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Détail de l'auteur
Auteur Tony CHARMAN |
Documents disponibles écrits par cet auteur (94)
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Brief Report: DSM-5 Sensory Behaviours in Children With and Without an Autism Spectrum Disorder / Dido GREEN in Journal of Autism and Developmental Disorders, 46-11 (November 2016)
[article]
Titre : Brief Report: DSM-5 Sensory Behaviours in Children With and Without an Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Dido GREEN, Auteur ; Susie CHANDLER, Auteur ; Tony CHARMAN, Auteur ; Emily SIMONOFF, Auteur ; Gillian BAIRD, Auteur Article en page(s) : p.3597-3606 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Sensory reactivity Sensory interests DSM-5 Diagnostic criteria Behaviour Index. décimale : PER Périodiques Résumé : Atypical responses to sensory stimuli are a new criterion in DSM-5 for the diagnosis of an autism spectrum disorder (ASD) but are also reported in other developmental disorders. Using the Short Sensory profile (SSP) and Autism Diagnostic Interview-Revised we compared atypical sensory behaviour (hyper- or hypo-reactivity to sensory input or unusual sensory interests) in children aged 10–14 years with (N = 116) or without an ASD but with special educational needs (SEN; N = 72). Atypical sensory behaviour was reported in 92 % of ASD and 67 % of SEN children. Greater sensory dysfunction was associated with increased autism severity (specifically restricted and repetitive behaviours) and behaviour problems (specifically emotional subscore) on teacher and parent Strengths and Difficulties Questionnaires but not with IQ. En ligne : http://dx.doi.org/10.1007/s10803-016-2881-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=294
in Journal of Autism and Developmental Disorders > 46-11 (November 2016) . - p.3597-3606[article] Brief Report: DSM-5 Sensory Behaviours in Children With and Without an Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Dido GREEN, Auteur ; Susie CHANDLER, Auteur ; Tony CHARMAN, Auteur ; Emily SIMONOFF, Auteur ; Gillian BAIRD, Auteur . - p.3597-3606.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 46-11 (November 2016) . - p.3597-3606
Mots-clés : Autism spectrum disorder Sensory reactivity Sensory interests DSM-5 Diagnostic criteria Behaviour Index. décimale : PER Périodiques Résumé : Atypical responses to sensory stimuli are a new criterion in DSM-5 for the diagnosis of an autism spectrum disorder (ASD) but are also reported in other developmental disorders. Using the Short Sensory profile (SSP) and Autism Diagnostic Interview-Revised we compared atypical sensory behaviour (hyper- or hypo-reactivity to sensory input or unusual sensory interests) in children aged 10–14 years with (N = 116) or without an ASD but with special educational needs (SEN; N = 72). Atypical sensory behaviour was reported in 92 % of ASD and 67 % of SEN children. Greater sensory dysfunction was associated with increased autism severity (specifically restricted and repetitive behaviours) and behaviour problems (specifically emotional subscore) on teacher and parent Strengths and Difficulties Questionnaires but not with IQ. En ligne : http://dx.doi.org/10.1007/s10803-016-2881-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=294 Callous-unemotional traits in youth with autism spectrum disorder (ASD): replication of prevalence estimates and associations with gaze patterns when viewing fearful faces / Virginia CARTER LENO in Development and Psychopathology, 33-4 (October 2021)
[article]
Titre : Callous-unemotional traits in youth with autism spectrum disorder (ASD): replication of prevalence estimates and associations with gaze patterns when viewing fearful faces Type de document : Texte imprimé et/ou numérique Auteurs : Virginia CARTER LENO, Auteur ; Rachael BEDFORD, Auteur ; Susie CHANDLER, Auteur ; Pippa WHITE, Auteur ; Isabel YORKE, Auteur ; Tony CHARMAN, Auteur ; Andrew PICKLES, Auteur ; Emily SIMONOFF, Auteur Article en page(s) : p.1220-1228 Langues : Anglais (eng) Mots-clés : autism callous-unemotional traits conduct problems fear recognition QUEST Index. décimale : PER Périodiques Résumé : Research suggests an increased prevalence of callous-unemotional (CU) traits in children with autism spectrum disorder (ASD), and a similar impairment in fear recognition to that reported in non-ASD populations. However, past work has used measures not specifically designed to measure CU traits and has not examined whether decreased attention to the eyes reported in non-ASD populations is also present in individuals with ASD. The current paper uses a measure specifically designed to measure CU traits to estimate prevalence in a large community-based ASD sample. Parents of 189 adolescents with ASD completed questionnaires assessing CU traits, and emotional and behavioral problems. A subset of participants completed a novel emotion recognition task (n = 46). Accuracy, reaction time, total looking time, and number of fixations to the eyes and mouth were measured. Twenty-two percent of youth with ASD scored above a cut-off expected to identify the top 6% of CU scores. CU traits were associated with longer reaction times to identify fear and fewer fixations to the eyes relative to the mouth during the viewing of fearful faces. No associations were found with accuracy or total looking time. Results suggest the mechanisms that underpin CU traits may be similar between ASD and non-ASD populations. En ligne : http://dx.doi.org/10.1017/S0954579420000449 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=457
in Development and Psychopathology > 33-4 (October 2021) . - p.1220-1228[article] Callous-unemotional traits in youth with autism spectrum disorder (ASD): replication of prevalence estimates and associations with gaze patterns when viewing fearful faces [Texte imprimé et/ou numérique] / Virginia CARTER LENO, Auteur ; Rachael BEDFORD, Auteur ; Susie CHANDLER, Auteur ; Pippa WHITE, Auteur ; Isabel YORKE, Auteur ; Tony CHARMAN, Auteur ; Andrew PICKLES, Auteur ; Emily SIMONOFF, Auteur . - p.1220-1228.
Langues : Anglais (eng)
in Development and Psychopathology > 33-4 (October 2021) . - p.1220-1228
Mots-clés : autism callous-unemotional traits conduct problems fear recognition QUEST Index. décimale : PER Périodiques Résumé : Research suggests an increased prevalence of callous-unemotional (CU) traits in children with autism spectrum disorder (ASD), and a similar impairment in fear recognition to that reported in non-ASD populations. However, past work has used measures not specifically designed to measure CU traits and has not examined whether decreased attention to the eyes reported in non-ASD populations is also present in individuals with ASD. The current paper uses a measure specifically designed to measure CU traits to estimate prevalence in a large community-based ASD sample. Parents of 189 adolescents with ASD completed questionnaires assessing CU traits, and emotional and behavioral problems. A subset of participants completed a novel emotion recognition task (n = 46). Accuracy, reaction time, total looking time, and number of fixations to the eyes and mouth were measured. Twenty-two percent of youth with ASD scored above a cut-off expected to identify the top 6% of CU scores. CU traits were associated with longer reaction times to identify fear and fewer fixations to the eyes relative to the mouth during the viewing of fearful faces. No associations were found with accuracy or total looking time. Results suggest the mechanisms that underpin CU traits may be similar between ASD and non-ASD populations. En ligne : http://dx.doi.org/10.1017/S0954579420000449 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=457 Child and parent outcomes following parent interventions for child emotional and behavioral problems in autism spectrum disorders: A systematic review and meta-analysis / J. TARVER in Autism, 23-7 (October 2019)
[article]
Titre : Child and parent outcomes following parent interventions for child emotional and behavioral problems in autism spectrum disorders: A systematic review and meta-analysis Type de document : Texte imprimé et/ou numérique Auteurs : J. TARVER, Auteur ; M. PALMER, Auteur ; S. WEBB, Auteur ; S. SCOTT, Auteur ; V. SLONIMS, Auteur ; E. SIMONOFF, Auteur ; Tony CHARMAN, Auteur Article en page(s) : p.1630-1644 Langues : Anglais (eng) Mots-clés : IAMHealth autism spectrum disorder emotional and behavioral problems parent efficacy parent stress parent training Index. décimale : PER Périodiques Résumé : There is growing interest in the development of behavioral parent interventions targeting emotional and behavioral problems in children with autism spectrum disorders. Such interventions have potential to improve a number of child and parental well-being outcomes beyond disruptive child behavior. This systematic review and meta-analysis assesses evidence for the efficacy of behavioral parent interventions for disruptive and hyperactive child behavior in autism spectrum disorders, as well as parenting efficacy and stress. A total of 11 articles from nine randomized controlled trials were included. Sufficient data were available to calculate standardized mean difference and show favorable effects of behavioral parent interventions on parent-reported measures of child disruptive behavior (standardized mean difference = 0.67), hyperactivity (standardized mean difference = 0.31) and parent stress (standardized mean difference = 0.37); effects on parent efficacy are less clear (standardized mean difference = 0.39, p = 0.17). There were insufficient data to explore intervention effects on internalizing behavior in autism spectrum disorders, parenting behaviors, or observational and teacher-reported outcomes, providing important avenues for future research. This review adds to growing evidence of the efficacy of behavioral parent interventions for child behavior and parental well-being in autism spectrum disorders (Prospero: CRD42016033979). En ligne : http://dx.doi.org/10.1177/1362361319830042 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=406
in Autism > 23-7 (October 2019) . - p.1630-1644[article] Child and parent outcomes following parent interventions for child emotional and behavioral problems in autism spectrum disorders: A systematic review and meta-analysis [Texte imprimé et/ou numérique] / J. TARVER, Auteur ; M. PALMER, Auteur ; S. WEBB, Auteur ; S. SCOTT, Auteur ; V. SLONIMS, Auteur ; E. SIMONOFF, Auteur ; Tony CHARMAN, Auteur . - p.1630-1644.
Langues : Anglais (eng)
in Autism > 23-7 (October 2019) . - p.1630-1644
Mots-clés : IAMHealth autism spectrum disorder emotional and behavioral problems parent efficacy parent stress parent training Index. décimale : PER Périodiques Résumé : There is growing interest in the development of behavioral parent interventions targeting emotional and behavioral problems in children with autism spectrum disorders. Such interventions have potential to improve a number of child and parental well-being outcomes beyond disruptive child behavior. This systematic review and meta-analysis assesses evidence for the efficacy of behavioral parent interventions for disruptive and hyperactive child behavior in autism spectrum disorders, as well as parenting efficacy and stress. A total of 11 articles from nine randomized controlled trials were included. Sufficient data were available to calculate standardized mean difference and show favorable effects of behavioral parent interventions on parent-reported measures of child disruptive behavior (standardized mean difference = 0.67), hyperactivity (standardized mean difference = 0.31) and parent stress (standardized mean difference = 0.37); effects on parent efficacy are less clear (standardized mean difference = 0.39, p = 0.17). There were insufficient data to explore intervention effects on internalizing behavior in autism spectrum disorders, parenting behaviors, or observational and teacher-reported outcomes, providing important avenues for future research. This review adds to growing evidence of the efficacy of behavioral parent interventions for child behavior and parental well-being in autism spectrum disorders (Prospero: CRD42016033979). En ligne : http://dx.doi.org/10.1177/1362361319830042 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=406 Commentary – bridging the research and practice gap in autism: The importance of creating research partnerships with schools / Sarah PARSONS in Autism, 17-3 (May 2013)
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Titre : Commentary – bridging the research and practice gap in autism: The importance of creating research partnerships with schools Type de document : Texte imprimé et/ou numérique Auteurs : Sarah PARSONS, Auteur ; Tony CHARMAN, Auteur ; Rachel FAULKNER, Auteur ; Jude RAGAN, Auteur ; Simon WALLACE, Auteur ; Kerstin WITTEMEYER, Auteur Article en page(s) : p.268-280 Langues : Anglais (eng) Mots-clés : collaboration evidence-based practice partnership research–practice gapschools Index. décimale : PER Périodiques Résumé : While the last 10 years have seen a significant increase in research published on early intervention and autism, there is a persistent disconnect between educational research and practice. Governments have invested significant funds in autism education, and a range of approaches have been implemented in schools, but there is limited research exploring whether these educational strategies are effective and a lack of involvement of teaching professionals in the research. Given that the majority of children and young people with autism spend most of their time in school and not in early or specialised intervention programmes, there is a compelling need to conduct better educational research and implement educational interventions in schools. We argue that building collaborative partnerships between researchers and school practitioners is central to achieving improved understanding of, and outcomes for, pupils on the autism spectrum. This commentary offers perspectives from teachers about their experiences of, and priorities for, research, and also presents a model of collaboration between autism school practitioners and researchers, which could support a more integrated approach to research. We reflect on the strengths and challenges of this as well as outcomes achieved so far. En ligne : http://dx.doi.org/10.1177/1362361312472068 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200
in Autism > 17-3 (May 2013) . - p.268-280[article] Commentary – bridging the research and practice gap in autism: The importance of creating research partnerships with schools [Texte imprimé et/ou numérique] / Sarah PARSONS, Auteur ; Tony CHARMAN, Auteur ; Rachel FAULKNER, Auteur ; Jude RAGAN, Auteur ; Simon WALLACE, Auteur ; Kerstin WITTEMEYER, Auteur . - p.268-280.
Langues : Anglais (eng)
in Autism > 17-3 (May 2013) . - p.268-280
Mots-clés : collaboration evidence-based practice partnership research–practice gapschools Index. décimale : PER Périodiques Résumé : While the last 10 years have seen a significant increase in research published on early intervention and autism, there is a persistent disconnect between educational research and practice. Governments have invested significant funds in autism education, and a range of approaches have been implemented in schools, but there is limited research exploring whether these educational strategies are effective and a lack of involvement of teaching professionals in the research. Given that the majority of children and young people with autism spend most of their time in school and not in early or specialised intervention programmes, there is a compelling need to conduct better educational research and implement educational interventions in schools. We argue that building collaborative partnerships between researchers and school practitioners is central to achieving improved understanding of, and outcomes for, pupils on the autism spectrum. This commentary offers perspectives from teachers about their experiences of, and priorities for, research, and also presents a model of collaboration between autism school practitioners and researchers, which could support a more integrated approach to research. We reflect on the strengths and challenges of this as well as outcomes achieved so far. En ligne : http://dx.doi.org/10.1177/1362361312472068 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200 Commentary: Glass half full or half empty? Testing social communication interventions for young children with autism – reflections on Landa, Holman, O’Neill, and Stuart (2011) / Tony CHARMAN in Journal of Child Psychology and Psychiatry, 52-1 (January 2011)
[article]
Titre : Commentary: Glass half full or half empty? Testing social communication interventions for young children with autism – reflections on Landa, Holman, O’Neill, and Stuart (2011) Type de document : Texte imprimé et/ou numérique Auteurs : Tony CHARMAN, Auteur Année de publication : 2011 Article en page(s) : p.22-23 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02359.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113
in Journal of Child Psychology and Psychiatry > 52-1 (January 2011) . - p.22-23[article] Commentary: Glass half full or half empty? Testing social communication interventions for young children with autism – reflections on Landa, Holman, O’Neill, and Stuart (2011) [Texte imprimé et/ou numérique] / Tony CHARMAN, Auteur . - 2011 . - p.22-23.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 52-1 (January 2011) . - p.22-23
Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02359.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113 Commentary: Not just genes – reclaiming a role for environmental influences on aetiology and outcome in autism. A commentary on Mandy and Lai (2016) / Tony CHARMAN in Journal of Child Psychology and Psychiatry, 57-3 (March 2016)
PermalinkCommentary: sex difference differences? A reply to Constantino / D. S. MESSINGER in Molecular Autism, 7 (2016)
PermalinkComparing service use and costs among adolescents with autism spectrum disorders, special needs and typical development / Barbara BARRETT in Autism, 19-5 (July 2015)
PermalinkComparison of Parent Questionnaires, Examiner-Led Assessment and Parents' Concerns at 14 Months of Age as Indicators of Later Diagnosis of Autism / Greg PASCO in Journal of Autism and Developmental Disorders, 51-3 (March 2021)
PermalinkConsiderations from the 2017 IMFAR Preconference on Measuring Meaningful Outcomes from School-Age to Adulthood / Vanessa H. BAL in Autism Research, 11-11 (November 2018)
PermalinkCorrection to: The Association Between Emotional and Behavioral Problems in Children with Autism Spectrum Disorder and Psychological Distress in Their Parents: A Systematic Review and Meta-analysis / I. YORKE in Journal of Autism and Developmental Disorders, 48-10 (October 2018)
PermalinkCross-cultural similarities and differences in reporting autistic symptoms in toddlers: A study synthesizing M-CHAT(-R) data from ten countries / Dejan STEVANOVIC in Research in Autism Spectrum Disorders, 95 (July 2022)
PermalinkDépistage des troubles du spectre autistique : les leçons de la recherche et de la pratique clinique / Tony CHARMAN in Enfance, 2009-1 (janvier-mars 2009)
PermalinkDevelopment and Autism: Messages From Developmental Psychopathology / Jacob A. BURACK
PermalinkDevelopment from Preschool through School Age / Tony CHARMAN
PermalinkDevelopment of the Observation Schedule for Children with Autism-Anxiety, Behaviour and Parenting (OSCA-ABP): A New Measure of Child and Parenting Behavior for Use with Young Autistic Children / Melanie PALMER in Journal of Autism and Developmental Disorders, 51-1 (January 2021)
PermalinkDevelopment of the pupillary light reflex from 9 to 24 months: association with common autism spectrum disorder (ASD) genetic liability and 3-year ASD diagnosis / L. A. FISH in Journal of Child Psychology and Psychiatry, 62-11 (November 2021)
PermalinkDevelopmental change in look durations predicts later effortful control in toddlers at familial risk for ASD / A. HENDRY in Journal of Neurodevelopmental Disorders, 10-1 (December 2018)
PermalinkDevelopmental Paths to Anxiety in an Autism-Enriched Infant Cohort: The Role of Temperamental Reactivity and Regulation / M. ERSOY in Journal of Autism and Developmental Disorders, 51-8 (August 2021)
PermalinkDiagnostic stability in young children at risk for autism spectrum disorder: a baby siblings research consortium study / Sally OZONOFF in Journal of Child Psychology and Psychiatry, 56-9 (September 2015)
PermalinkDissecting the phenotypic heterogeneity in sensory features in autism spectrum disorder: a factor mixture modelling approach / J. TILLMANN in Molecular Autism, 11 (2020)
PermalinkEarly development of infants with neurofibromatosis type 1: a case series / A. M. KOLESNIK in Molecular Autism, 8 (2017)
PermalinkEarly developmental pathways to childhood symptoms of attention-deficit hyperactivity disorder, anxiety and autism spectrum disorder / E. SHEPHARD in Journal of Child Psychology and Psychiatry, 60-9 (September 2019)
PermalinkEarly Language Profiles in Infants at High-Risk for Autism Spectrum Disorders / Kristelle HUDRY in Journal of Autism and Developmental Disorders, 44-1 (January 2014)
PermalinkEarly Motor Differences in Infants at Elevated Likelihood of Autism Spectrum Disorder and/or Attention Deficit Hyperactivity Disorder / Jannath BEGUM ALI in Journal of Autism and Developmental Disorders, 50-12 (December 2020)
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