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 Deborah A. FEIN |
Documents disponibles écrits par cet auteur (41)
Faire une suggestion Affiner la recherche
Comparison of parent report and direct assessment of child skills in toddlers / Lauren E. MILLER in Research in Autism Spectrum Disorders, 41-42 (September 2017)
[article]
Titre : Comparison of parent report and direct assessment of child skills in toddlers Type de document : Texte imprimé et/ou numérique Auteurs : Lauren E. MILLER, Auteur ; Kayla A. PERKINS, Auteur ; Yael G. DAI, Auteur ; Deborah A. FEIN, Auteur Article en page(s) : p.57-65 Langues : Anglais (eng) Mots-clés : Parent report Direct assessment Toddlers Child ability Autism spectrum disorder Index. décimale : PER Périodiques Résumé : There are unique challenges associated with measuring development in early childhood. Two primary sources of information are used: parent report and direct assessment. Each approach has strengths and weaknesses, particularly when used to identify and diagnose developmental delays. The present study aimed to evaluate consistency between parent report and direct assessment of child skills in toddlers with and without Autism Spectrum Disorder (ASD) across receptive language, expressive language, and fine motor domains. Method 109 children were evaluated at an average age of two years; data on child skills were collected via parent report and direct assessment. Children were classified into three groups (i.e., ASD, Other Developmental Disorder, or Typical Development) based on DSM-IV-TR diagnosis. Mixed design ANOVAs, with data source as a within subjects factor and diagnostic group as a between subjects factor, were used to assess agreement. Chi square tests of agreement were then used to examine correspondence at the item level. Results Results suggested that parent report of language and fine motor skills did not significantly differ from direct assessment, and this finding held across diagnostic groups. Item level analyses revealed that, in most cases of significant disagreement, parents reported a skill as present, but it was not seen on direct testing. Conclusions Results indicate that parents are generally reliable reporters of child language and fine motor abilities in toddlerhood, even when their children have developmental disorders such as ASD. However, the fullest picture may be obtained by using both parent report and direct assessment. En ligne : https://doi.org/10.1016/j.rasd.2017.08.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=321
in Research in Autism Spectrum Disorders > 41-42 (September 2017) . - p.57-65[article] Comparison of parent report and direct assessment of child skills in toddlers [Texte imprimé et/ou numérique] / Lauren E. MILLER, Auteur ; Kayla A. PERKINS, Auteur ; Yael G. DAI, Auteur ; Deborah A. FEIN, Auteur . - p.57-65.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 41-42 (September 2017) . - p.57-65
Mots-clés : Parent report Direct assessment Toddlers Child ability Autism spectrum disorder Index. décimale : PER Périodiques Résumé : There are unique challenges associated with measuring development in early childhood. Two primary sources of information are used: parent report and direct assessment. Each approach has strengths and weaknesses, particularly when used to identify and diagnose developmental delays. The present study aimed to evaluate consistency between parent report and direct assessment of child skills in toddlers with and without Autism Spectrum Disorder (ASD) across receptive language, expressive language, and fine motor domains. Method 109 children were evaluated at an average age of two years; data on child skills were collected via parent report and direct assessment. Children were classified into three groups (i.e., ASD, Other Developmental Disorder, or Typical Development) based on DSM-IV-TR diagnosis. Mixed design ANOVAs, with data source as a within subjects factor and diagnostic group as a between subjects factor, were used to assess agreement. Chi square tests of agreement were then used to examine correspondence at the item level. Results Results suggested that parent report of language and fine motor skills did not significantly differ from direct assessment, and this finding held across diagnostic groups. Item level analyses revealed that, in most cases of significant disagreement, parents reported a skill as present, but it was not seen on direct testing. Conclusions Results indicate that parents are generally reliable reporters of child language and fine motor abilities in toddlerhood, even when their children have developmental disorders such as ASD. However, the fullest picture may be obtained by using both parent report and direct assessment. En ligne : https://doi.org/10.1016/j.rasd.2017.08.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=321 Comparison of the Modified Checklist for Autism in Toddlers, Revised with Follow-Up (M-CHAT-R/F) Positive Predictive Value by Race / Yael G. DAI in Journal of Autism and Developmental Disorders, 51-3 (March 2021)
[article]
Titre : Comparison of the Modified Checklist for Autism in Toddlers, Revised with Follow-Up (M-CHAT-R/F) Positive Predictive Value by Race Type de document : Texte imprimé et/ou numérique Auteurs : Yael G. DAI, Auteur ; Katelynn S. PORTO, Auteur ; Mary SKAPEK, Auteur ; Marianne L. BARTON, Auteur ; Thyde DUMONT-MATHIEU, Auteur ; Deborah A. FEIN, Auteur ; Diana L. ROBINS, Auteur Article en page(s) : p.855-867 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Early identification M-chat-r/f Race Screening of M-CHAT LLC, which receives royalties from companies that incorporate the M-CHAT-R/F into commercial products. Data reported in this manuscript did not incur any royalties. The remaining authors declare that they have no conflict of interest. Index. décimale : PER Périodiques Résumé : The Modified Checklist for Autism in Toddlers, Revised, with Follow-Up (M-CHAT-R/F) is the most widely used screener for ASD. Despite the comparable rate of ASD in Black and White children, the M-CHAT-R/F was validated on a primarily White, Non-Hispanic sample. Few studies have assessed whether the screener performs adequately with racial minorities. This study compared the M-CHAT-R/F Positive Predictive Value (PPV), for ASD, and for any developmental condition, in Black and White children. We also examined M-CHAT-R/F item-level PPV by race. The PPVs for ASD and other developmental disorders were similar in both racial groups for total score and individual items. Therefore, our findings support the use of the M-CHAT-R/F with Black and White children. En ligne : http://dx.doi.org/10.1007/s10803-020-04428-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=443
in Journal of Autism and Developmental Disorders > 51-3 (March 2021) . - p.855-867[article] Comparison of the Modified Checklist for Autism in Toddlers, Revised with Follow-Up (M-CHAT-R/F) Positive Predictive Value by Race [Texte imprimé et/ou numérique] / Yael G. DAI, Auteur ; Katelynn S. PORTO, Auteur ; Mary SKAPEK, Auteur ; Marianne L. BARTON, Auteur ; Thyde DUMONT-MATHIEU, Auteur ; Deborah A. FEIN, Auteur ; Diana L. ROBINS, Auteur . - p.855-867.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 51-3 (March 2021) . - p.855-867
Mots-clés : Autism spectrum disorder Early identification M-chat-r/f Race Screening of M-CHAT LLC, which receives royalties from companies that incorporate the M-CHAT-R/F into commercial products. Data reported in this manuscript did not incur any royalties. The remaining authors declare that they have no conflict of interest. Index. décimale : PER Périodiques Résumé : The Modified Checklist for Autism in Toddlers, Revised, with Follow-Up (M-CHAT-R/F) is the most widely used screener for ASD. Despite the comparable rate of ASD in Black and White children, the M-CHAT-R/F was validated on a primarily White, Non-Hispanic sample. Few studies have assessed whether the screener performs adequately with racial minorities. This study compared the M-CHAT-R/F Positive Predictive Value (PPV), for ASD, and for any developmental condition, in Black and White children. We also examined M-CHAT-R/F item-level PPV by race. The PPVs for ASD and other developmental disorders were similar in both racial groups for total score and individual items. Therefore, our findings support the use of the M-CHAT-R/F with Black and White children. En ligne : http://dx.doi.org/10.1007/s10803-020-04428-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=443 Comprehension of Wh-Questions Precedes Their Production in Typical Development and Autism Spectrum Disorders / Anthony GOODWIN in Autism Research, 5-2 (April 2012)
[article]
Titre : Comprehension of Wh-Questions Precedes Their Production in Typical Development and Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Anthony GOODWIN, Auteur ; Deborah A. FEIN, Auteur ; Letitia R. NAIGLES, Auteur Année de publication : 2012 Article en page(s) : p.109-123 Langues : Anglais (eng) Mots-clés : wh-questions language grammar production comprehension Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorders (ASD) rarely produce wh-questions (e.g. “What hit the book?”) in naturalistic speech. It is unclear if this is due to social–pragmatic difficulties, or if grammatical deficits are also involved. If grammar is impaired, production of wh-questions by rote memorization might precede comprehension of similar forms. In a longitudinal study, 15 children with ASD and 18 initially language-matched typically developing (TD) toddlers were visited in their homes at 4-month intervals across a 3-year period. The wh-question task was presented via intermodal preferential looking. Silent “hitting” events (e.g. an apple hitting a flower) were followed by test trials in which the apple and flower were juxtaposed on the screen. During test trials, subject-wh- and object-wh-question audios were sequentially presented (e.g. “What hit the flower?” or ”What did the apple hit?”). Control audios were also presented (e.g. “Where's the apple/flower?”). Children's eye movements were coded off-line, frame by frame. To show reliable comprehension, children should look longer to the named item (i.e. apple or flower) during the “where” questions but less at the named item during the subject-wh and object-wh-questions. To compare comprehension to production, we coded 30-min spontaneous speech samples drawn from mother–child interactions at each visit. Results indicated that comprehension of subject- and object-wh-questions was delayed in children with ASD compared with age-matched TD children, but not when matched on overall language levels. Additionally, both groups comprehended wh-questions before producing similar forms, indicating that development occurred in a similar manner. This paper discusses the implications of our findings for language acquisition in ASD. En ligne : http://dx.doi.org/10.1002/aur.1220 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=155
in Autism Research > 5-2 (April 2012) . - p.109-123[article] Comprehension of Wh-Questions Precedes Their Production in Typical Development and Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Anthony GOODWIN, Auteur ; Deborah A. FEIN, Auteur ; Letitia R. NAIGLES, Auteur . - 2012 . - p.109-123.
Langues : Anglais (eng)
in Autism Research > 5-2 (April 2012) . - p.109-123
Mots-clés : wh-questions language grammar production comprehension Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorders (ASD) rarely produce wh-questions (e.g. “What hit the book?”) in naturalistic speech. It is unclear if this is due to social–pragmatic difficulties, or if grammatical deficits are also involved. If grammar is impaired, production of wh-questions by rote memorization might precede comprehension of similar forms. In a longitudinal study, 15 children with ASD and 18 initially language-matched typically developing (TD) toddlers were visited in their homes at 4-month intervals across a 3-year period. The wh-question task was presented via intermodal preferential looking. Silent “hitting” events (e.g. an apple hitting a flower) were followed by test trials in which the apple and flower were juxtaposed on the screen. During test trials, subject-wh- and object-wh-question audios were sequentially presented (e.g. “What hit the flower?” or ”What did the apple hit?”). Control audios were also presented (e.g. “Where's the apple/flower?”). Children's eye movements were coded off-line, frame by frame. To show reliable comprehension, children should look longer to the named item (i.e. apple or flower) during the “where” questions but less at the named item during the subject-wh and object-wh-questions. To compare comprehension to production, we coded 30-min spontaneous speech samples drawn from mother–child interactions at each visit. Results indicated that comprehension of subject- and object-wh-questions was delayed in children with ASD compared with age-matched TD children, but not when matched on overall language levels. Additionally, both groups comprehended wh-questions before producing similar forms, indicating that development occurred in a similar manner. This paper discusses the implications of our findings for language acquisition in ASD. En ligne : http://dx.doi.org/10.1002/aur.1220 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=155 Detail and Gestalt Focus in Individuals with Optimal Outcomes from Autism Spectrum Disorders / Allison FITCH in Journal of Autism and Developmental Disorders, 45-6 (June 2015)
[article]
Titre : Detail and Gestalt Focus in Individuals with Optimal Outcomes from Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Allison FITCH, Auteur ; Deborah A. FEIN, Auteur ; Inge-Marie EIGSTI, Auteur Article en page(s) : p.1887-1896 Langues : Anglais (eng) Mots-clés : Pragmatic language Global/local bias Weak central coherence Optimal outcomes Executive function Index. décimale : PER Périodiques Résumé : Individuals with high-functioning autism (HFA) have a cognitive style that privileges local over global or gestalt details. While not a core symptom of autism, individuals with HFA seem to reliably show this bias. Our lab has been studying a sample of children who have overcome their early ASD diagnoses, showing “optimal outcomes” (OO). This study characterizes performance by OO, HFA, and typically developing (TD) adolescents as they describe paintings under cognitive load. Analyses of detail focus in painting descriptions indicated that the HFA group displayed significantly more local focus than both OO and TD groups, while the OO and TD groups did not differ. We discuss implications for the centrality of detail focus to the autism diagnosis. En ligne : http://dx.doi.org/10.1007/s10803-014-2347-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259
in Journal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1887-1896[article] Detail and Gestalt Focus in Individuals with Optimal Outcomes from Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Allison FITCH, Auteur ; Deborah A. FEIN, Auteur ; Inge-Marie EIGSTI, Auteur . - p.1887-1896.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1887-1896
Mots-clés : Pragmatic language Global/local bias Weak central coherence Optimal outcomes Executive function Index. décimale : PER Périodiques Résumé : Individuals with high-functioning autism (HFA) have a cognitive style that privileges local over global or gestalt details. While not a core symptom of autism, individuals with HFA seem to reliably show this bias. Our lab has been studying a sample of children who have overcome their early ASD diagnoses, showing “optimal outcomes” (OO). This study characterizes performance by OO, HFA, and typically developing (TD) adolescents as they describe paintings under cognitive load. Analyses of detail focus in painting descriptions indicated that the HFA group displayed significantly more local focus than both OO and TD groups, while the OO and TD groups did not differ. We discuss implications for the centrality of detail focus to the autism diagnosis. En ligne : http://dx.doi.org/10.1007/s10803-014-2347-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259 Detecting Subgroups in Children Diagnosed with Pervasive Developmental Disorder - Not Otherwise Specified / Laura A. BRENNAN in Journal of Autism and Developmental Disorders, 45-5 (May 2015)
[article]
Titre : Detecting Subgroups in Children Diagnosed with Pervasive Developmental Disorder - Not Otherwise Specified Type de document : Texte imprimé et/ou numérique Auteurs : Laura A. BRENNAN, Auteur ; Marianne L. BARTON, Auteur ; Chi-Ming CHEN, Auteur ; James GREEN, Auteur ; Deborah A. FEIN, Auteur Article en page(s) : p.1329-1344 Langues : Anglais (eng) Mots-clés : PDD-NOS Cluster analysis DSM 5 ASD Subgroups Index. décimale : PER Périodiques Résumé : Hierarchical cluster analyses were used to detect three subgroups in a sample of children with pervasive developmental disorder—not otherwise specified (PDD-NOS) evaluated at ages 2 and 4. At age 2, Cluster 1 demonstrated few autism symptoms and high cognitive scores; 60 % no longer met criteria for PDD at 4. Cluster 2 exhibited more autism symptoms and lower cognitive scores at 2; 89.5 % met criteria for ASD at 4. Cluster 3 had the lowest cognitive scores and most impaired social/communication skills at 2, but no repetitive behaviors; 60 % diagnosed with Autistic Disorder at 4. Results shed light on outcomes for different PDD-NOS types and raise questions regarding the increased importance of repetitive behaviors in DSM-5. En ligne : http://dx.doi.org/10.1007/s10803-014-2295-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259
in Journal of Autism and Developmental Disorders > 45-5 (May 2015) . - p.1329-1344[article] Detecting Subgroups in Children Diagnosed with Pervasive Developmental Disorder - Not Otherwise Specified [Texte imprimé et/ou numérique] / Laura A. BRENNAN, Auteur ; Marianne L. BARTON, Auteur ; Chi-Ming CHEN, Auteur ; James GREEN, Auteur ; Deborah A. FEIN, Auteur . - p.1329-1344.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 45-5 (May 2015) . - p.1329-1344
Mots-clés : PDD-NOS Cluster analysis DSM 5 ASD Subgroups Index. décimale : PER Périodiques Résumé : Hierarchical cluster analyses were used to detect three subgroups in a sample of children with pervasive developmental disorder—not otherwise specified (PDD-NOS) evaluated at ages 2 and 4. At age 2, Cluster 1 demonstrated few autism symptoms and high cognitive scores; 60 % no longer met criteria for PDD at 4. Cluster 2 exhibited more autism symptoms and lower cognitive scores at 2; 89.5 % met criteria for ASD at 4. Cluster 3 had the lowest cognitive scores and most impaired social/communication skills at 2, but no repetitive behaviors; 60 % diagnosed with Autistic Disorder at 4. Results shed light on outcomes for different PDD-NOS types and raise questions regarding the increased importance of repetitive behaviors in DSM-5. En ligne : http://dx.doi.org/10.1007/s10803-014-2295-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259 Development and Acceptability of a New Program for Caregivers of Children with Autism Spectrum Disorder: Online Parent Training in Early Behavioral Intervention / Yael G. DAI in Journal of Autism and Developmental Disorders, 51-11 (November 2021)
PermalinkDiagnosing Autism Spectrum Disorder in Children with Low Mental Age / L. E. MILLER in Journal of Autism and Developmental Disorders, 49-3 (March 2019)
PermalinkDiagnostic Stability in Very Young Children with Autism Spectrum Disorders / Jamie KLEINMAN in Journal of Autism and Developmental Disorders, 38-4 (April 2008)
PermalinkDifferentiating between Autism Spectrum Disorders and Other Developmental Disabilities in Children Who Failed a Screening Instrument for ASD / Pamela VENTOLA in Journal of Autism and Developmental Disorders, 37-3 (March 2007)
PermalinkDo children with autism spectrum disorders show a shape bias in word learning? / Saime TEK in Autism Research, 1-4 (August 2008)
PermalinkPermalinkPermalinkEarly Characteristics of Children with ASD Who Demonstrate Optimal Progress Between Age Two and Four / Emily MOULTON in Journal of Autism and Developmental Disorders, 46-6 (June 2016)
PermalinkEarly Manifestations of Autism Spectrum Disorders / Marianne L. BARTON
PermalinkEarly Social, Imitation, Play, and Language Abilities of Young Non-Autistic Siblings of Children with Autism / Karen TOTH in Journal of Autism and Developmental Disorders, 37-1 (January 2007)
Permalink