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Auteur Erin KANG |
Documents disponibles écrits par cet auteur (4)
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Atypical communication characteristics among clinic-referred youth with and without autism spectrum disorder: Stability and associations with clinical correlates / Erin KANG in Development and Psychopathology, 32-4 (October 2020)
[article]
Titre : Atypical communication characteristics among clinic-referred youth with and without autism spectrum disorder: Stability and associations with clinical correlates Type de document : Texte imprimé et/ou numérique Auteurs : Erin KANG, Auteur ; Matthew D LERNER, Auteur ; Kenneth D GADOW, Auteur Article en page(s) : p.1240-1253 Langues : Anglais (eng) Mots-clés : atypical communication characteristics (ACC) autism spectrum disorder (ASD) comorbidity latent class analysis Index. décimale : PER Périodiques Résumé : Atypical communication characteristics (ACCs), such as speech delay, odd pitch, and pragmatic difficulties, are common features of autism spectrum disorder (ASD) as are the symptoms of a wide range of psychiatric disorders. Using a simple retrospective method, this study aimed to better understand the relation and stability of ACCs with a broad range of psychiatric symptoms among large, well-characterized samples of clinic-referred children and adolescents with and without ASD. Youth with ASD had higher rates and a more variable pattern of developmental change in ACCs than the non-ASD diagnostic group. Latent class analysis yielded three ACC stability subgroups within ASD: Stable ACCs, Mostly Current-Only ACCs, and Little Professors. Subgroups exhibited differences in severity of ASD symptomatology, co-occurring psychiatric symptoms, and other correlates. Our findings provide support for the clinical utility of characterizing caregiver-perceived changes in ACCs in identifying children at risk for co-occurring psychopathology and other clinically relevant variables. En ligne : http://dx.doi.org/10.1017/s095457942000070x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=433
in Development and Psychopathology > 32-4 (October 2020) . - p.1240-1253[article] Atypical communication characteristics among clinic-referred youth with and without autism spectrum disorder: Stability and associations with clinical correlates [Texte imprimé et/ou numérique] / Erin KANG, Auteur ; Matthew D LERNER, Auteur ; Kenneth D GADOW, Auteur . - p.1240-1253.
Langues : Anglais (eng)
in Development and Psychopathology > 32-4 (October 2020) . - p.1240-1253
Mots-clés : atypical communication characteristics (ACC) autism spectrum disorder (ASD) comorbidity latent class analysis Index. décimale : PER Périodiques Résumé : Atypical communication characteristics (ACCs), such as speech delay, odd pitch, and pragmatic difficulties, are common features of autism spectrum disorder (ASD) as are the symptoms of a wide range of psychiatric disorders. Using a simple retrospective method, this study aimed to better understand the relation and stability of ACCs with a broad range of psychiatric symptoms among large, well-characterized samples of clinic-referred children and adolescents with and without ASD. Youth with ASD had higher rates and a more variable pattern of developmental change in ACCs than the non-ASD diagnostic group. Latent class analysis yielded three ACC stability subgroups within ASD: Stable ACCs, Mostly Current-Only ACCs, and Little Professors. Subgroups exhibited differences in severity of ASD symptomatology, co-occurring psychiatric symptoms, and other correlates. Our findings provide support for the clinical utility of characterizing caregiver-perceived changes in ACCs in identifying children at risk for co-occurring psychopathology and other clinically relevant variables. En ligne : http://dx.doi.org/10.1017/s095457942000070x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=433 Parent- and Self-Reported Social Skills Importance in Autism Spectrum Disorder / James A. RANKIN in Journal of Autism and Developmental Disorders, 46-1 (January 2016)
[article]
Titre : Parent- and Self-Reported Social Skills Importance in Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : James A. RANKIN, Auteur ; Rebecca J. WEBER, Auteur ; Erin KANG, Auteur ; Matthew D. LERNER, Auteur Année de publication : 2016 Article en page(s) : p.273-286 Langues : Anglais (eng) Mots-clés : Social skills Importance Autism spectrum disorder Parent Child Informant perspectives Index. décimale : PER Périodiques Résumé : While social skills are commonly assessed in autism spectrum disorder (ASD), little is known about individuals’ and families’ beliefs regarding importance of these skills. Seventy-four parents and their children with ASD rated social skills importance and severity, as well as ASD-specific deficit severity. Parents and youth rated social skills as important overall; however, parents reported assertion and self-control to be more important than their children did. Severity and importance did not correlate overall. However, parent-report of responsibility deficits and importance were positively correlated, while youth-report of assertiveness deficits and importance were negatively correlated. Finally, ASD-specific social deficits were positively correlated with parent reported importance, but negatively correlated with child reported importance. Social skills importance ratings merit consideration in ASD assessment. En ligne : http://dx.doi.org/10.1007/s10803-015-2574-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=278
in Journal of Autism and Developmental Disorders > 46-1 (January 2016) . - p.273-286[article] Parent- and Self-Reported Social Skills Importance in Autism Spectrum Disorder [Texte imprimé et/ou numérique] / James A. RANKIN, Auteur ; Rebecca J. WEBER, Auteur ; Erin KANG, Auteur ; Matthew D. LERNER, Auteur . - 2016 . - p.273-286.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 46-1 (January 2016) . - p.273-286
Mots-clés : Social skills Importance Autism spectrum disorder Parent Child Informant perspectives Index. décimale : PER Périodiques Résumé : While social skills are commonly assessed in autism spectrum disorder (ASD), little is known about individuals’ and families’ beliefs regarding importance of these skills. Seventy-four parents and their children with ASD rated social skills importance and severity, as well as ASD-specific deficit severity. Parents and youth rated social skills as important overall; however, parents reported assertion and self-control to be more important than their children did. Severity and importance did not correlate overall. However, parent-report of responsibility deficits and importance were positively correlated, while youth-report of assertiveness deficits and importance were negatively correlated. Finally, ASD-specific social deficits were positively correlated with parent reported importance, but negatively correlated with child reported importance. Social skills importance ratings merit consideration in ASD assessment. En ligne : http://dx.doi.org/10.1007/s10803-015-2574-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=278 Predictors of Treatment Response to a Community-Delivered Group Social Skills Intervention for Youth with ASD / Alan H. GERBER in Journal of Autism and Developmental Disorders, 53-10 (October 2023)
[article]
Titre : Predictors of Treatment Response to a Community-Delivered Group Social Skills Intervention for Youth with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Alan H. GERBER, Auteur ; Erin KANG, Auteur ; Allison S. NAHMIAS, Auteur ; Erin J. LIBSACK, Auteur ; Caitlin SIMSON, Auteur ; Matthew D. LERNER, Auteur Article en page(s) : p.3741-3754 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Group social skills interventions (GSSIs) are among the most commonly used treatments for improving social competence in youth with ASD, however, results remain variable. The current study examined predictors of treatment response to an empirically-supported GSSI for youth with ASD delivered in the community (Ntotal=75). Participants completed a computer-based emotion recognition task and their parents completed measures of broad psychopathology, ASD symptomatology, and social skills. We utilized generalized estimating equations in an ANCOVA-of-change framework to account for nesting. Results indicate differential improvements in emotion recognition by sex as well as ADHD-specific improvements in adaptive functioning. Youth with both co-occurring anxiety and ADHD experienced iatrogenic effects, suggesting that SDARI may be most effective for youth with ASD without multiple co-occurring issues. Findings provide important directions for addressing variability in treatment outcomes for youth with ASD. En ligne : https://doi.org/10.1007/s10803-022-05559-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=511
in Journal of Autism and Developmental Disorders > 53-10 (October 2023) . - p.3741-3754[article] Predictors of Treatment Response to a Community-Delivered Group Social Skills Intervention for Youth with ASD [Texte imprimé et/ou numérique] / Alan H. GERBER, Auteur ; Erin KANG, Auteur ; Allison S. NAHMIAS, Auteur ; Erin J. LIBSACK, Auteur ; Caitlin SIMSON, Auteur ; Matthew D. LERNER, Auteur . - p.3741-3754.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 53-10 (October 2023) . - p.3741-3754
Index. décimale : PER Périodiques Résumé : Group social skills interventions (GSSIs) are among the most commonly used treatments for improving social competence in youth with ASD, however, results remain variable. The current study examined predictors of treatment response to an empirically-supported GSSI for youth with ASD delivered in the community (Ntotal=75). Participants completed a computer-based emotion recognition task and their parents completed measures of broad psychopathology, ASD symptomatology, and social skills. We utilized generalized estimating equations in an ANCOVA-of-change framework to account for nesting. Results indicate differential improvements in emotion recognition by sex as well as ADHD-specific improvements in adaptive functioning. Youth with both co-occurring anxiety and ADHD experienced iatrogenic effects, suggesting that SDARI may be most effective for youth with ASD without multiple co-occurring issues. Findings provide important directions for addressing variability in treatment outcomes for youth with ASD. En ligne : https://doi.org/10.1007/s10803-022-05559-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=511 Self-reported social skills importance ratings, not social skills themselves, predict sociometric status among youth with autism spectrum disorder / Erin KANG in Research in Autism Spectrum Disorders, 74 (June 2020)
[article]
Titre : Self-reported social skills importance ratings, not social skills themselves, predict sociometric status among youth with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Erin KANG, Auteur ; Lee Ann SANTORE, Auteur ; James A. RANKIN, Auteur ; Matthew D. LERNER, Auteur Article en page(s) : p.101552 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Sociometric status Social skills Social skills importance School-age children Index. décimale : PER Périodiques Résumé : Background As youth with autism spectrum disorder (ASD) often experience social difficulties but report wanting to be more well-liked and have more friends, it is important to understand beliefs that youth with ASD hold that may influence their peer relations. This study examined youths’ beliefs regarding their own social skills in relation to their peers’ views of them among youth with ASD. Method Fifty-five youth with ASD (ages 8–17) participated in a 10-week program with other youth with ASD. Participants completed measures of their own social skills frequency and social skills importance, as well as sociometric ratings of other group members. Hierarchical multiple regression models were used to examine relations between self-reported social skills frequency and social skills importance ratings with sociometric outcomes rated by other peers with ASD. Results Self-reported social skills frequency did not predict sociometric outcomes. However, youth who rated social skills as more important were less disliked by peers and were less frequently the most disliked person in the group, and peers reported greater desire to play with them again. Conclusions Results highlight the importance of evaluating youths’ own beliefs about social skills (rather than social skills frequency itself) as important predictors of social outcomes among youth with ASD. The current study adds to the growing evidence that integrating self-reports of youth with ASD as well as considering social skills importance represent valuable tools in assessing social outcomes in youth with ASD, and provides a foundation for further research in this area. En ligne : https://doi.org/10.1016/j.rasd.2020.101552 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422
in Research in Autism Spectrum Disorders > 74 (June 2020) . - p.101552[article] Self-reported social skills importance ratings, not social skills themselves, predict sociometric status among youth with autism spectrum disorder [Texte imprimé et/ou numérique] / Erin KANG, Auteur ; Lee Ann SANTORE, Auteur ; James A. RANKIN, Auteur ; Matthew D. LERNER, Auteur . - p.101552.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 74 (June 2020) . - p.101552
Mots-clés : Autism spectrum disorder Sociometric status Social skills Social skills importance School-age children Index. décimale : PER Périodiques Résumé : Background As youth with autism spectrum disorder (ASD) often experience social difficulties but report wanting to be more well-liked and have more friends, it is important to understand beliefs that youth with ASD hold that may influence their peer relations. This study examined youths’ beliefs regarding their own social skills in relation to their peers’ views of them among youth with ASD. Method Fifty-five youth with ASD (ages 8–17) participated in a 10-week program with other youth with ASD. Participants completed measures of their own social skills frequency and social skills importance, as well as sociometric ratings of other group members. Hierarchical multiple regression models were used to examine relations between self-reported social skills frequency and social skills importance ratings with sociometric outcomes rated by other peers with ASD. Results Self-reported social skills frequency did not predict sociometric outcomes. However, youth who rated social skills as more important were less disliked by peers and were less frequently the most disliked person in the group, and peers reported greater desire to play with them again. Conclusions Results highlight the importance of evaluating youths’ own beliefs about social skills (rather than social skills frequency itself) as important predictors of social outcomes among youth with ASD. The current study adds to the growing evidence that integrating self-reports of youth with ASD as well as considering social skills importance represent valuable tools in assessing social outcomes in youth with ASD, and provides a foundation for further research in this area. En ligne : https://doi.org/10.1016/j.rasd.2020.101552 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422