in cognition over time, differences in ASD behaviors persist. Conclusions: Despite a lack of differences in cognition or adaptive behavior, individuals with Class I deletions have greater severity in ASD features and sensory aversions that remain over time. There are four genes (NIPA 1, NIPA 2, CYFIP1, and GCP5) missing in Class I and present in Class Il deletions, one or more of which may have a role in modifying the severity of social affect impairment, and level of restricted/repetitive behaviors in AS. Our results also suggest the utility of a dimensional, longitudinal approach to the assessment of ASD features in populations of individuals who are low functioning. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2011.02455.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=150 Longitudinal patterns of employment and postsecondary education for adults with autism and average-range IQ / Julie LOUNDS TAYLOR in Autism, 19-7 (October 2015)
[article]
Titre : Longitudinal patterns of employment and postsecondary education for adults with autism and average-range IQ Type de document : Texte imprimé et/ou numérique Auteurs : Julie LOUNDS TAYLOR, Auteur ; Natalie A. HENNINGER, Auteur ; Marsha R. MAILICK, Auteur Année de publication : 2015 Article en page(s) : p.785-793 Langues : Anglais (eng) Mots-clés : adult autism spectrum disorder employment longitudinal postsecondary education Index. décimale : PER Périodiques Résumé : This study examined correlates of participation in postsecondary education and employment over 12?years for 73 adults with autism spectrum disorders and average-range IQ whose families were part of a larger, longitudinal study. Correlates included demographic (sex, maternal education, paternal education), behavioral (activities of daily living, maladaptive behaviors, autism symptoms), and family (size of maternal social network; maternal depressive symptoms, anxiety, and pessimism) factors. Although two-thirds of adults with autism spectrum disorder participated in competitive employment/postsecondary education during the study, fewer than 25% maintained these activities over the study period. Behavioral characteristics distinguished those who never had competitive employment/postsecondary education from those who sometimes or consistently participated in these activities. Women were considerably less likely than men to maintain employment/postsecondary education over time. En ligne : http://dx.doi.org/10.1177/1362361315585643 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=269
in Autism > 19-7 (October 2015) . - p.785-793[article] Longitudinal patterns of employment and postsecondary education for adults with autism and average-range IQ [Texte imprimé et/ou numérique] / Julie LOUNDS TAYLOR, Auteur ; Natalie A. HENNINGER, Auteur ; Marsha R. MAILICK, Auteur . - 2015 . - p.785-793.
Langues : Anglais (eng)
in Autism > 19-7 (October 2015) . - p.785-793
Mots-clés : adult autism spectrum disorder employment longitudinal postsecondary education Index. décimale : PER Périodiques Résumé : This study examined correlates of participation in postsecondary education and employment over 12?years for 73 adults with autism spectrum disorders and average-range IQ whose families were part of a larger, longitudinal study. Correlates included demographic (sex, maternal education, paternal education), behavioral (activities of daily living, maladaptive behaviors, autism symptoms), and family (size of maternal social network; maternal depressive symptoms, anxiety, and pessimism) factors. Although two-thirds of adults with autism spectrum disorder participated in competitive employment/postsecondary education during the study, fewer than 25% maintained these activities over the study period. Behavioral characteristics distinguished those who never had competitive employment/postsecondary education from those who sometimes or consistently participated in these activities. Women were considerably less likely than men to maintain employment/postsecondary education over time. En ligne : http://dx.doi.org/10.1177/1362361315585643 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=269 A Longitudinal RCT of P-ESDM With and Without Parental Mindfulness Based Stress Reduction: Impact on Child Outcomes / Amy S. WEITLAUF in Journal of Autism and Developmental Disorders, 52-12 (December 2022)
[article]
Titre : A Longitudinal RCT of P-ESDM With and Without Parental Mindfulness Based Stress Reduction: Impact on Child Outcomes Type de document : Texte imprimé et/ou numérique Auteurs : Amy S. WEITLAUF, Auteur ; Neill BRODERICK, Auteur ; J. ALACIA STAINBROOK, Auteur ; James C. SLAUGHTER, Auteur ; Julie LOUNDS TAYLOR, Auteur ; Catherine G. HERRINGTON, Auteur ; Amy G. NICHOLSON, Auteur ; Madeline SANTULLI, Auteur ; Kristin DORRIS, Auteur ; LaTamara Jackson GARRETT, Auteur ; Michelle HOPTON, Auteur ; Amy KINSMAN, Auteur ; Mary MORTON, Auteur ; Ashley VOGEL, Auteur ; Elisabeth M. DYKENS, Auteur ; A. PABLO JUAREZ, Auteur ; Zachary WARREN, Auteur Année de publication : 2022 Article en page(s) : p.5403-5413 Langues : Anglais (eng) Mots-clés : Child Humans Autism Spectrum Disorder/diagnosis Mindfulness Parents/psychology Early Intervention, Educational Autistic Disorder/therapy Autism spectrum disorder P-esdm Young children conflicts of interest relevant to this article to disclose. Index. décimale : PER Périodiques Résumé : This randomized controlled trial (NCT03889821) examined Mindfulness Based Stress Reduction (MBSR) in conjunction with the Parent-implemented Early Start Denver Model (P-ESDM). A previous report described improved metrics of parental distress (Weitlauf et al. in Pediatrics 145(Supplement 1):S81-S92, 2020). This manuscript examines child outcomes. 63 children with ASD (< 36 months) and their parents received 12 P-ESDM sessions. Half of parents also received MBSR. Longitudinal examination of whole sample means revealed modest improvements in autism severity, cognitive, and adaptive skills. There was not a significant time × group interaction for children whose parents received MBSR. Future work should examine more proximal markers of child or dyadic change to enhance understanding of the impact of providing direct treatment for parents as part of early intervention initiatives. En ligne : http://dx.doi.org/10.1007/s10803-021-05399-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=489
in Journal of Autism and Developmental Disorders > 52-12 (December 2022) . - p.5403-5413[article] A Longitudinal RCT of P-ESDM With and Without Parental Mindfulness Based Stress Reduction: Impact on Child Outcomes [Texte imprimé et/ou numérique] / Amy S. WEITLAUF, Auteur ; Neill BRODERICK, Auteur ; J. ALACIA STAINBROOK, Auteur ; James C. SLAUGHTER, Auteur ; Julie LOUNDS TAYLOR, Auteur ; Catherine G. HERRINGTON, Auteur ; Amy G. NICHOLSON, Auteur ; Madeline SANTULLI, Auteur ; Kristin DORRIS, Auteur ; LaTamara Jackson GARRETT, Auteur ; Michelle HOPTON, Auteur ; Amy KINSMAN, Auteur ; Mary MORTON, Auteur ; Ashley VOGEL, Auteur ; Elisabeth M. DYKENS, Auteur ; A. PABLO JUAREZ, Auteur ; Zachary WARREN, Auteur . - 2022 . - p.5403-5413.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 52-12 (December 2022) . - p.5403-5413
Mots-clés : Child Humans Autism Spectrum Disorder/diagnosis Mindfulness Parents/psychology Early Intervention, Educational Autistic Disorder/therapy Autism spectrum disorder P-esdm Young children conflicts of interest relevant to this article to disclose. Index. décimale : PER Périodiques Résumé : This randomized controlled trial (NCT03889821) examined Mindfulness Based Stress Reduction (MBSR) in conjunction with the Parent-implemented Early Start Denver Model (P-ESDM). A previous report described improved metrics of parental distress (Weitlauf et al. in Pediatrics 145(Supplement 1):S81-S92, 2020). This manuscript examines child outcomes. 63 children with ASD (< 36 months) and their parents received 12 P-ESDM sessions. Half of parents also received MBSR. Longitudinal examination of whole sample means revealed modest improvements in autism severity, cognitive, and adaptive skills. There was not a significant time × group interaction for children whose parents received MBSR. Future work should examine more proximal markers of child or dyadic change to enhance understanding of the impact of providing direct treatment for parents as part of early intervention initiatives. En ligne : http://dx.doi.org/10.1007/s10803-021-05399-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=489 Loss in services precedes high school exit for teens with autism spectrum disorder: A longitudinal study / D. J. LAXMAN in Autism Research, 12-6 (June 2019)
[article]
Titre : Loss in services precedes high school exit for teens with autism spectrum disorder: A longitudinal study Type de document : Texte imprimé et/ou numérique Auteurs : D. J. LAXMAN, Auteur ; Julie LOUNDS TAYLOR, Auteur ; Leann S. DAWALT, Auteur ; J. S. GREENBERG, Auteur ; M. R. MAILICK, Auteur Année de publication : 2019 Article en page(s) : p.911-921 Langues : Anglais (eng) Mots-clés : adolescence adulthood autism intellectual disability services transition Index. décimale : PER Périodiques Résumé : The present longitudinal study investigated changes in service receipt and unmet service needs spanning 14 years before and after high school exit in a large community-based sample of individuals with autism spectrum disorder (ASD) (n = 204), of whom 59% had co-occurring intellectual disability (ID). Using multilevel models, potential discontinuity of service patterns at the point of high school exit was examined, as well as the rate of change in services received and needed during the high school years and into the post-high school period. Differences between those with and without ID were probed. Study findings indicated that overall, sample members experienced a reduction in receipt of services during high school, particularly for those without co-occurring ID. After high school exit, sample members experienced a decline in services received; for those without ID, there was a continuous rate of loss of services after leaving high school but for those with ID, there was a sharp decline in services received. Unmet service needs increased right after high school exit for both those with and without ID. These patterns reflect loss of entitlement for services that accompanies high school exit, and the limited availability of adult services for individuals with ASD. This study documented not only the post-high school service cliff that has been the subject of much concern, but also that the loss of services begins long before high school exit and that subgroups of the population with ASD are particularly vulnerable. Autism Res 2019, 12: 911-921. (c) 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: In this research, we studied changes in the number of services received before and after high school exit in a large sample of individuals with autism spectrum disorder (ASD). With each passing year during high school, individuals with ASD received fewer services. At the time of high school exit, there was a sharp drop in the number of services received, particularly for those with co-occurring intellectual disability. This study found not only that there is a post-high school service cliff, but also that the loss of services begins long before high school exit. En ligne : https://dx.doi.org/10.1002/aur.2113 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=400
in Autism Research > 12-6 (June 2019) . - p.911-921[article] Loss in services precedes high school exit for teens with autism spectrum disorder: A longitudinal study [Texte imprimé et/ou numérique] / D. J. LAXMAN, Auteur ; Julie LOUNDS TAYLOR, Auteur ; Leann S. DAWALT, Auteur ; J. S. GREENBERG, Auteur ; M. R. MAILICK, Auteur . - 2019 . - p.911-921.
Langues : Anglais (eng)
in Autism Research > 12-6 (June 2019) . - p.911-921
Mots-clés : adolescence adulthood autism intellectual disability services transition Index. décimale : PER Périodiques Résumé : The present longitudinal study investigated changes in service receipt and unmet service needs spanning 14 years before and after high school exit in a large community-based sample of individuals with autism spectrum disorder (ASD) (n = 204), of whom 59% had co-occurring intellectual disability (ID). Using multilevel models, potential discontinuity of service patterns at the point of high school exit was examined, as well as the rate of change in services received and needed during the high school years and into the post-high school period. Differences between those with and without ID were probed. Study findings indicated that overall, sample members experienced a reduction in receipt of services during high school, particularly for those without co-occurring ID. After high school exit, sample members experienced a decline in services received; for those without ID, there was a continuous rate of loss of services after leaving high school but for those with ID, there was a sharp decline in services received. Unmet service needs increased right after high school exit for both those with and without ID. These patterns reflect loss of entitlement for services that accompanies high school exit, and the limited availability of adult services for individuals with ASD. This study documented not only the post-high school service cliff that has been the subject of much concern, but also that the loss of services begins long before high school exit and that subgroups of the population with ASD are particularly vulnerable. Autism Res 2019, 12: 911-921. (c) 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: In this research, we studied changes in the number of services received before and after high school exit in a large sample of individuals with autism spectrum disorder (ASD). With each passing year during high school, individuals with ASD received fewer services. At the time of high school exit, there was a sharp drop in the number of services received, particularly for those with co-occurring intellectual disability. This study found not only that there is a post-high school service cliff, but also that the loss of services begins long before high school exit. En ligne : https://dx.doi.org/10.1002/aur.2113 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=400 Maternal Depressive Symptoms Following Autism Spectrum Diagnosis / Julie LOUNDS TAYLOR in Journal of Autism and Developmental Disorders, 42-7 (July 2012)
[article]
Titre : Maternal Depressive Symptoms Following Autism Spectrum Diagnosis Type de document : Texte imprimé et/ou numérique Auteurs : Julie LOUNDS TAYLOR, Auteur ; Zachary WARREN, Auteur Année de publication : 2012 Article en page(s) : p.1411-1418 Langues : Anglais (eng) Mots-clés : Maternal depression Autism spectrum disorder Caregiver distress Index. décimale : PER Périodiques Résumé : The current study examined depressive symptoms, concerning the week following autism spectrum diagnosis and an average of 1.4 years later, in mothers (n = 75) of young children diagnosed with an autism spectrum disorder (ASD). Over three-quarters of mothers (78.7%) provided retrospective reports of clinically significant depressive symptoms regarding the week following their child’s ASD diagnosis, with some 37.3% continuing to report clinically significant levels of depressive symptoms at follow-up. Depressive symptoms immediately following diagnosis were not related to initial global characteristics of child functioning, but were related to reported child problem behaviors and financial barriers at follow-up. Results of this study underscore the importance of attention to caregiver distress and depression within models of autism detection and intervention. En ligne : http://dx.doi.org/10.1007/s10803-011-1375-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=166
in Journal of Autism and Developmental Disorders > 42-7 (July 2012) . - p.1411-1418[article] Maternal Depressive Symptoms Following Autism Spectrum Diagnosis [Texte imprimé et/ou numérique] / Julie LOUNDS TAYLOR, Auteur ; Zachary WARREN, Auteur . - 2012 . - p.1411-1418.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 42-7 (July 2012) . - p.1411-1418
Mots-clés : Maternal depression Autism spectrum disorder Caregiver distress Index. décimale : PER Périodiques Résumé : The current study examined depressive symptoms, concerning the week following autism spectrum diagnosis and an average of 1.4 years later, in mothers (n = 75) of young children diagnosed with an autism spectrum disorder (ASD). Over three-quarters of mothers (78.7%) provided retrospective reports of clinically significant depressive symptoms regarding the week following their child’s ASD diagnosis, with some 37.3% continuing to report clinically significant levels of depressive symptoms at follow-up. Depressive symptoms immediately following diagnosis were not related to initial global characteristics of child functioning, but were related to reported child problem behaviors and financial barriers at follow-up. Results of this study underscore the importance of attention to caregiver distress and depression within models of autism detection and intervention. En ligne : http://dx.doi.org/10.1007/s10803-011-1375-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=166 Measuring the service system impact of a novel telediagnostic service program for young children with autism spectrum disorder / J. A. STAINBROOK in Autism, 23-4 (May 2019)
PermalinkNeurocognitive and Behavioral Outcomes of Younger Siblings of Children with Autism Spectrum Disorder at Age Five / Zachary WARREN in Journal of Autism and Developmental Disorders, 42-3 (March 2012)
PermalinkPermalinkOutcomes in adults with autism spectrum disorders: a historical perspective / Natalie A. HENNINGER in Autism, 17-1 (January 2013)
PermalinkPatterns and Predictors of Anxiety Among Siblings of Children with Autism Spectrum Disorders / Carolyn M. SHIVERS in Journal of Autism and Developmental Disorders, 43-6 (June 2013)
PermalinkPatterns of sleep disturbances and associations with depressive symptoms in autistic young adults / Linnea A. LAMPINEN in Autism Research, 15-11 (November 2022)
PermalinkPeer Victimization and Educational Outcomes in Mainstreamed Adolescents with Autism Spectrum Disorder (ASD) / Ryan E. ADAMS in Journal of Autism and Developmental Disorders, 46-11 (November 2016)
PermalinkPerceived helpfulness of depression treatments among young adults with autism / S. ZHENG in Autism Research, 14-7 (July 2021)
PermalinkPostsecondary Expectations of High-School Students With Autism Spectrum Disorders / Kristy A. ANDERSON in Focus on Autism and Other Developmental Disabilities, 31-1 (March 2016)
PermalinkPublishing standards for promoting excellence in autism research / Sue FLETCHER-WATSON in Autism, 25-6 (August 2021)
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