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Détail de l'auteur
Auteur Christopher LOPATA |
Documents disponibles écrits par cet auteur (27)
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Reliability and validity of teacher ratings on the Adapted Skillstreaming Checklist for children with autism spectrum disorder / Christopher LOPATA in Autism, 24-5 (July 2020)
[article]
Titre : Reliability and validity of teacher ratings on the Adapted Skillstreaming Checklist for children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Christopher LOPATA, Auteur ; James P. DONNELLY, Auteur ; Jonathan D. RODGERS, Auteur ; Marcus L THOMEER, Auteur ; Adam J. BOOTH, Auteur Article en page(s) : p.1127-1137 Langues : Anglais (eng) Mots-clés : Adapted Skillstreaming Checklist children with autism spectrum disorder (without intellectual disability) psychometric properties teacher ratings Index. décimale : PER Périodiques Résumé : This study assessed the reliability and criterion-related validity of teacher ratings on the Adapted Skillstreaming Checklist for a sample of 133 children, aged 6-11?years, with autism spectrum disorder (without intellectual disability). Internal consistency for the total sample was 0.93. For a subsample, test-retest reliability was very good (r?=?0.74; intraclass correlation coefficient?=?0.85) at a 9-month interval. Child age, intelligence quotient, language abilities, and sex were not associated with the Adapted Skillstreaming Checklist total score. The Adapted Skillstreaming Checklist total score was inversely and strongly related to teacher ratings of autism spectrum disorder symptom severity. Significant positive correlations (moderate-to-high) were found between the Adapted Skillstreaming Checklist and prosocial skills scales and significant negative correlations (low-to-moderate) with problem behavior scales on a broad measure of child functioning. Implications and suggestions for future study are discussed. En ligne : http://dx.doi.org/10.1177/1362361319894824 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426
in Autism > 24-5 (July 2020) . - p.1127-1137[article] Reliability and validity of teacher ratings on the Adapted Skillstreaming Checklist for children with autism spectrum disorder [Texte imprimé et/ou numérique] / Christopher LOPATA, Auteur ; James P. DONNELLY, Auteur ; Jonathan D. RODGERS, Auteur ; Marcus L THOMEER, Auteur ; Adam J. BOOTH, Auteur . - p.1127-1137.
Langues : Anglais (eng)
in Autism > 24-5 (July 2020) . - p.1127-1137
Mots-clés : Adapted Skillstreaming Checklist children with autism spectrum disorder (without intellectual disability) psychometric properties teacher ratings Index. décimale : PER Périodiques Résumé : This study assessed the reliability and criterion-related validity of teacher ratings on the Adapted Skillstreaming Checklist for a sample of 133 children, aged 6-11?years, with autism spectrum disorder (without intellectual disability). Internal consistency for the total sample was 0.93. For a subsample, test-retest reliability was very good (r?=?0.74; intraclass correlation coefficient?=?0.85) at a 9-month interval. Child age, intelligence quotient, language abilities, and sex were not associated with the Adapted Skillstreaming Checklist total score. The Adapted Skillstreaming Checklist total score was inversely and strongly related to teacher ratings of autism spectrum disorder symptom severity. Significant positive correlations (moderate-to-high) were found between the Adapted Skillstreaming Checklist and prosocial skills scales and significant negative correlations (low-to-moderate) with problem behavior scales on a broad measure of child functioning. Implications and suggestions for future study are discussed. En ligne : http://dx.doi.org/10.1177/1362361319894824 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426 Sex Differences in Externalizing and Internalizing Symptoms of Children with ASD / Brian C. NASCA in Journal of Autism and Developmental Disorders, 50-9 (September 2020)
[article]
Titre : Sex Differences in Externalizing and Internalizing Symptoms of Children with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Brian C. NASCA, Auteur ; Christopher LOPATA, Auteur ; James P. DONNELLY, Auteur ; Jonathan D. RODGERS, Auteur ; Marcus L THOMEER, Auteur Article en page(s) : p.3245-3252 Langues : Anglais (eng) Mots-clés : Children with ASD (without intellectual disability) Externalizing symptoms Internalizing symptoms Sex differences Index. décimale : PER Périodiques Résumé : This study examined sex differences in externalizing and internalizing symptoms of children with ASD without intellectual disability (ID). The sample (n?=?80) included 40 girls and 40 boys, ages 6-12 years, with ASD (without ID) matched on age and IQ. Externalizing and internalizing symptoms were significantly elevated for this sample (girls and boys) relative to normative estimates for all the scales (hyperactivity, aggression, anxiety, and depression) except conduct problems. No significant differences were found between girls and boys for either externalizing symptoms or internalizing symptoms (based on standard score and raw score analyses). Implications for clinical practice and future research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-019-04132-8 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.3245-3252[article] Sex Differences in Externalizing and Internalizing Symptoms of Children with ASD [Texte imprimé et/ou numérique] / Brian C. NASCA, Auteur ; Christopher LOPATA, Auteur ; James P. DONNELLY, Auteur ; Jonathan D. RODGERS, Auteur ; Marcus L THOMEER, Auteur . - p.3245-3252.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 50-9 (September 2020) . - p.3245-3252
Mots-clés : Children with ASD (without intellectual disability) Externalizing symptoms Internalizing symptoms Sex differences Index. décimale : PER Périodiques Résumé : This study examined sex differences in externalizing and internalizing symptoms of children with ASD without intellectual disability (ID). The sample (n?=?80) included 40 girls and 40 boys, ages 6-12 years, with ASD (without ID) matched on age and IQ. Externalizing and internalizing symptoms were significantly elevated for this sample (girls and boys) relative to normative estimates for all the scales (hyperactivity, aggression, anxiety, and depression) except conduct problems. No significant differences were found between girls and boys for either externalizing symptoms or internalizing symptoms (based on standard score and raw score analyses). Implications for clinical practice and future research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-019-04132-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=430 Systematic review of data analyses and reporting in group-based social skills intervention RCTs for youth with ASD / Christopher LOPATA in Research in Autism Spectrum Disorders, 59 (March 2019)
[article]
Titre : Systematic review of data analyses and reporting in group-based social skills intervention RCTs for youth with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Christopher LOPATA, Auteur ; James P. DONNELLY, Auteur ; Jonathan D. RODGERS, Auteur ; Marcus L. THOMEER, Auteur Article en page(s) : p.10-21 Langues : Anglais (eng) Mots-clés : Group-based social skills interventions Youth with ASD Systematic review Index. décimale : PER Périodiques Résumé : Background Group-based social skills interventions (GSSIs) are commonly used to address the social impairments of youth with ASD. However, the administration of treatments in group formats (i.e., clusters) poses several methodological challenges including accounting for cluster effects. The most recent and comprehensive meta-analysis of RCTs of GSSIs for youth with ASD yielded an overall medium effect (g = 0.51; Gates et al., 2017). This suggested a positive effect; however, little is known about the extent to which the studies adhered to standards for conducting and reporting RCTs including standards related to group-based interventions. Method The current review assessed the extent to which the study planning, data assessment, and data analytic procedures used in the RCTs (N =18) included in the meta-analysis adhered to established standards for RCTs. Results Results were consistent across the three areas assessed and suggested an overall adherence rate of 42% (range 41%–43%). Significant variability was found within each of the three areas and suggested that few facets of the standards were met by a majority of studies. The statistically-oriented aspects were most neglected. None of the studies accounted for the group-based (clustered) design and delivery of the intervention which can negatively impact power, effect size, and precision estimates and overestimate intervention effects. Year of article publication and journal impact factor were predominantly unrelated to adherence rates. Conclusions Increased familiarization with standards for RCTs appears necessary to improve the practices of researchers, along with increased requirements for adherence by journal editors and reviewers. En ligne : https://doi.org/10.1016/j.rasd.2018.11.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=379
in Research in Autism Spectrum Disorders > 59 (March 2019) . - p.10-21[article] Systematic review of data analyses and reporting in group-based social skills intervention RCTs for youth with ASD [Texte imprimé et/ou numérique] / Christopher LOPATA, Auteur ; James P. DONNELLY, Auteur ; Jonathan D. RODGERS, Auteur ; Marcus L. THOMEER, Auteur . - p.10-21.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 59 (March 2019) . - p.10-21
Mots-clés : Group-based social skills interventions Youth with ASD Systematic review Index. décimale : PER Périodiques Résumé : Background Group-based social skills interventions (GSSIs) are commonly used to address the social impairments of youth with ASD. However, the administration of treatments in group formats (i.e., clusters) poses several methodological challenges including accounting for cluster effects. The most recent and comprehensive meta-analysis of RCTs of GSSIs for youth with ASD yielded an overall medium effect (g = 0.51; Gates et al., 2017). This suggested a positive effect; however, little is known about the extent to which the studies adhered to standards for conducting and reporting RCTs including standards related to group-based interventions. Method The current review assessed the extent to which the study planning, data assessment, and data analytic procedures used in the RCTs (N =18) included in the meta-analysis adhered to established standards for RCTs. Results Results were consistent across the three areas assessed and suggested an overall adherence rate of 42% (range 41%–43%). Significant variability was found within each of the three areas and suggested that few facets of the standards were met by a majority of studies. The statistically-oriented aspects were most neglected. None of the studies accounted for the group-based (clustered) design and delivery of the intervention which can negatively impact power, effect size, and precision estimates and overestimate intervention effects. Year of article publication and journal impact factor were predominantly unrelated to adherence rates. Conclusions Increased familiarization with standards for RCTs appears necessary to improve the practices of researchers, along with increased requirements for adherence by journal editors and reviewers. En ligne : https://doi.org/10.1016/j.rasd.2018.11.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=379