Predicting Developmental Status from 12 to 24 Months in Infants at Risk for Autism Spectrum Disorder: A Preliminary Report / Suzanne L. MACARI in Journal of Autism and Developmental Disorders, 42-12 (December 2012)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 42-12 (December 2012) . - p.2636-2647 Titre : Predicting Developmental Status from 12 to 24 Months in Infants at Risk for Autism Spectrum Disorder: A Preliminary Report Type de document : Texte imprimé et/ou numérique Auteurs : Suzanne L. MACARI, Auteur ; Daniel B. CAMPBELL, Auteur ; Grace W. GENGOUX, Auteur ; Celine A. SAULNIER, Auteur ; Ami KLIN, Auteur ; Katarzyna CHAWARSKA, Auteur Article en page(s) : p.2636-2647 Langues : Anglais (eng) Mots-clés : Autism  Infancy  High risk studies  Longitudinal studies  Pervasive developmental disorder Index. décimale : PER Périodiques Résumé : The study examined whether performance profiles on individual items of the Toddler Module of the Autism Diagnostic Observation Schedule at 12 months are associated with developmental status at 24 months in infants at high and low risk for developing Autism Spectrum Disorder (ASD). A nonparametric decision-tree learning algorithm identified sets of 12-month predictors of developmental status at 24 months. Results suggest that identification of infants who are likely to exhibit symptoms of ASD at 24 months is complicated by variable patterns of symptom emergence. Fine-grained analyses linking specific profiles of strengths and deficits with specific patterns of symptom emergence will be necessary for further refinement of screening and diagnostic instruments for ASD in infancy. En ligne : http://dx.doi.org/10.1007/s10803-012-1521-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=184 [article] Predicting Developmental Status from 12 to 24 Months in Infants at Risk for Autism Spectrum Disorder: A Preliminary Report [Texte imprimé et/ou numérique] / Suzanne L. MACARI, Auteur ; Daniel B. CAMPBELL, Auteur ; Grace W. GENGOUX, Auteur ; Celine A. SAULNIER, Auteur ; Ami KLIN, Auteur ; Katarzyna CHAWARSKA, Auteur . - p.2636-2647. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 42-12 (December 2012) . - p.2636-2647 Mots-clés : Autism  Infancy  High risk studies  Longitudinal studies  Pervasive developmental disorder Index. décimale : PER Périodiques Résumé : The study examined whether performance profiles on individual items of the Toddler Module of the Autism Diagnostic Observation Schedule at 12 months are associated with developmental status at 24 months in infants at high and low risk for developing Autism Spectrum Disorder (ASD). A nonparametric decision-tree learning algorithm identified sets of 12-month predictors of developmental status at 24 months. Results suggest that identification of infants who are likely to exhibit symptoms of ASD at 24 months is complicated by variable patterns of symptom emergence. Fine-grained analyses linking specific profiles of strengths and deficits with specific patterns of symptom emergence will be necessary for further refinement of screening and diagnostic instruments for ASD in infancy. En ligne : http://dx.doi.org/10.1007/s10803-012-1521-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=184

Predicting social and communicative ability in school-age children with autism spectrum disorder: A pilot study of the Social Attribution Task, Multiple Choice / R. BURGER-CAPLAN in Autism, 20-8 (November 2016)  

Public ISBD [article]  inAutism > 20-8 (November 2016) . - p.952-962 Titre : Predicting social and communicative ability in school-age children with autism spectrum disorder: A pilot study of the Social Attribution Task, Multiple Choice Type de document : Texte imprimé et/ou numérique Auteurs : R. BURGER-CAPLAN, Auteur ; Celine A. SAULNIER, Auteur ; Warren JONES, Auteur ; Ami KLIN, Auteur Article en page(s) : p.952-962 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  communicative ability  social ability  social attribution  social cognition  Vineland Index. décimale : PER Périodiques Résumé : The Social Attribution Task, Multiple Choice is introduced as a measure of implicit social cognitive ability in children, addressing a key challenge in quantification of social cognitive function in autism spectrum disorder, whereby individuals can often be successful in explicit social scenarios, despite marked social adaptive deficits. The 19-question Social Attribution Task, Multiple Choice, which presents ambiguous stimuli meant to elicit social attribution, was administered to children with autism spectrum disorder (N?=?23) and to age-matched and verbal IQ–matched typically developing children (N?=?57). The Social Attribution Task, Multiple Choice performance differed between autism spectrum disorder and typically developing groups, with typically developing children performing significantly better than children with autism spectrum disorder. The Social Attribution Task, Multiple Choice scores were positively correlated with age (r?=?0.474) while being independent from verbal IQ (r?=?0.236). The Social Attribution Task, Multiple Choice was strongly correlated with Vineland Adaptive Behavior Scales Communication (r?=?0.464) and Socialization (r?=?0.482) scores, but not with Daily Living Skills scores (r?=?0.116), suggesting that the implicit social cognitive ability underlying performance on the Social Attribution Task, Multiple Choice is associated with real-life social adaptive function. En ligne : http://dx.doi.org/10.1177/1362361315617589 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=294 [article] Predicting social and communicative ability in school-age children with autism spectrum disorder: A pilot study of the Social Attribution Task, Multiple Choice [Texte imprimé et/ou numérique] / R. BURGER-CAPLAN, Auteur ; Celine A. SAULNIER, Auteur ; Warren JONES, Auteur ; Ami KLIN, Auteur . - p.952-962. Langues : Anglais (eng) in Autism > 20-8 (November 2016) . - p.952-962 Mots-clés : autism spectrum disorder  communicative ability  social ability  social attribution  social cognition  Vineland Index. décimale : PER Périodiques Résumé : The Social Attribution Task, Multiple Choice is introduced as a measure of implicit social cognitive ability in children, addressing a key challenge in quantification of social cognitive function in autism spectrum disorder, whereby individuals can often be successful in explicit social scenarios, despite marked social adaptive deficits. The 19-question Social Attribution Task, Multiple Choice, which presents ambiguous stimuli meant to elicit social attribution, was administered to children with autism spectrum disorder (N?=?23) and to age-matched and verbal IQ–matched typically developing children (N?=?57). The Social Attribution Task, Multiple Choice performance differed between autism spectrum disorder and typically developing groups, with typically developing children performing significantly better than children with autism spectrum disorder. The Social Attribution Task, Multiple Choice scores were positively correlated with age (r?=?0.474) while being independent from verbal IQ (r?=?0.236). The Social Attribution Task, Multiple Choice was strongly correlated with Vineland Adaptive Behavior Scales Communication (r?=?0.464) and Socialization (r?=?0.482) scores, but not with Daily Living Skills scores (r?=?0.116), suggesting that the implicit social cognitive ability underlying performance on the Social Attribution Task, Multiple Choice is associated with real-life social adaptive function. En ligne : http://dx.doi.org/10.1177/1362361315617589 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=294

Production of syllable stress in speakers with autism spectrum disorders / Rhea PAUL in Research in Autism Spectrum Disorders, 2-1 (January/March 2008)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 2-1 (January/March 2008) . - p.110-124 Titre : Production of syllable stress in speakers with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Rhea PAUL, Auteur ; Fred R. VOLKMAR, Auteur ; Ami KLIN, Auteur ; Nancy BIANCHI, Auteur ; Amy AUGUSTYN, Auteur Année de publication : 2008 Article en page(s) : p.110-124 Langues : Anglais (eng) Mots-clés : Syllable-stress Prosody Autism Index. décimale : PER Périodiques Résumé : This paper reports a study of the ability to reproduce stress in a nonsense syllable imitation task by adolescent speakers with autism spectrum disorders (ASD), as compared to typically developing (TD) age-mates. Results are reported for both raters’ judgments of the subjects’ stress production, as well as acoustic measures of pitch range and duration during stressed and unstressed syllable production. Results reveal small but significant differences between speakers with ASD and typical speakers in both perceptual ratings of stress and instrumental measures of duration of syllables. The implications of these findings for understanding prosodic deficits in ASD are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2007.04.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=330 [article] Production of syllable stress in speakers with autism spectrum disorders [Texte imprimé et/ou numérique] / Rhea PAUL, Auteur ; Fred R. VOLKMAR, Auteur ; Ami KLIN, Auteur ; Nancy BIANCHI, Auteur ; Amy AUGUSTYN, Auteur . - 2008 . - p.110-124. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 2-1 (January/March 2008) . - p.110-124 Mots-clés : Syllable-stress Prosody Autism Index. décimale : PER Périodiques Résumé : This paper reports a study of the ability to reproduce stress in a nonsense syllable imitation task by adolescent speakers with autism spectrum disorders (ASD), as compared to typically developing (TD) age-mates. Results are reported for both raters’ judgments of the subjects’ stress production, as well as acoustic measures of pitch range and duration during stressed and unstressed syllable production. Results reveal small but significant differences between speakers with ASD and typical speakers in both perceptual ratings of stress and instrumental measures of duration of syllables. The implications of these findings for understanding prosodic deficits in ASD are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2007.04.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=330

Promoting Social Skill Development in Children With Pervasive Developmental Disorders: A Feasibility and Efficacy Study / Kathleen KOENIG in Journal of Autism and Developmental Disorders, 40-10 (October 2010)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 40-10 (October 2010) . - p.1209-1218 Titre : Promoting Social Skill Development in Children With Pervasive Developmental Disorders: A Feasibility and Efficacy Study Type de document : Texte imprimé et/ou numérique Auteurs : Kathleen KOENIG, Auteur ; Ami KLIN, Auteur ; Lawrence SCAHILL, Auteur ; Susan W. WHITE, Auteur ; Maryellen PACHLER, Auteur ; Monika LAU, Auteur ; Moira LEWIS, Auteur Année de publication : 2010 Article en page(s) : p.1209-1218 Langues : Anglais (eng) Mots-clés : Autism Developmental-disorders Social-skills Intervention Index. décimale : PER Périodiques Résumé : A randomized controlled design was employed to evaluate a social skills intervention for children with pervasive developmental disorders. Aims included evaluating the acceptability of the program and gathering preliminary evidence on efficacy. Forty-four children, ages 8–11 years, were randomly assigned to treatment or wait list. Treatment consisted of a 16-week group intervention designed to teach appropriate social behavior. Between group comparisons showed that children in treatment were rated as improved on the primary outcome measure, (unblinded parent report), but not on the secondary outcome measure, a parent questionnaire. Parents reported a high level of satisfaction with the intervention. The study supports the feasibility of this intervention to families and highlights challenges for future research in social skills intervention. En ligne : http://dx.doi.org/10.1007/s10803-010-0979-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=110 [article] Promoting Social Skill Development in Children With Pervasive Developmental Disorders: A Feasibility and Efficacy Study [Texte imprimé et/ou numérique] / Kathleen KOENIG, Auteur ; Ami KLIN, Auteur ; Lawrence SCAHILL, Auteur ; Susan W. WHITE, Auteur ; Maryellen PACHLER, Auteur ; Monika LAU, Auteur ; Moira LEWIS, Auteur . - 2010 . - p.1209-1218. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 40-10 (October 2010) . - p.1209-1218 Mots-clés : Autism Developmental-disorders Social-skills Intervention Index. décimale : PER Périodiques Résumé : A randomized controlled design was employed to evaluate a social skills intervention for children with pervasive developmental disorders. Aims included evaluating the acceptability of the program and gathering preliminary evidence on efficacy. Forty-four children, ages 8–11 years, were randomly assigned to treatment or wait list. Treatment consisted of a 16-week group intervention designed to teach appropriate social behavior. Between group comparisons showed that children in treatment were rated as improved on the primary outcome measure, (unblinded parent report), but not on the secondary outcome measure, a parent questionnaire. Parents reported a high level of satisfaction with the intervention. The study supports the feasibility of this intervention to families and highlights challenges for future research in social skills intervention. En ligne : http://dx.doi.org/10.1007/s10803-010-0979-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=110

A prospective study of toddlers with ASD: short-term diagnostic and cognitive outcomes / Katarzyna CHAWARSKA in Journal of Child Psychology and Psychiatry, 50-10 (October 2009)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 50-10 (October 2009) . - p.1235-1245 Titre : A prospective study of toddlers with ASD: short-term diagnostic and cognitive outcomes Type de document : Texte imprimé et/ou numérique Auteurs : Katarzyna CHAWARSKA, Auteur ; Fred R. VOLKMAR, Auteur ; Rhea PAUL, Auteur ; Ami KLIN, Auteur ; Suzanne L. MACARI, Auteur Année de publication : 2009 Article en page(s) : p.1235-1245 Langues : Anglais (eng) Mots-clés : Autism ASD PDD-NOS toddlers early-diagnosis assessment prospective-studies Index. décimale : PER Périodiques Résumé : Background: Despite recent increases in the number of toddlers referred for a differential diagnosis of autism spectrum disorders (ASD), knowledge of short-term stability of the early diagnosis as well as cognitive outcomes in this cohort is still limited. Method: Cognitive, social, and communication skills of 89 clinic-referred toddlers were assessed at the average age of 21.5 (SD = 4.9) months, and reassessed at 46.9 (SD = 7.7) months. Groups with stable and unstable diagnostic presentation were identified and compared on their profile of cognitive and social-communicative skills obtained at the time of initial diagnosis. Results: Stability of the ASD diagnosis was 100%; diagnosis of autism was stable in 74% of cases as compared to 83% and 81% in PDD-NOS and Non-ASD groups, respectively. Worsening of social disability symptoms resulting in autism diagnosis was noted in 17% of toddlers initially diagnosed with PDD-NOS and in 19% of toddlers with initial diagnosis of non-ASD disorder. However, marked improvement was noted in approximately 1/4 of children initially presenting with autism, warranting diagnostic reassignment to PDD-NOS at follow-up. An analysis of developmental skills profiles suggests particular relevance of the assessment of verbal and nonverbal communication skills to diagnostic differentiation between subtypes within ASD in the second year of life. Conclusions: Stability of ASD diagnosis in toddlers is high, though marked changes in severity of symptoms is to be expected in a minority of cases. Simultaneous consideration of cognitive, social, and communication skills profiles enhances accuracy of diagnostic classification and prediction of outcome. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2009.02101.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=838 [article] A prospective study of toddlers with ASD: short-term diagnostic and cognitive outcomes [Texte imprimé et/ou numérique] / Katarzyna CHAWARSKA, Auteur ; Fred R. VOLKMAR, Auteur ; Rhea PAUL, Auteur ; Ami KLIN, Auteur ; Suzanne L. MACARI, Auteur . - 2009 . - p.1235-1245. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 50-10 (October 2009) . - p.1235-1245 Mots-clés : Autism ASD PDD-NOS toddlers early-diagnosis assessment prospective-studies Index. décimale : PER Périodiques Résumé : Background: Despite recent increases in the number of toddlers referred for a differential diagnosis of autism spectrum disorders (ASD), knowledge of short-term stability of the early diagnosis as well as cognitive outcomes in this cohort is still limited. Method: Cognitive, social, and communication skills of 89 clinic-referred toddlers were assessed at the average age of 21.5 (SD = 4.9) months, and reassessed at 46.9 (SD = 7.7) months. Groups with stable and unstable diagnostic presentation were identified and compared on their profile of cognitive and social-communicative skills obtained at the time of initial diagnosis. Results: Stability of the ASD diagnosis was 100%; diagnosis of autism was stable in 74% of cases as compared to 83% and 81% in PDD-NOS and Non-ASD groups, respectively. Worsening of social disability symptoms resulting in autism diagnosis was noted in 17% of toddlers initially diagnosed with PDD-NOS and in 19% of toddlers with initial diagnosis of non-ASD disorder. However, marked improvement was noted in approximately 1/4 of children initially presenting with autism, warranting diagnostic reassignment to PDD-NOS at follow-up. An analysis of developmental skills profiles suggests particular relevance of the assessment of verbal and nonverbal communication skills to diagnostic differentiation between subtypes within ASD in the second year of life. Conclusions: Stability of ASD diagnosis in toddlers is high, though marked changes in severity of symptoms is to be expected in a minority of cases. Simultaneous consideration of cognitive, social, and communication skills profiles enhances accuracy of diagnostic classification and prediction of outcome. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2009.02101.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=838

Rapid video-referenced ratings of reciprocal social behavior in toddlers: a twin study / Natasha MARRUS in Journal of Child Psychology and Psychiatry, 56-12 (December 2015)  

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Reliability of the ADI-R for the Single Case-Part II: Clinical Versus Statistical Significance / Domenic V. CICCHETTI in Journal of Autism and Developmental Disorders, 44-12 (December 2014)  

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Reliability of the ADI-R: Multiple Examiners Evaluate a Single Case / Domenic V. CICCHETTI in Journal of Autism and Developmental Disorders, 38-4 (April 2008)  

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Screening for autism in older and younger toddlers with the Modified Checklist for Autism in Toddlers / Juhi PANDEY in Autism, 12-5 (September 2008)  

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Social and Communication Abilities and Disabilities in Higher Functioning Individuals with Autism Spectrum Disorders: The Vineland and the ADOS / Ami KLIN in Journal of Autism and Developmental Disorders, 37-4 (April 2007)  

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Social Development in Autism / Alice S. CARTER

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Studying the Emergence of Autism Spectrum Disorders in High-risk Infants: Methodological and Practical Issues / Lonnie ZWAIGENBAUM in Journal of Autism and Developmental Disorders, 37-3 (March 2007)  

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Subtyping the Autism Spectrum Disorders: Theoretical, Research, and Clinical Considerations / Ami KLIN

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Supporting More Able Students on the Autism Spectrum: College and Beyond / Ernst O. VANBERGEIJK in Journal of Autism and Developmental Disorders, 38-7 (August 2008)  

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The Enactive Mind—From Actions to Cognition: Lessons from Autism / Ami KLIN

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