Anxiety and ASD in Schools: School-Related Issues and Individualized Education Programs / Christopher LOPATA  

Public ISBD in Anxiety in Children and Adolescents with Autism Spectrum Disorder / Connor M. KERNS Titre : Anxiety and ASD in Schools: School-Related Issues and Individualized Education Programs Type de document : Texte imprimé et/ou numérique Auteurs : Christopher LOPATA, Auteur ; James P. DONNELLY, Auteur ; Marcus L. THOMEER, Auteur Année de publication : 2017 Importance : p.211-230 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  anxiety  autism  schools  cognitive behavioral treatment  stress Index. décimale : PAR-B PAR-B - Anxiété Résumé : Abstract Youth with autism spectrum disorder (ASD) spend a significant amount of their development in educational settings and education law mandates that they be provided an appropriate education. School staff are increasingly challenged to adequately evaluate and treat symptoms of ASD, as well as any number of secondary symptoms. Anxiety is one of the most common co-occurring difficulties of students with ASD. Anxiety-related problems are a significant concern in school settings as they can exacerbate core symptoms of ASD, disrupt learning, and interfere with other interventions. Although the large majority of studies involving anxiety and youth with ASD have been conducted in nonschool settings, many have yielded findings that are highly relevant and applicable to schools. This chapter examines anxiety and ASD in school settings, with an emphasis on research studies conducted in school settings or with school-derived samples, when available. Where school-based evidence is limited or nonexistent, data from the broader evidence-base are presented to inform the considerations and practices of educational teams. The chapter begins with an overview of how ASD is defined in clinical and educational settings, followed by a review of anxiety-related problems in youth with ASD in school settings. This is followed by a discussion of school-based assessment of anxiety in students with ASD and finally intervention development, implementation, and monitoring of anxiety symptoms using the Individualized Education Program (IEP). En ligne : http://dx.doi.org/10.1016/B978-0-12-805122-1.00011-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=300 in Anxiety in Children and Adolescents with Autism Spectrum Disorder / Connor M. KERNS Anxiety and ASD in Schools: School-Related Issues and Individualized Education Programs [Texte imprimé et/ou numérique] / Christopher LOPATA, Auteur ; James P. DONNELLY, Auteur ; Marcus L. THOMEER, Auteur . - 2017 . - p.211-230. Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  anxiety  autism  schools  cognitive behavioral treatment  stress Index. décimale : PAR-B PAR-B - Anxiété Résumé : Abstract Youth with autism spectrum disorder (ASD) spend a significant amount of their development in educational settings and education law mandates that they be provided an appropriate education. School staff are increasingly challenged to adequately evaluate and treat symptoms of ASD, as well as any number of secondary symptoms. Anxiety is one of the most common co-occurring difficulties of students with ASD. Anxiety-related problems are a significant concern in school settings as they can exacerbate core symptoms of ASD, disrupt learning, and interfere with other interventions. Although the large majority of studies involving anxiety and youth with ASD have been conducted in nonschool settings, many have yielded findings that are highly relevant and applicable to schools. This chapter examines anxiety and ASD in school settings, with an emphasis on research studies conducted in school settings or with school-derived samples, when available. Where school-based evidence is limited or nonexistent, data from the broader evidence-base are presented to inform the considerations and practices of educational teams. The chapter begins with an overview of how ASD is defined in clinical and educational settings, followed by a review of anxiety-related problems in youth with ASD in school settings. This is followed by a discussion of school-based assessment of anxiety in students with ASD and finally intervention development, implementation, and monitoring of anxiety symptoms using the Individualized Education Program (IEP). En ligne : http://dx.doi.org/10.1016/B978-0-12-805122-1.00011-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=300

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ASD Symptoms, Social Skills, and Comorbidity: Predictors of Bullying Perpetration / Stephanie S. FREDRICK in Journal of Autism and Developmental Disorders, 53-8 (August 2023)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 53-8 (August 2023) . - p.3092-3102 Titre : ASD Symptoms, Social Skills, and Comorbidity: Predictors of Bullying Perpetration Type de document : Texte imprimé et/ou numérique Auteurs : Stephanie S. FREDRICK, Auteur ; Amanda B. NICKERSON, Auteur ; Lucia SUN, Auteur ; Jonathan D. RODGERS, Auteur ; Marcus L. THOMEER, Auteur ; Christopher LOPATA, Auteur ; Fable TODD, Auteur Article en page(s) : p.3092-3102 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Children with ASD are more likely to be involved in bullying compared to typically developing peers; however, studies rarely examine bullying perpetration and the contributing factors among this population. The primary aim of this study was to examine the extent to which parent-reported ASD symptoms, social skills, and comorbid externalizing and internalizing symptoms predicted bullying perpetration in a sample of 390 children with ASD without intellectual disability. Findings from hierarchical regression analyses indicated that social skill deficits, externalizing symptoms (i.e., hyperactivity, aggression, and conduct problems), and depressive symptoms were associated with higher likelihood of bullying perpetration, while severity of ASD symptoms and anxiety were not significant predictors. Further research is needed to better understand bullying perpetration among children with ASD. En ligne : https://doi.org/10.1007/s10803-022-05612-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=508 [article] ASD Symptoms, Social Skills, and Comorbidity: Predictors of Bullying Perpetration [Texte imprimé et/ou numérique] / Stephanie S. FREDRICK, Auteur ; Amanda B. NICKERSON, Auteur ; Lucia SUN, Auteur ; Jonathan D. RODGERS, Auteur ; Marcus L. THOMEER, Auteur ; Christopher LOPATA, Auteur ; Fable TODD, Auteur . - p.3092-3102. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 53-8 (August 2023) . - p.3092-3102 Index. décimale : PER Périodiques Résumé : Children with ASD are more likely to be involved in bullying compared to typically developing peers; however, studies rarely examine bullying perpetration and the contributing factors among this population. The primary aim of this study was to examine the extent to which parent-reported ASD symptoms, social skills, and comorbid externalizing and internalizing symptoms predicted bullying perpetration in a sample of 390 children with ASD without intellectual disability. Findings from hierarchical regression analyses indicated that social skill deficits, externalizing symptoms (i.e., hyperactivity, aggression, and conduct problems), and depressive symptoms were associated with higher likelihood of bullying perpetration, while severity of ASD symptoms and anxiety were not significant predictors. Further research is needed to better understand bullying perpetration among children with ASD. En ligne : https://doi.org/10.1007/s10803-022-05612-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=508

Autism and Anxiety in School / Christopher LOPATA  

Public ISBD in Handbook of Autism and Anxiety / Thompson E. III DAVIS Titre : Autism and Anxiety in School Type de document : Texte imprimé et/ou numérique Auteurs : Christopher LOPATA, Auteur ; Marcus L. THOMEER, Auteur Année de publication : 2014 Importance : p.201-214 Langues : Anglais (eng) Index. décimale : PAR-B PAR-B - Anxiété En ligne : http://dx.doi.org/10.1007/978-3-319-06796-4_14 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=301 in Handbook of Autism and Anxiety / Thompson E. III DAVIS Autism and Anxiety in School [Texte imprimé et/ou numérique] / Christopher LOPATA, Auteur ; Marcus L. THOMEER, Auteur . - 2014 . - p.201-214. Langues : Anglais (eng) Index. décimale : PAR-B PAR-B - Anxiété En ligne : http://dx.doi.org/10.1007/978-3-319-06796-4_14 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=301

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BASC-2 PRS Profiles for Students with High-Functioning Autism Spectrum Disorders / Martin A. VOLKER in Journal of Autism and Developmental Disorders, 40-2 (February 2010)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 40-2 (February 2010) . - p.188-199 Titre : BASC-2 PRS Profiles for Students with High-Functioning Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Martin A. VOLKER, Auteur ; Christopher LOPATA, Auteur ; Marcus L. THOMEER, Auteur ; Jennifer A. TOOMEY, Auteur ; Audrey M. SMERBECK, Auteur ; Valerie A. KNOLL, Auteur ; Jonathan D. RODGERS, Auteur Année de publication : 2010 Article en page(s) : p.188-199 Langues : Anglais (eng) Mots-clés : BASC Autism-spectrum-disorders High-functioning-autism Asperger’s-disorder Behavior-ratings Adaptive-skills Index. décimale : PER Périodiques Résumé : BASC-2 PRS profiles of 62 children with high-functioning autism spectrum disorders (HFASDs) were compared with those of 62 typically-developing children matched by age, gender, and ethnicity. Results indicated that, except for the Somatization, Conduct Problems, and Aggression scales, significant differences were found between the HFASD and typically-developing groups on all PRS scores. Mean HFASD scores were in the clinically significant range on the Behavioral Symptoms Index, Atypicality, Withdrawal, and Developmental Social Disorders scales. At-risk range HFASD means were obtained on the Adaptive Skills composite, all adaptive scales, remaining content scales (except Bullying), and Hyperactivity, Attention Problems, and Depression clinical scales. Screening indices suggested that the Developmental Social Disorders scale was highly effective in differentiating between the two groups. En ligne : http://dx.doi.org/10.1007/s10803-009-0849-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=964 [article] BASC-2 PRS Profiles for Students with High-Functioning Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Martin A. VOLKER, Auteur ; Christopher LOPATA, Auteur ; Marcus L. THOMEER, Auteur ; Jennifer A. TOOMEY, Auteur ; Audrey M. SMERBECK, Auteur ; Valerie A. KNOLL, Auteur ; Jonathan D. RODGERS, Auteur . - 2010 . - p.188-199. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 40-2 (February 2010) . - p.188-199 Mots-clés : BASC Autism-spectrum-disorders High-functioning-autism Asperger’s-disorder Behavior-ratings Adaptive-skills Index. décimale : PER Périodiques Résumé : BASC-2 PRS profiles of 62 children with high-functioning autism spectrum disorders (HFASDs) were compared with those of 62 typically-developing children matched by age, gender, and ethnicity. Results indicated that, except for the Somatization, Conduct Problems, and Aggression scales, significant differences were found between the HFASD and typically-developing groups on all PRS scores. Mean HFASD scores were in the clinically significant range on the Behavioral Symptoms Index, Atypicality, Withdrawal, and Developmental Social Disorders scales. At-risk range HFASD means were obtained on the Adaptive Skills composite, all adaptive scales, remaining content scales (except Bullying), and Hyperactivity, Attention Problems, and Depression clinical scales. Screening indices suggested that the Developmental Social Disorders scale was highly effective in differentiating between the two groups. En ligne : http://dx.doi.org/10.1007/s10803-009-0849-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=964

Brief Report: Examination of Correlates of Adaptive Behavior in Children with HFASD using the BASC-2 Parent Rating Scale / Christin A. MCDONALD in Journal of Autism and Developmental Disorders, 47-5 (May 2017)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 47-5 (May 2017) . - p.1530-1534 Titre : Brief Report: Examination of Correlates of Adaptive Behavior in Children with HFASD using the BASC-2 Parent Rating Scale Type de document : Texte imprimé et/ou numérique Auteurs : Christin A. MCDONALD, Auteur ; James P. DONNELLY, Auteur ; Jonathan D. RODGERS, Auteur ; Marcus L. THOMEER, Auteur ; Christopher LOPATA, Auteur ; Allyson K. JORDAN, Auteur Article en page(s) : p.1530-1534 Langues : Anglais (eng) Mots-clés : BASC-2  Adaptive functioning  High-functioning ASD  ADI-R Index. décimale : PER Périodiques Résumé : This study extended the research on correlates of adaptive functioning of high-functioning children with autism spectrum disorder (HFASD) using the Behavior Assessment System for Children-Second Edition (BASC-2). Specifically, this study investigated the relationships between adaptive behavior and age, IQ, and ASD symptomology, in a well-characterized sample of 119 children with HFASD, ages 6–11 years. Results revealed age and IQ were not significantly correlated with adaptive ability. However, total autism symptoms [measured by the Autism Diagnostic Interview-Revised (ADI-R)], as well as ASD-social symptoms were negatively correlated with adaptive ability. Mean comparisons revealed that participants falling into the clinically-significant range of the BASC-2 Adaptive Skills Composite (ASC) displayed significantly greater levels of both overall and social ASD symptoms. En ligne : http://dx.doi.org/10.1007/s10803-017-3046-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=305 [article] Brief Report: Examination of Correlates of Adaptive Behavior in Children with HFASD using the BASC-2 Parent Rating Scale [Texte imprimé et/ou numérique] / Christin A. MCDONALD, Auteur ; James P. DONNELLY, Auteur ; Jonathan D. RODGERS, Auteur ; Marcus L. THOMEER, Auteur ; Christopher LOPATA, Auteur ; Allyson K. JORDAN, Auteur . - p.1530-1534. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 47-5 (May 2017) . - p.1530-1534 Mots-clés : BASC-2  Adaptive functioning  High-functioning ASD  ADI-R Index. décimale : PER Périodiques Résumé : This study extended the research on correlates of adaptive functioning of high-functioning children with autism spectrum disorder (HFASD) using the Behavior Assessment System for Children-Second Edition (BASC-2). Specifically, this study investigated the relationships between adaptive behavior and age, IQ, and ASD symptomology, in a well-characterized sample of 119 children with HFASD, ages 6–11 years. Results revealed age and IQ were not significantly correlated with adaptive ability. However, total autism symptoms [measured by the Autism Diagnostic Interview-Revised (ADI-R)], as well as ASD-social symptoms were negatively correlated with adaptive ability. Mean comparisons revealed that participants falling into the clinically-significant range of the BASC-2 Adaptive Skills Composite (ASC) displayed significantly greater levels of both overall and social ASD symptoms. En ligne : http://dx.doi.org/10.1007/s10803-017-3046-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=305

Brief Report: Parent-Teacher Discrepancies on the Developmental Social Disorders Scale (BASC-2) in the Assessment of High-Functioning Children with ASD / Christopher LOPATA in Journal of Autism and Developmental Disorders, 46-9 (September 2016)  

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Community Trial of a Comprehensive Psychosocial Treatment for HFASDs / Christopher LOPATA in Focus on Autism and Other Developmental Disabilities, 30-2 (June 2015)  

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Comparison of Adaptive Behavior Measures for Children with HFASDs / Christopher LOPATA in Autism Research and Treatment, (May 2013)  

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Depression, Anxiety, and Hyperactivity in Youth with HFASD: A Replication and Extension of Symptom Level Differences in Self-Report Versus Parent Report / Janelle M. TAYLOR in Journal of Autism and Developmental Disorders, 50-7 (July 2020)  

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Effect of Social Familiarity on Salivary Cortisol and Self-Reports of Social Anxiety and Stress in Children with High Functioning Autism Spectrum Disorders / Christopher LOPATA in Journal of Autism and Developmental Disorders, 38-10 (November 2008)  

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Effectiveness of a Cognitive-Behavioral Treatment on the Social Behaviors of Children With Asperger Disorder / Christopher LOPATA in Focus on Autism and Other Developmental Disabilities, 21-4 (Winter 2006)  

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Effectiveness of a Manualized Summer Social Treatment Program for High-Functioning Children with Autism Spectrum Disorders / Christopher LOPATA in Journal of Autism and Developmental Disorders, 38-5 (May 2008)  

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Exploratory Factor Analysis of SRS-2 Teacher Ratings for Youth with ASD / Andrew T. NELSON in Journal of Autism and Developmental Disorders, 46-9 (September 2016)  

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Exploratory factor analysis of the Adapted Skillstreaming Checklist for children with autism spectrum disorder / Christopher LOPATA in Autism, 24-2 (February 2020)  

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Facial Encoding of Children with High-Functioning Autism Spectrum Disorders / Martin A. VOLKER in Focus on Autism and Other Developmental Disabilities, 24-4 (December 2009)  

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