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 Nicole L. MATTHEWS |
Documents disponibles écrits par cet auteur (7)
Faire une suggestion Affiner la recherche
Adaptive Functioning in Autism Spectrum Disorder During the Transition to Adulthood / Nicole L. MATTHEWS in Journal of Autism and Developmental Disorders, 45-8 (August 2015)
[article]
Titre : Adaptive Functioning in Autism Spectrum Disorder During the Transition to Adulthood Type de document : Texte imprimé et/ou numérique Auteurs : Nicole L. MATTHEWS, Auteur ; Christopher J. SMITH, Auteur ; Elena POLLARD, Auteur ; Sharman OBER-REYNOLDS, Auteur ; Janet KIRWAN, Auteur ; Amanda MALLIGO, Auteur Année de publication : 2015 Article en page(s) : p.2349-2360 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Adaptive functioning Cognitive functioning Vineland-II Adolescence Adulthood Index. décimale : PER Périodiques Résumé : There is a dearth of research regarding adaptive functioning during the transition to adulthood in autism spectrum disorder (ASD). Profiles on the Vineland Adaptive Behavior Scales, Second Edition were examined by age and intellectual ability in 75 participants with ASD (16–58 years). Results extend previous reports of a cognitive advantage over adaptive functioning in children by demonstrating a similar pattern in an older sample. Daily living skills were a relative strength compared to communication and socialization in adults, but not adolescents. In general, highest subdomain scores were observed in writing skills and lowest scores were observed in interpersonal skills. Regardless of cognitive ability, all standard scores were well below average, indicating a need for lifelong intervention that targets adaptive functioning. En ligne : http://dx.doi.org/10.1007/s10803-015-2400-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=263
in Journal of Autism and Developmental Disorders > 45-8 (August 2015) . - p.2349-2360[article] Adaptive Functioning in Autism Spectrum Disorder During the Transition to Adulthood [Texte imprimé et/ou numérique] / Nicole L. MATTHEWS, Auteur ; Christopher J. SMITH, Auteur ; Elena POLLARD, Auteur ; Sharman OBER-REYNOLDS, Auteur ; Janet KIRWAN, Auteur ; Amanda MALLIGO, Auteur . - 2015 . - p.2349-2360.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 45-8 (August 2015) . - p.2349-2360
Mots-clés : Autism spectrum disorder Adaptive functioning Cognitive functioning Vineland-II Adolescence Adulthood Index. décimale : PER Périodiques Résumé : There is a dearth of research regarding adaptive functioning during the transition to adulthood in autism spectrum disorder (ASD). Profiles on the Vineland Adaptive Behavior Scales, Second Edition were examined by age and intellectual ability in 75 participants with ASD (16–58 years). Results extend previous reports of a cognitive advantage over adaptive functioning in children by demonstrating a similar pattern in an older sample. Daily living skills were a relative strength compared to communication and socialization in adults, but not adolescents. In general, highest subdomain scores were observed in writing skills and lowest scores were observed in interpersonal skills. Regardless of cognitive ability, all standard scores were well below average, indicating a need for lifelong intervention that targets adaptive functioning. En ligne : http://dx.doi.org/10.1007/s10803-015-2400-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=263 College Students’ Perceptions of Peers with Autism Spectrum Disorder / Nicole L. MATTHEWS in Journal of Autism and Developmental Disorders, 45-1 (January 2015)
[article]
Titre : College Students’ Perceptions of Peers with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Nicole L. MATTHEWS, Auteur ; Agnes R. LY, Auteur ; Wendy A. GOLDBERG, Auteur Article en page(s) : p.90-99 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Postsecondary education Peer attitudes Young adults Index. décimale : PER Périodiques Résumé : Little is known about peer attitudes toward college students with autism spectrum disorder (ASD). Affective, behavioral, and cognitive attitudes toward vignette characters displaying behaviors characteristic of ASD were examined among 224 four-year university students who were randomly assigned to one of three labeling conditions for the primary vignette characters: high functioning autism (HFA), typical college student, or no label. Students in the HFA label condition reported more positive behavioral and cognitive attitudes toward the vignette characters than students in the no label condition. Male students and students with lower scores on the Broad Autism Phenotype Questionnaire reported more positive attitudes across study conditions. These experimental results suggest that knowledge of a diagnosis might improve attitudes toward college students with ASD. En ligne : http://dx.doi.org/10.1007/s10803-014-2195-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=258
in Journal of Autism and Developmental Disorders > 45-1 (January 2015) . - p.90-99[article] College Students’ Perceptions of Peers with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Nicole L. MATTHEWS, Auteur ; Agnes R. LY, Auteur ; Wendy A. GOLDBERG, Auteur . - p.90-99.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 45-1 (January 2015) . - p.90-99
Mots-clés : Autism spectrum disorder Postsecondary education Peer attitudes Young adults Index. décimale : PER Périodiques Résumé : Little is known about peer attitudes toward college students with autism spectrum disorder (ASD). Affective, behavioral, and cognitive attitudes toward vignette characters displaying behaviors characteristic of ASD were examined among 224 four-year university students who were randomly assigned to one of three labeling conditions for the primary vignette characters: high functioning autism (HFA), typical college student, or no label. Students in the HFA label condition reported more positive behavioral and cognitive attitudes toward the vignette characters than students in the no label condition. Male students and students with lower scores on the Broad Autism Phenotype Questionnaire reported more positive attitudes across study conditions. These experimental results suggest that knowledge of a diagnosis might improve attitudes toward college students with ASD. En ligne : http://dx.doi.org/10.1007/s10803-014-2195-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=258 Parent and child outcomes of JumpStart™, an education and training program for parents of children with autism spectrum disorder / Nicole L. MATTHEWS in Research in Autism Spectrum Disorders, 56 (December 2018)
[article]
Titre : Parent and child outcomes of JumpStart™, an education and training program for parents of children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Nicole L. MATTHEWS, Auteur ; Beatriz C. ORR, Auteur ; Brittani HARRIS, Auteur ; Rachel MCINTOSH, Auteur ; Daniel OPENDEN, Auteur ; Christopher J. SMITH, Auteur Article en page(s) : p.21-35 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Early intervention Parent training Parent education Pivotal Response Treatment Behavioral Skills Training Index. décimale : PER Périodiques Résumé : Background This pilot study examined the effectiveness of JumpStart™, a 4-week education program including a Behavioral Skills Training model for parents of children with autism spectrum disorder (ASD). JumpStart aims to teach parents to begin implementing evidence-based behavioral intervention while learning to navigate service systems in order to establish a comprehensive intervention program. Method Change in parent self-efficacy, knowledge, stress, depressive symptoms, ability to implement intervention, and child responsivity were compared in treatment (n?=?18) and waitlist control (n?=?18) groups. Additionally, exploratory analyses examined 3-month follow-up data in a subset of participants (n?=?12). Results Findings indicated significantly larger increases in parent outcome expectations, parent competence, parent knowledge, fidelity of implementation, and child responsivity in the treatment group compared to the waitlist control group. Three-month follow-up data indicated maintenance of parent outcome expectations, knowledge, and child responsivity. Conclusions Findings provide preliminary evidence of the effectiveness of JumpStart. Given the growing number of children with ASD and finite resources, short-term programs like JumpStart may be an effective method by which parents are able to begin intervening with their child’s development while they arrange for comprehensive services. En ligne : https://doi.org/10.1016/j.rasd.2018.08.009 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.21-35[article] Parent and child outcomes of JumpStart™, an education and training program for parents of children with autism spectrum disorder [Texte imprimé et/ou numérique] / Nicole L. MATTHEWS, Auteur ; Beatriz C. ORR, Auteur ; Brittani HARRIS, Auteur ; Rachel MCINTOSH, Auteur ; Daniel OPENDEN, Auteur ; Christopher J. SMITH, Auteur . - p.21-35.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 56 (December 2018) . - p.21-35
Mots-clés : Autism spectrum disorder Early intervention Parent training Parent education Pivotal Response Treatment Behavioral Skills Training Index. décimale : PER Périodiques Résumé : Background This pilot study examined the effectiveness of JumpStart™, a 4-week education program including a Behavioral Skills Training model for parents of children with autism spectrum disorder (ASD). JumpStart aims to teach parents to begin implementing evidence-based behavioral intervention while learning to navigate service systems in order to establish a comprehensive intervention program. Method Change in parent self-efficacy, knowledge, stress, depressive symptoms, ability to implement intervention, and child responsivity were compared in treatment (n?=?18) and waitlist control (n?=?18) groups. Additionally, exploratory analyses examined 3-month follow-up data in a subset of participants (n?=?12). Results Findings indicated significantly larger increases in parent outcome expectations, parent competence, parent knowledge, fidelity of implementation, and child responsivity in the treatment group compared to the waitlist control group. Three-month follow-up data indicated maintenance of parent outcome expectations, knowledge, and child responsivity. Conclusions Findings provide preliminary evidence of the effectiveness of JumpStart. Given the growing number of children with ASD and finite resources, short-term programs like JumpStart may be an effective method by which parents are able to begin intervening with their child’s development while they arrange for comprehensive services. En ligne : https://doi.org/10.1016/j.rasd.2018.08.009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=369 Revisiting Cognitive and Adaptive Functioning in Children and Adolescents with Autism Spectrum Disorder / Nicole L. MATTHEWS in Journal of Autism and Developmental Disorders, 45-1 (January 2015)
[article]
Titre : Revisiting Cognitive and Adaptive Functioning in Children and Adolescents with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Nicole L. MATTHEWS, Auteur ; Elena POLLARD, Auteur ; Sharman OBER-REYNOLDS, Auteur ; Janet KIRWAN, Auteur ; Amanda MALLIGO, Auteur ; Christopher J. SMITH, Auteur Article en page(s) : p.138-156 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Cognitive functioning Intelligence Adaptive functioning Stanford-Binet Vineland Adaptive Behavior Scales Index. décimale : PER Périodiques Résumé : Profiles of performance on the Stanford Binet Intelligence Scales (SB5) and Vineland Adaptive Behavior Scales (VABS) were examined in 73 children and adolescents with autism spectrum disorder. SB5 cognitive profiles were observed to be similar between participants with and without early language delay, but different between participants with and without intellectual disability. With few exceptions, the distribution and cognitive profiles of participants with specific nonverbal IQ–verbal IQ and abbreviated IQ–full scale IQ discrepancy patterns paralleled previous reports. A cognitive functioning advantage over adaptive functioning was observed to be strongest in participants without intellectual disability and older participants. The previously reported VABS “autism profile” was not observed. Current findings clarify previous research and will inform the diagnostic process and treatment planning. En ligne : http://dx.doi.org/10.1007/s10803-014-2200-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=258
in Journal of Autism and Developmental Disorders > 45-1 (January 2015) . - p.138-156[article] Revisiting Cognitive and Adaptive Functioning in Children and Adolescents with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Nicole L. MATTHEWS, Auteur ; Elena POLLARD, Auteur ; Sharman OBER-REYNOLDS, Auteur ; Janet KIRWAN, Auteur ; Amanda MALLIGO, Auteur ; Christopher J. SMITH, Auteur . - p.138-156.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 45-1 (January 2015) . - p.138-156
Mots-clés : Autism spectrum disorder Cognitive functioning Intelligence Adaptive functioning Stanford-Binet Vineland Adaptive Behavior Scales Index. décimale : PER Périodiques Résumé : Profiles of performance on the Stanford Binet Intelligence Scales (SB5) and Vineland Adaptive Behavior Scales (VABS) were examined in 73 children and adolescents with autism spectrum disorder. SB5 cognitive profiles were observed to be similar between participants with and without early language delay, but different between participants with and without intellectual disability. With few exceptions, the distribution and cognitive profiles of participants with specific nonverbal IQ–verbal IQ and abbreviated IQ–full scale IQ discrepancy patterns paralleled previous reports. A cognitive functioning advantage over adaptive functioning was observed to be strongest in participants without intellectual disability and older participants. The previously reported VABS “autism profile” was not observed. Current findings clarify previous research and will inform the diagnostic process and treatment planning. En ligne : http://dx.doi.org/10.1007/s10803-014-2200-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=258 The Effects of Early Language on Age at Diagnosis and Functioning at School Age in Children with Autism Spectrum Disorder / Anthony GOODWIN in Journal of Autism and Developmental Disorders, 47-7 (July 2017)
[article]
Titre : The Effects of Early Language on Age at Diagnosis and Functioning at School Age in Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Anthony GOODWIN, Auteur ; Nicole L. MATTHEWS, Auteur ; Christopher J. SMITH, Auteur Article en page(s) : p.2176-2188 Langues : Anglais (eng) Mots-clés : Adaptive functioning Age at diagnosis ASD IQ Language delay Language milestones Symptom severity Index. décimale : PER Périodiques Résumé : Research suggests that toddlers with no language delay (NLD) should have better outcomes than those with language delay (LD). However, the predictive utility of language milestones relative to co-varying factors such as age at diagnosis, IQ, and ASD symptomatology is unclear. This study compared school-aged children with ASD and NLD (n?=?59) to a well-matched group with ASD and LD (n?=?59). The LD group was diagnosed at younger ages and their historical ASD symptoms were more severe than the NLD group. The groups were similar in current ASD symptoms and adaptive functioning at school age. Language milestones were correlated with adaptive functioning, but IQ and social symptoms of ASD were stronger predictors of functioning at school age. Therefore, language milestones may not be the best indicators of prognosis for children who are diagnosed after toddlerhood. En ligne : https://doi.org/10.1007/s10803-017-3133-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=314
in Journal of Autism and Developmental Disorders > 47-7 (July 2017) . - p.2176-2188[article] The Effects of Early Language on Age at Diagnosis and Functioning at School Age in Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Anthony GOODWIN, Auteur ; Nicole L. MATTHEWS, Auteur ; Christopher J. SMITH, Auteur . - p.2176-2188.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 47-7 (July 2017) . - p.2176-2188
Mots-clés : Adaptive functioning Age at diagnosis ASD IQ Language delay Language milestones Symptom severity Index. décimale : PER Périodiques Résumé : Research suggests that toddlers with no language delay (NLD) should have better outcomes than those with language delay (LD). However, the predictive utility of language milestones relative to co-varying factors such as age at diagnosis, IQ, and ASD symptomatology is unclear. This study compared school-aged children with ASD and NLD (n?=?59) to a well-matched group with ASD and LD (n?=?59). The LD group was diagnosed at younger ages and their historical ASD symptoms were more severe than the NLD group. The groups were similar in current ASD symptoms and adaptive functioning at school age. Language milestones were correlated with adaptive functioning, but IQ and social symptoms of ASD were stronger predictors of functioning at school age. Therefore, language milestones may not be the best indicators of prognosis for children who are diagnosed after toddlerhood. En ligne : https://doi.org/10.1007/s10803-017-3133-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=314 Theory of Mind in Children with Autism Spectrum Disorder: Do Siblings Matter? / Nicole L. MATTHEWS in Autism Research, 6-5 (October 2013)
PermalinkToward the identification of adaptive functioning intervention targets for intellectually-able, transition-aged youth with autism: An examination of caregiver responses on the Vineland-II / Nicole L. MATTHEWS in Autism Research, 10-12 (December 2017)
Permalink