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Détail de l'auteur
Auteur Deborah A. FEIN |
Documents disponibles écrits par cet auteur (77)
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Validity of the Toddler Autism Symptom Inventory in Non-Hispanic White and Black Toddlers / Paula MORENO ; Marianne BARTON ; Thyde DUMONT-MATHIEU ; Diana L. ROBINS ; Deborah A. FEIN in Journal of Autism and Developmental Disorders, 54-1 (January 2024)
[article]
Titre : Validity of the Toddler Autism Symptom Inventory in Non-Hispanic White and Black Toddlers Type de document : Texte imprimé et/ou numérique Auteurs : Paula MORENO, Auteur ; Marianne BARTON, Auteur ; Thyde DUMONT-MATHIEU, Auteur ; Diana L. ROBINS, Auteur ; Deborah A. FEIN, Auteur Article en page(s) : p.339-352 Index. décimale : PER Périodiques Résumé : Racial disparities exist in autism diagnosis, and yet, the development of most diagnostic tools has not explicitly examined measurement equity between racial and ethnic groups. We examined the validity of the Toddler Autism Symptom Inventory (TASI), a semi-structured interview developed for diagnosis of toddlers, in non-Hispanic Black/African American and non-Hispanic White children. After controlling for group differences in socio-economic status, no differences in diagnosis, age at diagnosis, mean developmental level, or autism severity were found. TASI ROC curves for both groups, in the overall sample, and in samples stratified by SES, showed high AUC values. Validity of two cutoff scores was acceptable. Lack of significant differences in TASI score or responses to individual items suggests similar symptomatology. These results provide early support for the use of the TASI in diagnostic evaluations of Black and White children. En ligne : https://doi.org/10.1007/s10803-022-05756-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=520
in Journal of Autism and Developmental Disorders > 54-1 (January 2024) . - p.339-352[article] Validity of the Toddler Autism Symptom Inventory in Non-Hispanic White and Black Toddlers [Texte imprimé et/ou numérique] / Paula MORENO, Auteur ; Marianne BARTON, Auteur ; Thyde DUMONT-MATHIEU, Auteur ; Diana L. ROBINS, Auteur ; Deborah A. FEIN, Auteur . - p.339-352.
in Journal of Autism and Developmental Disorders > 54-1 (January 2024) . - p.339-352
Index. décimale : PER Périodiques Résumé : Racial disparities exist in autism diagnosis, and yet, the development of most diagnostic tools has not explicitly examined measurement equity between racial and ethnic groups. We examined the validity of the Toddler Autism Symptom Inventory (TASI), a semi-structured interview developed for diagnosis of toddlers, in non-Hispanic Black/African American and non-Hispanic White children. After controlling for group differences in socio-economic status, no differences in diagnosis, age at diagnosis, mean developmental level, or autism severity were found. TASI ROC curves for both groups, in the overall sample, and in samples stratified by SES, showed high AUC values. Validity of two cutoff scores was acceptable. Lack of significant differences in TASI score or responses to individual items suggests similar symptomatology. These results provide early support for the use of the TASI in diagnostic evaluations of Black and White children. En ligne : https://doi.org/10.1007/s10803-022-05756-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=520 A video parent-training program for families of children with autism spectrum disorder in Albania / Yael G. DAI in Research in Autism Spectrum Disorders, 56 (December 2018)
[article]
Titre : A video parent-training program for families of children with autism spectrum disorder in Albania Type de document : Texte imprimé et/ou numérique Auteurs : Yael G. DAI, Auteur ; Lynn BRENNAN, Auteur ; Ariel COMO, Auteur ; Jamie HUGHES-LIKA, Auteur ; Thyde DUMONT-MATHIEU, Auteur ; Iris CARCANI-RATHWELL, Auteur ; Ola MINXHOZI, Auteur ; Blerina ALIAJ, Auteur ; Deborah A. FEIN, Auteur Article en page(s) : p.36-49 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders Parent training Intervention Distance learning Index. décimale : PER Périodiques Résumé : Background Behavioral intervention with parent participation is effective in reducing symptoms of Autism Spectrum Disorder (ASD), but access to intervention is limited. The current study explored whether a video-enriched parent-training program would (a) be comprehensible and acceptable to parents in the Republic of Albania, (b) increase parental knowledge of behavioral strategies, and (c) increase parental self-efficacy. Methods Twenty-nine parents of children with ASD aged 18–70 months completed the Early Intervention Parenting Self-Efficacy Scale (EIPSES, Guimond et al., 2008) and a quiz to assess their knowledge of behavioral strategies. Parents in the Treatment Group then received access to a parent-training (PT) program on evidence-based teaching and behavior management techniques. The program was based on empirical research, but considered Albanian cultural norms and included topics Albanian parents requested. Parents in the Treatment Group rated the program using the Treatment Evaluation Inventory Short Form (TEI-SF; Kelley et al., 1989). Change in parents’ quiz scores and EIPSES ratings from baseline to post-treatment were compared by group. Results Parents rated this video training program as comprehensible and valuable. The program modestly increased aspects of self-efficacy as well as parents’ knowledge of effective teaching strategies. Conclusion Remote PT may be useful in low-resource settings to help parents develop techniques for teaching skills and forestalling problem behavior in children with ASD. Additional research, with a larger sample size, that observes the effect of the program on child behavior is warranted. En ligne : https://doi.org/10.1016/j.rasd.2018.08.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=369
in Research in Autism Spectrum Disorders > 56 (December 2018) . - p.36-49[article] A video parent-training program for families of children with autism spectrum disorder in Albania [Texte imprimé et/ou numérique] / Yael G. DAI, Auteur ; Lynn BRENNAN, Auteur ; Ariel COMO, Auteur ; Jamie HUGHES-LIKA, Auteur ; Thyde DUMONT-MATHIEU, Auteur ; Iris CARCANI-RATHWELL, Auteur ; Ola MINXHOZI, Auteur ; Blerina ALIAJ, Auteur ; Deborah A. FEIN, Auteur . - p.36-49.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 56 (December 2018) . - p.36-49
Mots-clés : Autism spectrum disorders Parent training Intervention Distance learning Index. décimale : PER Périodiques Résumé : Background Behavioral intervention with parent participation is effective in reducing symptoms of Autism Spectrum Disorder (ASD), but access to intervention is limited. The current study explored whether a video-enriched parent-training program would (a) be comprehensible and acceptable to parents in the Republic of Albania, (b) increase parental knowledge of behavioral strategies, and (c) increase parental self-efficacy. Methods Twenty-nine parents of children with ASD aged 18–70 months completed the Early Intervention Parenting Self-Efficacy Scale (EIPSES, Guimond et al., 2008) and a quiz to assess their knowledge of behavioral strategies. Parents in the Treatment Group then received access to a parent-training (PT) program on evidence-based teaching and behavior management techniques. The program was based on empirical research, but considered Albanian cultural norms and included topics Albanian parents requested. Parents in the Treatment Group rated the program using the Treatment Evaluation Inventory Short Form (TEI-SF; Kelley et al., 1989). Change in parents’ quiz scores and EIPSES ratings from baseline to post-treatment were compared by group. Results Parents rated this video training program as comprehensible and valuable. The program modestly increased aspects of self-efficacy as well as parents’ knowledge of effective teaching strategies. Conclusion Remote PT may be useful in low-resource settings to help parents develop techniques for teaching skills and forestalling problem behavior in children with ASD. Additional research, with a larger sample size, that observes the effect of the program on child behavior is warranted. En ligne : https://doi.org/10.1016/j.rasd.2018.08.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=369 “You’re telling me!” The prevalence and predictors of pronoun reversals in children with autism spectrum disorders and typical development / Letitia R. NAIGLES in Research in Autism Spectrum Disorders, 27 (July 2016)
[article]
Titre : “You’re telling me!” The prevalence and predictors of pronoun reversals in children with autism spectrum disorders and typical development Type de document : Texte imprimé et/ou numérique Auteurs : Letitia R. NAIGLES, Auteur ; Michelle CHENG, Auteur ; Nan XU RATTANASONE, Auteur ; Saime TEK, Auteur ; Neha KHETRAPAL, Auteur ; Deborah A. FEIN, Auteur ; Katherine DEMUTH, Auteur Article en page(s) : p.11-20 Langues : Anglais (eng) Mots-clés : Language Joint attention Pronoun reversals Index. décimale : PER Périodiques Résumé : Abstract Social and linguistic explanations have been proposed for pronoun reversals in young typically developing (TD) children and those with autism spectrum disorders (ASD). The current study breaks new ground in investigating both explanations, comparing 18 TD toddlers and 15 children with ASD at similar language levels. Spontaneous speech was sampled every four months for six visits. Vocabulary and joint attention were also measured. Both groups produced pronoun reversals at low rates. The ASD group produced somewhat more reversals than the TD group, overall and at multiple visits. In the ASD group, early language and joint attention scores contributed significantly and independently to the incidence of reversal. Both linguistic and social factors seem implicated; moreover, reversals seem to occur when children’s language and social abilities develop asynchronously. These findings can help clinicians devise both linguistic and social interventions for the relevant children. En ligne : http://dx.doi.org/10.1016/j.rasd.2016.03.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=289
in Research in Autism Spectrum Disorders > 27 (July 2016) . - p.11-20[article] “You’re telling me!” The prevalence and predictors of pronoun reversals in children with autism spectrum disorders and typical development [Texte imprimé et/ou numérique] / Letitia R. NAIGLES, Auteur ; Michelle CHENG, Auteur ; Nan XU RATTANASONE, Auteur ; Saime TEK, Auteur ; Neha KHETRAPAL, Auteur ; Deborah A. FEIN, Auteur ; Katherine DEMUTH, Auteur . - p.11-20.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 27 (July 2016) . - p.11-20
Mots-clés : Language Joint attention Pronoun reversals Index. décimale : PER Périodiques Résumé : Abstract Social and linguistic explanations have been proposed for pronoun reversals in young typically developing (TD) children and those with autism spectrum disorders (ASD). The current study breaks new ground in investigating both explanations, comparing 18 TD toddlers and 15 children with ASD at similar language levels. Spontaneous speech was sampled every four months for six visits. Vocabulary and joint attention were also measured. Both groups produced pronoun reversals at low rates. The ASD group produced somewhat more reversals than the TD group, overall and at multiple visits. In the ASD group, early language and joint attention scores contributed significantly and independently to the incidence of reversal. Both linguistic and social factors seem implicated; moreover, reversals seem to occur when children’s language and social abilities develop asynchronously. These findings can help clinicians devise both linguistic and social interventions for the relevant children. En ligne : http://dx.doi.org/10.1016/j.rasd.2016.03.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=289