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Auteur Maryellen Brunson MCCLAIN |
Documents disponibles écrits par cet auteur (5)
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Current state of autism knowledge in the general population of the United States / Megan E. GOLSON in Research in Autism Spectrum Disorders, 90 (February 2022)
[article]
Titre : Current state of autism knowledge in the general population of the United States Type de document : Texte imprimé et/ou numérique Auteurs : Megan E. GOLSON, Auteur ; Kandice J. BENALLIE, Auteur ; Chandler M. BENNEY, Auteur ; Sarah E. SCHWARTZ, Auteur ; Maryellen Brunson MCCLAIN, Auteur ; Bryn HARRIS, Auteur Article en page(s) : 101886 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Autism General population Knowledge Lay beliefs Index. décimale : PER Périodiques Résumé : Background The increasing prevalence of autism warrants increased knowledge for laypersons who engage with autistic individuals . However, limited research has been conducted on the general population’s knowledge of autism. Method The present study describes the current level of autism knowledge among a general population sample in the United States (N = 318) using the Autism Spectrum Knowledge Scale, General Population version (ASKSG; McClain et al., 2019). Results Participants in our study were more knowledgeable about the symptoms and behaviors associated with autism than the etiology, prevalence, and assessment procedures. Conclusions The lack of knowledge in the general population surrounding autism necessitates further efforts to increase public awareness. En ligne : https://doi.org/10.1016/j.rasd.2021.101886 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458
in Research in Autism Spectrum Disorders > 90 (February 2022) . - 101886[article] Current state of autism knowledge in the general population of the United States [Texte imprimé et/ou numérique] / Megan E. GOLSON, Auteur ; Kandice J. BENALLIE, Auteur ; Chandler M. BENNEY, Auteur ; Sarah E. SCHWARTZ, Auteur ; Maryellen Brunson MCCLAIN, Auteur ; Bryn HARRIS, Auteur . - 101886.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 90 (February 2022) . - 101886
Mots-clés : Autism spectrum disorder Autism General population Knowledge Lay beliefs Index. décimale : PER Périodiques Résumé : Background The increasing prevalence of autism warrants increased knowledge for laypersons who engage with autistic individuals . However, limited research has been conducted on the general population’s knowledge of autism. Method The present study describes the current level of autism knowledge among a general population sample in the United States (N = 318) using the Autism Spectrum Knowledge Scale, General Population version (ASKSG; McClain et al., 2019). Results Participants in our study were more knowledgeable about the symptoms and behaviors associated with autism than the etiology, prevalence, and assessment procedures. Conclusions The lack of knowledge in the general population surrounding autism necessitates further efforts to increase public awareness. En ligne : https://doi.org/10.1016/j.rasd.2021.101886 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458 Executive functioning in children with ASD + ADHD and ASD + ID: A systematic review / Kandice J. BENALLIE in Research in Autism Spectrum Disorders, 86 (August 2021)
[article]
Titre : Executive functioning in children with ASD + ADHD and ASD + ID: A systematic review Type de document : Texte imprimé et/ou numérique Auteurs : Kandice J. BENALLIE, Auteur ; Maryellen Brunson MCCLAIN, Auteur ; Kaelah E. BAKNER, Auteur ; Tyus ROANHORSE, Auteur ; Jennifer HA, Auteur Article en page(s) : 101807 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Attention-deficit/hyperactivity disorder Intellectual disability Executive functions Children Index. décimale : PER Périodiques Résumé : Executive functions (EF) are skills that impact an individual’s ability to flexibly and efficiently problem solve and react to their environment. Children with neurodevelopmental disorders (NDDs), such as autism spectrum disorder (ASD), commonly experience EF deficits. However, it is unclear how a co-occurring diagnosis of attention-deficit/hyperactivity disorder (ADHD) or intellectual disability (ID) impact EF in children with ASD. This study systematically reviewed 26 studies – within 24 journal articles – that examined EF among children with ASD + ADHD and ASD + ID. Results revealed many non-congruent findings regarding EF in children with ASD + ADHD and ASD + ID, including differences across performance-based and indirect measures of EF. Children with ASD + ADHD exhibited unique flexibility and shifting, inhibition, and attention deficits. Among children with ASD + ID, planning and organizing, flexibility and shifting, attention, behavior regulation, and global EF skills significantly differed from comparison groups. Notably, these findings were dependent on assessment type used (performance-based versus indirect). Furthermore, analyses of mean Z-scores suggest that children with ASD + ADHD and ASD + ID exhibited more severe EF impairments than children with ASD. These results may be used to inform assessment practices for differentiating and determining co-occurring diagnoses. Understanding unique EF deficits may also inform the development of targeted treatment and interventions. En ligne : https://doi.org/10.1016/j.rasd.2021.101807 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458
in Research in Autism Spectrum Disorders > 86 (August 2021) . - 101807[article] Executive functioning in children with ASD + ADHD and ASD + ID: A systematic review [Texte imprimé et/ou numérique] / Kandice J. BENALLIE, Auteur ; Maryellen Brunson MCCLAIN, Auteur ; Kaelah E. BAKNER, Auteur ; Tyus ROANHORSE, Auteur ; Jennifer HA, Auteur . - 101807.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 86 (August 2021) . - 101807
Mots-clés : Autism spectrum disorder Attention-deficit/hyperactivity disorder Intellectual disability Executive functions Children Index. décimale : PER Périodiques Résumé : Executive functions (EF) are skills that impact an individual’s ability to flexibly and efficiently problem solve and react to their environment. Children with neurodevelopmental disorders (NDDs), such as autism spectrum disorder (ASD), commonly experience EF deficits. However, it is unclear how a co-occurring diagnosis of attention-deficit/hyperactivity disorder (ADHD) or intellectual disability (ID) impact EF in children with ASD. This study systematically reviewed 26 studies – within 24 journal articles – that examined EF among children with ASD + ADHD and ASD + ID. Results revealed many non-congruent findings regarding EF in children with ASD + ADHD and ASD + ID, including differences across performance-based and indirect measures of EF. Children with ASD + ADHD exhibited unique flexibility and shifting, inhibition, and attention deficits. Among children with ASD + ID, planning and organizing, flexibility and shifting, attention, behavior regulation, and global EF skills significantly differed from comparison groups. Notably, these findings were dependent on assessment type used (performance-based versus indirect). Furthermore, analyses of mean Z-scores suggest that children with ASD + ADHD and ASD + ID exhibited more severe EF impairments than children with ASD. These results may be used to inform assessment practices for differentiating and determining co-occurring diagnoses. Understanding unique EF deficits may also inform the development of targeted treatment and interventions. En ligne : https://doi.org/10.1016/j.rasd.2021.101807 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458 Inclusion of racially and ethnically diverse populations in ASD intervention research / Bryn HARRIS in Research in Autism Spectrum Disorders, 73 (May 2019)
[article]
Titre : Inclusion of racially and ethnically diverse populations in ASD intervention research Type de document : Texte imprimé et/ou numérique Auteurs : Bryn HARRIS, Auteur ; Erin E. BARTON, Auteur ; Maryellen Brunson MCCLAIN, Auteur Article en page(s) : 101551 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Intervention research Race Ethnicity Diversity Index. décimale : PER Périodiques Résumé : As the United States becomes increasingly racially/ethnically diverse, the need to understand intervention effectiveness among diverse populations with Autism Spectrum Disorder (ASD) becomes more important. Limited research has investigated the inclusion of diverse populations in ASD intervention research. We conducted a scoping review to investigate the gaps in the ASD intervention research for racially/ethnically diverse populations. The authors examined 79 ASD intervention studies spanning a 17-year-time period to investigate their inclusion of racially/ethnically diverse participants. Across all studies, this information was provided in 21.5 % percent of studies and among 32.8 % of the total participants. Although there was a general trend toward increased inclusion of racially/ethnically diverse participants over time, there remains an underrepresentation of diverse populations within ASD intervention literature. En ligne : https://doi.org/10.1016/j.rasd.2020.101551 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422
in Research in Autism Spectrum Disorders > 73 (May 2019) . - 101551[article] Inclusion of racially and ethnically diverse populations in ASD intervention research [Texte imprimé et/ou numérique] / Bryn HARRIS, Auteur ; Erin E. BARTON, Auteur ; Maryellen Brunson MCCLAIN, Auteur . - 101551.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 73 (May 2019) . - 101551
Mots-clés : Autism spectrum disorder Intervention research Race Ethnicity Diversity Index. décimale : PER Périodiques Résumé : As the United States becomes increasingly racially/ethnically diverse, the need to understand intervention effectiveness among diverse populations with Autism Spectrum Disorder (ASD) becomes more important. Limited research has investigated the inclusion of diverse populations in ASD intervention research. We conducted a scoping review to investigate the gaps in the ASD intervention research for racially/ethnically diverse populations. The authors examined 79 ASD intervention studies spanning a 17-year-time period to investigate their inclusion of racially/ethnically diverse participants. Across all studies, this information was provided in 21.5 % percent of studies and among 32.8 % of the total participants. Although there was a general trend toward increased inclusion of racially/ethnically diverse participants over time, there remains an underrepresentation of diverse populations within ASD intervention literature. En ligne : https://doi.org/10.1016/j.rasd.2020.101551 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422 School-Clinic Care Coordination for Youth with ASD: A National Survey of School Psychologists / Maryellen Brunson MCCLAIN in Journal of Autism and Developmental Disorders, 50-9 (September 2020)
[article]
Titre : School-Clinic Care Coordination for Youth with ASD: A National Survey of School Psychologists Type de document : Texte imprimé et/ou numérique Auteurs : Maryellen Brunson MCCLAIN, Auteur ; Jeffrey D. SHAHIDULLAH, Auteur ; Katherine R. MEZHER, Auteur ; Cassity R. HAVERKAMP, Auteur ; Kandice J. BENALLIE, Auteur ; Sarah E. SCHWARTZ, Auteur Article en page(s) : p.3081-3091 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder (ASD) Coordinated care Interdisciplinary collaboration School psychologists Index. décimale : PER Périodiques Résumé : Many youth with autism spectrum disorder (ASD) may benefit from interdisciplinary care coordination. Communication and collaboration between the school and clinic settings is particularly important when youth with ASD are receiving both special education and clinic-based services. The responsibility of initiating coordinated care has historically been with the medical home (e.g., primary care clinicians), however, educational professionals (e.g., school psychologists) are also well positioned to assume a leadership role in care coordination. Little is known about the current state, feasibility, or effectiveness of school psychologists leading care coordination efforts. The current study utilizes a mixed-method approach to understand school psychologists' engagement in interdisciplinary collaboration across settings, a central tenet to coordinated care, in providing services to youth with ASD. En ligne : http://dx.doi.org/10.1007/s10803-019-03985-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=430
in Journal of Autism and Developmental Disorders > 50-9 (September 2020) . - p.3081-3091[article] School-Clinic Care Coordination for Youth with ASD: A National Survey of School Psychologists [Texte imprimé et/ou numérique] / Maryellen Brunson MCCLAIN, Auteur ; Jeffrey D. SHAHIDULLAH, Auteur ; Katherine R. MEZHER, Auteur ; Cassity R. HAVERKAMP, Auteur ; Kandice J. BENALLIE, Auteur ; Sarah E. SCHWARTZ, Auteur . - p.3081-3091.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 50-9 (September 2020) . - p.3081-3091
Mots-clés : Autism spectrum disorder (ASD) Coordinated care Interdisciplinary collaboration School psychologists Index. décimale : PER Périodiques Résumé : Many youth with autism spectrum disorder (ASD) may benefit from interdisciplinary care coordination. Communication and collaboration between the school and clinic settings is particularly important when youth with ASD are receiving both special education and clinic-based services. The responsibility of initiating coordinated care has historically been with the medical home (e.g., primary care clinicians), however, educational professionals (e.g., school psychologists) are also well positioned to assume a leadership role in care coordination. Little is known about the current state, feasibility, or effectiveness of school psychologists leading care coordination efforts. The current study utilizes a mixed-method approach to understand school psychologists' engagement in interdisciplinary collaboration across settings, a central tenet to coordinated care, in providing services to youth with ASD. En ligne : http://dx.doi.org/10.1007/s10803-019-03985-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=430 Validation of the ASKSG with a Parent Sample in the United States / Kandice J. BENALLIE in Journal of Autism and Developmental Disorders, 50-12 (December 2020)
[article]
Titre : Validation of the ASKSG with a Parent Sample in the United States Type de document : Texte imprimé et/ou numérique Auteurs : Kandice J. BENALLIE, Auteur ; Maryellen Brunson MCCLAIN, Auteur ; Bryn HARRIS, Auteur ; Sarah E. SCHWARTZ, Auteur Article en page(s) : p.4557-4565 Langues : Anglais (eng) Mots-clés : Autism Autism spectrum disorders Knowledge Lay beliefs Parent population Parents Index. décimale : PER Périodiques Résumé : Parents play a critical role in the early identification of ASD because of their experiential knowledge and frequent observations of their children. Being knowledgeable about ASD may help parents recognize early signs and symptoms, know to which professionals to express their concerns, and better navigate systems of care. An appropriate measure of ASD knowledge for parents is essential to further understand the importance of ASD knowledge in this population. This study sought to validate the Autism Spectrum Knowledge Scale-General Population Version (ASKSG) with a sample of parents with children under the age of 18 years in the United States. Results indicate that the ASKSG is a valid and reliable measure for use with parents. En ligne : http://dx.doi.org/10.1007/s10803-020-04480-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=434
in Journal of Autism and Developmental Disorders > 50-12 (December 2020) . - p.4557-4565[article] Validation of the ASKSG with a Parent Sample in the United States [Texte imprimé et/ou numérique] / Kandice J. BENALLIE, Auteur ; Maryellen Brunson MCCLAIN, Auteur ; Bryn HARRIS, Auteur ; Sarah E. SCHWARTZ, Auteur . - p.4557-4565.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 50-12 (December 2020) . - p.4557-4565
Mots-clés : Autism Autism spectrum disorders Knowledge Lay beliefs Parent population Parents Index. décimale : PER Périodiques Résumé : Parents play a critical role in the early identification of ASD because of their experiential knowledge and frequent observations of their children. Being knowledgeable about ASD may help parents recognize early signs and symptoms, know to which professionals to express their concerns, and better navigate systems of care. An appropriate measure of ASD knowledge for parents is essential to further understand the importance of ASD knowledge in this population. This study sought to validate the Autism Spectrum Knowledge Scale-General Population Version (ASKSG) with a sample of parents with children under the age of 18 years in the United States. Results indicate that the ASKSG is a valid and reliable measure for use with parents. En ligne : http://dx.doi.org/10.1007/s10803-020-04480-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=434