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Auteur Tony CHARMAN |
Documents disponibles écrits par cet auteur (94)
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Autism Resources and Information on the Internet or World Wide Web / Tony CHARMAN in Autism, 3-1 (March 1999)
[article]
Titre : Autism Resources and Information on the Internet or World Wide Web Type de document : Texte imprimé et/ou numérique Auteurs : Tony CHARMAN, Auteur Article en page(s) : p.97-100 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1362361399003001008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=208
in Autism > 3-1 (March 1999) . - p.97-100[article] Autism Resources and Information on the Internet or World Wide Web [Texte imprimé et/ou numérique] / Tony CHARMAN, Auteur . - p.97-100.
Langues : Anglais (eng)
in Autism > 3-1 (March 1999) . - p.97-100
Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1362361399003001008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=208 Autism Spectrum Disorders at 20 and 42 Months of Age: Stability of Clinical and ADI-R Diagnosis / Antony COX in Journal of Child Psychology and Psychiatry, 40-5 (July 1999)
[article]
Titre : Autism Spectrum Disorders at 20 and 42 Months of Age: Stability of Clinical and ADI-R Diagnosis Type de document : Texte imprimé et/ou numérique Auteurs : Antony COX, Auteur ; Kate KLEIN, Auteur ; Tony CHARMAN, Auteur ; Gillian BAIRD, Auteur ; Simon BARON-COHEN, Auteur ; John SWETTENHAM, Auteur ; Auriol DREW, Auteur ; Sally WHEELWRIGHT, Auteur Année de publication : 1999 Article en page(s) : p.719-732 Langues : Anglais (eng) Mots-clés : Autism pervasive developmental disorder diagnosis Autism Diagnostic Interview-Revised stability Index. décimale : PER Périodiques Résumé : The association between, and stability of, clinical diagnosis and diagnosis derived from the Autism Diagnostic Interview-Revised (ADI-R; Lord, Rutter, & Le Couteur, 1994) was examined in a sample of prospectively identified children with childhood autism and other pervasive developmental disorders assessed at the age of 20 months and 42 months. Clinical diagnosis of autism was stable, with all children diagnosed with childhood autism at age 20 months receiving a diagnosis of childhood autism or a related pervasive developmental disorder (PDD) at age 42 months. Clinical diagnosis of childhood autism was also reasonably sensitive, with all children who went on to receive a clinical diagnosis of childhood autism at 42 months being identified as having autism or PDD at 20 months. However, clinical diagnosis for PDD and Asperger's syndrome lacked sensitivity at 20 months, with several children who subsequently received these diagnoses at 42 months receiving diagnoses of language disorder or general developmental delay, as well as in two cases being considered clinically normal, at the earlier timepoint. The ADI-R was found to have good specificity but poor sensitivity at detecting childhood autism at 20 months; however, the stability of diagnosis from 20 to 42 months was good. In addition, the ADI-R at age 20 months was not sensitive to the detection of related PDDs or Asperger's syndrome. The continuity and discontinuity between behavioural abnormalities identified at both timepoints in the three domains of impairment in autism was examined, both in children who met final clinical criteria for an autistic spectrum disorder, and for children with language disorder who did not, as well as for a small sample of typically developing children. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=124
in Journal of Child Psychology and Psychiatry > 40-5 (July 1999) . - p.719-732[article] Autism Spectrum Disorders at 20 and 42 Months of Age: Stability of Clinical and ADI-R Diagnosis [Texte imprimé et/ou numérique] / Antony COX, Auteur ; Kate KLEIN, Auteur ; Tony CHARMAN, Auteur ; Gillian BAIRD, Auteur ; Simon BARON-COHEN, Auteur ; John SWETTENHAM, Auteur ; Auriol DREW, Auteur ; Sally WHEELWRIGHT, Auteur . - 1999 . - p.719-732.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 40-5 (July 1999) . - p.719-732
Mots-clés : Autism pervasive developmental disorder diagnosis Autism Diagnostic Interview-Revised stability Index. décimale : PER Périodiques Résumé : The association between, and stability of, clinical diagnosis and diagnosis derived from the Autism Diagnostic Interview-Revised (ADI-R; Lord, Rutter, & Le Couteur, 1994) was examined in a sample of prospectively identified children with childhood autism and other pervasive developmental disorders assessed at the age of 20 months and 42 months. Clinical diagnosis of autism was stable, with all children diagnosed with childhood autism at age 20 months receiving a diagnosis of childhood autism or a related pervasive developmental disorder (PDD) at age 42 months. Clinical diagnosis of childhood autism was also reasonably sensitive, with all children who went on to receive a clinical diagnosis of childhood autism at 42 months being identified as having autism or PDD at 20 months. However, clinical diagnosis for PDD and Asperger's syndrome lacked sensitivity at 20 months, with several children who subsequently received these diagnoses at 42 months receiving diagnoses of language disorder or general developmental delay, as well as in two cases being considered clinically normal, at the earlier timepoint. The ADI-R was found to have good specificity but poor sensitivity at detecting childhood autism at 20 months; however, the stability of diagnosis from 20 to 42 months was good. In addition, the ADI-R at age 20 months was not sensitive to the detection of related PDDs or Asperger's syndrome. The continuity and discontinuity between behavioural abnormalities identified at both timepoints in the three domains of impairment in autism was examined, both in children who met final clinical criteria for an autistic spectrum disorder, and for children with language disorder who did not, as well as for a small sample of typically developing children. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=124 Autistic symptomatology and language ability in autism spectrum disorder and specific language impairment / Tom LOUCAS in Journal of Child Psychology and Psychiatry, 49-11 (November 2008)
[article]
Titre : Autistic symptomatology and language ability in autism spectrum disorder and specific language impairment Type de document : Texte imprimé et/ou numérique Auteurs : Tom LOUCAS, Auteur ; Tony CHARMAN, Auteur ; Emily SIMONOFF, Auteur ; Andrew PICKLES, Auteur ; Gillian BAIRD, Auteur ; Susie CHANDLER, Auteur ; David MELDRUM, Auteur Année de publication : 2008 Article en page(s) : p.1184-1192 Langues : Anglais (eng) Mots-clés : Autistic-disorder specific-language-impairment SNAP-cohort Index. décimale : PER Périodiques Résumé : Background: Autism spectrum disorders (ASD) and specific language impairment (SLI) are common developmental disorders characterised by deficits in language and communication. The nature of the relationship between them continues to be a matter of debate. This study investigates whether the co-occurrence of ASD and language impairment is associated with differences in severity or pattern of autistic symptomatology or language profile.
Methods: Participants (N = 97) were drawn from a total population cohort of 56,946 screened as part of study to ascertain the prevalence of ASD, aged 9 to 14 years. All children received an ICD-10 clinical diagnosis of ASD or No ASD. Children with nonverbal IQ ≥80 were divided into those with a language impairment (language score of 77 or less) and those without, creating three groups: children with ASD and a language impairment (ALI; N = 41), those with ASD and but no language impairment (ANL; N = 31) and those with language impairment but no ASD (SLI; N = 25).
Results: Children with ALI did not show more current autistic symptoms than those with ANL. Children with SLI were well below the threshold for ASD. Their social adaptation was higher than the ASD groups, but still nearly 2 SD below average. In ALI the combination of ASD and language impairment was associated with weaker functional communication and more severe receptive language difficulties than those found in SLI. Receptive and expressive language were equally impaired in ALI, whereas in SLI receptive language was stronger than expressive.
Conclusions: Co-occurrence of ASD and language impairment is not associated with increased current autistic symptomatology but appears to be associated with greater impairment in receptive language and functional communication.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2008.01951.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=633
in Journal of Child Psychology and Psychiatry > 49-11 (November 2008) . - p.1184-1192[article] Autistic symptomatology and language ability in autism spectrum disorder and specific language impairment [Texte imprimé et/ou numérique] / Tom LOUCAS, Auteur ; Tony CHARMAN, Auteur ; Emily SIMONOFF, Auteur ; Andrew PICKLES, Auteur ; Gillian BAIRD, Auteur ; Susie CHANDLER, Auteur ; David MELDRUM, Auteur . - 2008 . - p.1184-1192.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 49-11 (November 2008) . - p.1184-1192
Mots-clés : Autistic-disorder specific-language-impairment SNAP-cohort Index. décimale : PER Périodiques Résumé : Background: Autism spectrum disorders (ASD) and specific language impairment (SLI) are common developmental disorders characterised by deficits in language and communication. The nature of the relationship between them continues to be a matter of debate. This study investigates whether the co-occurrence of ASD and language impairment is associated with differences in severity or pattern of autistic symptomatology or language profile.
Methods: Participants (N = 97) were drawn from a total population cohort of 56,946 screened as part of study to ascertain the prevalence of ASD, aged 9 to 14 years. All children received an ICD-10 clinical diagnosis of ASD or No ASD. Children with nonverbal IQ ≥80 were divided into those with a language impairment (language score of 77 or less) and those without, creating three groups: children with ASD and a language impairment (ALI; N = 41), those with ASD and but no language impairment (ANL; N = 31) and those with language impairment but no ASD (SLI; N = 25).
Results: Children with ALI did not show more current autistic symptoms than those with ANL. Children with SLI were well below the threshold for ASD. Their social adaptation was higher than the ASD groups, but still nearly 2 SD below average. In ALI the combination of ASD and language impairment was associated with weaker functional communication and more severe receptive language difficulties than those found in SLI. Receptive and expressive language were equally impaired in ALI, whereas in SLI receptive language was stronger than expressive.
Conclusions: Co-occurrence of ASD and language impairment is not associated with increased current autistic symptomatology but appears to be associated with greater impairment in receptive language and functional communication.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2008.01951.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=633 Beyond intervention into daily life: A systematic review of generalisation following social communication interventions for young children with autism / Sophie CARRUTHERS in Autism Research, 13-4 (April 2020)
[article]
Titre : Beyond intervention into daily life: A systematic review of generalisation following social communication interventions for young children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Sophie CARRUTHERS, Auteur ; Andrew PICKLES, Auteur ; Vicky SLONIMS, Auteur ; Patricia HOWLIN, Auteur ; Tony CHARMAN, Auteur Article en page(s) : p.506-522 Langues : Anglais (eng) Mots-clés : autism generalization intervention research learning skill learning social communication Index. décimale : PER Périodiques Résumé : Researchers have generally considered autistic individuals to have difficulties generalising learned skills across novel contexts. Successful generalisation is necessary for an intervention to have benefits in everyday life beyond the original learning environment. We conducted a systematic review of randomised controlled trials of early social communication interventions for children with autism in order to explore generalisation and its measurement. We identified nine RCTs that provided evidence of initial target learning and measured generalisation, of which eight demonstrated at least some successful generalisation across people, settings, and/or activities. The findings did not support the widely reported generalisation 'difficulties' associated with autism. However, generalisation was not consistent across all skills within studies, and one study found no generalisation despite evidence for initial target learning within the intervention context. In general, there are few methodologically sound social communication intervention studies exploring generalisation in autism and no consensus on how it should be measured. In particular, failure to demonstrate initial learning of target skills within the intervention setting and an absence of formal mediation analyses of the hypothesised mechanisms limit current research. We outline a framework within which measurement of generalisation can be considered for use in future trials. To maximise the effectiveness of interventions, the field needs to gain a better understanding of the nature of generalisation among autistic individuals and what additional strategies may further enhance learning. Autism Res 2020, 13: 506-522. (c) 2020 The Authors. Autism Research published by International Society for Autism Research published by Wiley Periodicals, Inc. LAY SUMMARY: It is generally considered that autistic individuals experience difficulties applying things they have learned in one context into different settings (e.g. from school to home). This is important to consider for intervention studies. Our review does not support a complete lack of generalisation but instead suggests that after early social communication intervention, autistic children can transfer some skills to new contexts. Overall, there is limited research in this area and further work is needed. En ligne : http://dx.doi.org/10.1002/aur.2264 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=421
in Autism Research > 13-4 (April 2020) . - p.506-522[article] Beyond intervention into daily life: A systematic review of generalisation following social communication interventions for young children with autism [Texte imprimé et/ou numérique] / Sophie CARRUTHERS, Auteur ; Andrew PICKLES, Auteur ; Vicky SLONIMS, Auteur ; Patricia HOWLIN, Auteur ; Tony CHARMAN, Auteur . - p.506-522.
Langues : Anglais (eng)
in Autism Research > 13-4 (April 2020) . - p.506-522
Mots-clés : autism generalization intervention research learning skill learning social communication Index. décimale : PER Périodiques Résumé : Researchers have generally considered autistic individuals to have difficulties generalising learned skills across novel contexts. Successful generalisation is necessary for an intervention to have benefits in everyday life beyond the original learning environment. We conducted a systematic review of randomised controlled trials of early social communication interventions for children with autism in order to explore generalisation and its measurement. We identified nine RCTs that provided evidence of initial target learning and measured generalisation, of which eight demonstrated at least some successful generalisation across people, settings, and/or activities. The findings did not support the widely reported generalisation 'difficulties' associated with autism. However, generalisation was not consistent across all skills within studies, and one study found no generalisation despite evidence for initial target learning within the intervention context. In general, there are few methodologically sound social communication intervention studies exploring generalisation in autism and no consensus on how it should be measured. In particular, failure to demonstrate initial learning of target skills within the intervention setting and an absence of formal mediation analyses of the hypothesised mechanisms limit current research. We outline a framework within which measurement of generalisation can be considered for use in future trials. To maximise the effectiveness of interventions, the field needs to gain a better understanding of the nature of generalisation among autistic individuals and what additional strategies may further enhance learning. Autism Res 2020, 13: 506-522. (c) 2020 The Authors. Autism Research published by International Society for Autism Research published by Wiley Periodicals, Inc. LAY SUMMARY: It is generally considered that autistic individuals experience difficulties applying things they have learned in one context into different settings (e.g. from school to home). This is important to consider for intervention studies. Our review does not support a complete lack of generalisation but instead suggests that after early social communication intervention, autistic children can transfer some skills to new contexts. Overall, there is limited research in this area and further work is needed. En ligne : http://dx.doi.org/10.1002/aur.2264 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=421
[article]
Titre : Book Reviews Type de document : Texte imprimé et/ou numérique Auteurs : Tony CHARMAN, Auteur Article en page(s) : p.436-437 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1362361398024012 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=207
in Autism > 2-4 (December 1998) . - p.436-437[article] Book Reviews [Texte imprimé et/ou numérique] / Tony CHARMAN, Auteur . - p.436-437.
Langues : Anglais (eng)
in Autism > 2-4 (December 1998) . - p.436-437
Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1362361398024012 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=207 PermalinkPermalinkBrief Report: Associations Between Cognitive Control Processes and Traits of Autism Spectrum Disorder (ASD), attention-Deficit/Hyperactivity Disorder (ADHD) and Anxiety in Children at Elevated and Typical Familial Likelihood for ASD / P. B. G. GODOY in Journal of Autism and Developmental Disorders, 51-8 (August 2021)
PermalinkBrief Report: Associations Between Preverbal Social Communication Skills, Language and Symptom Severity in Children with Autism: An Investigation Using the Early Sociocognitive Battery / Lauren J. TAYLOR in Journal of Autism and Developmental Disorders, 50-4 (April 2020)
PermalinkBrief Report: Coherent Motion Processing in Autism: Is Dot Lifetime an Important Parameter? / Catherine MANNING in Journal of Autism and Developmental Disorders, 45-7 (July 2015)
PermalinkBrief 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)
PermalinkCallous-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)
PermalinkChild 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)
PermalinkCommentary – bridging the research and practice gap in autism: The importance of creating research partnerships with schools / Sarah PARSONS in Autism, 17-3 (May 2013)
PermalinkCommentary: 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)
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