Dépouillements

Piloting a digitally-mediated social story intervention for autistic children led by teachers within naturalistic school settings / E. SMITH in Research in Autism Spectrum Disorders, 75 (July 2020)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 75 (July 2020) . - p.101533 Titre : Piloting a digitally-mediated social story intervention for autistic children led by teachers within naturalistic school settings Type de document : Texte imprimé et/ou numérique Auteurs : E. SMITH, Auteur ; P. TOMS, Auteur ; Aurora CONSTANTIN, Auteur ; H. JOHNSON, Auteur ; E. HARDING, Auteur ; Mark BROSNAN, Auteur Article en page(s) : p.101533 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Social stories  Intervention  Digital technology  Teachers Index. décimale : PER Périodiques Résumé : Background Social stories (SS) are widely used within the autism community. However, research into their effectiveness is mixed at best and mainly relies on single case study designs. Additional support from the researcher is also often provided, raising questions as to the use and effectiveness of SS within usual school settings. Method Seventeen school teachers developed and delivered personalised digitally-mediated SS with 22 autistic children (aged 5-11yrs) over a 4-week intervention period. Data was collected during a baseline period (1 week), throughout the 4-week intervention phase and at 6-week follow-up to consider changes in child behaviour, understanding and anxiety. A new assessment framework to evaluation treatment fidelity according to Gray’s 10 Criteria was also developed. Results With the support of a new SS app teachers were able to carry out SS interventions with a high degree of fidelity within their usual school settings. Behavioural data showed significant improvements from baseline to week 4 for all measures relating to the goals of the intervention (including a reduction in anxiety and an increase in understanding), some of which were still present at follow-up. Conclusion This study has demonstrated that technology can be used to support teachers to develop and deliver SS interventions to autistic children within school settings. Such technology can now be used to facilitate much needed future, larger, controlled studies within this area. Implications for practice are discussed. En ligne : https://doi.org/10.1016/j.rasd.2020.101533 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426 [article] Piloting a digitally-mediated social story intervention for autistic children led by teachers within naturalistic school settings [Texte imprimé et/ou numérique] / E. SMITH, Auteur ; P. TOMS, Auteur ; Aurora CONSTANTIN, Auteur ; H. JOHNSON, Auteur ; E. HARDING, Auteur ; Mark BROSNAN, Auteur . - p.101533. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 75 (July 2020) . - p.101533 Mots-clés : Autism spectrum disorder  Social stories  Intervention  Digital technology  Teachers Index. décimale : PER Périodiques Résumé : Background Social stories (SS) are widely used within the autism community. However, research into their effectiveness is mixed at best and mainly relies on single case study designs. Additional support from the researcher is also often provided, raising questions as to the use and effectiveness of SS within usual school settings. Method Seventeen school teachers developed and delivered personalised digitally-mediated SS with 22 autistic children (aged 5-11yrs) over a 4-week intervention period. Data was collected during a baseline period (1 week), throughout the 4-week intervention phase and at 6-week follow-up to consider changes in child behaviour, understanding and anxiety. A new assessment framework to evaluation treatment fidelity according to Gray’s 10 Criteria was also developed. Results With the support of a new SS app teachers were able to carry out SS interventions with a high degree of fidelity within their usual school settings. Behavioural data showed significant improvements from baseline to week 4 for all measures relating to the goals of the intervention (including a reduction in anxiety and an increase in understanding), some of which were still present at follow-up. Conclusion This study has demonstrated that technology can be used to support teachers to develop and deliver SS interventions to autistic children within school settings. Such technology can now be used to facilitate much needed future, larger, controlled studies within this area. Implications for practice are discussed. En ligne : https://doi.org/10.1016/j.rasd.2020.101533 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426

Conversation Skills and Self-Initiated Interactions in Young Adults with Autism and Intellectual Disability / Laura C. CHEZAN in Research in Autism Spectrum Disorders, 75 (July 2020)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 75 (July 2020) . - p.101554 Titre : Conversation Skills and Self-Initiated Interactions in Young Adults with Autism and Intellectual Disability Type de document : Texte imprimé et/ou numérique Auteurs : Laura C. CHEZAN, Auteur ; Erik DRASGOW, Auteur ; Elise M. GRYBOS, Auteur Article en page(s) : p.101554 Langues : Anglais (eng) Mots-clés : covert audio coaching  behavior skills training  conversations  workplace  autism spectrum disorder  intellectual disability Index. décimale : PER Périodiques Résumé : Background Our purpose in this study was to increase conversations in three young adults with autism spectrum disorder (ASD) and co-occurring moderate intellectual disability (ID). First, we used an intervention package consisting of Behavior Skills Training (BST) and Covert Audio Coaching (CAC) to promote acquisition and maintenance of conversations with coworkers. Second, we implemented CAC during naturally occurring opportunities at an internship site. Third, we examined whether the number of self-initiated interactions with coworkers increased during and after acquisition of conversations. Method Three young adults with ASD and co-occurring moderate ID participated in the study. We used a concurrent multiple-baseline design across participants with continuous acquisition probes to evaluate the effects of the intervention package consisting of BST and CAC in producing acquisition and maintenance of conversations and an increase in the number of self-initiated interactions. Results Results demonstrate that the intervention was effective in producing acquisition and maintenance of the target skills in all three young adults. Data also indicate that two of the three participants engaged more frequently in self-initiated interactions with coworkers as their conversational competence increased. Conclusions Findings suggest that the intervention package was effective in promoting conversations and an increased number of self-initiated interactions with coworkers in young adults with ASD and co-occurring moderate ID in the natural environment. Directions for future research and clinical implications for teaching conversations are discussed. En ligne : https://doi.org/10.1016/j.rasd.2020.101554 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426 [article] Conversation Skills and Self-Initiated Interactions in Young Adults with Autism and Intellectual Disability [Texte imprimé et/ou numérique] / Laura C. CHEZAN, Auteur ; Erik DRASGOW, Auteur ; Elise M. GRYBOS, Auteur . - p.101554. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 75 (July 2020) . - p.101554 Mots-clés : covert audio coaching  behavior skills training  conversations  workplace  autism spectrum disorder  intellectual disability Index. décimale : PER Périodiques Résumé : Background Our purpose in this study was to increase conversations in three young adults with autism spectrum disorder (ASD) and co-occurring moderate intellectual disability (ID). First, we used an intervention package consisting of Behavior Skills Training (BST) and Covert Audio Coaching (CAC) to promote acquisition and maintenance of conversations with coworkers. Second, we implemented CAC during naturally occurring opportunities at an internship site. Third, we examined whether the number of self-initiated interactions with coworkers increased during and after acquisition of conversations. Method Three young adults with ASD and co-occurring moderate ID participated in the study. We used a concurrent multiple-baseline design across participants with continuous acquisition probes to evaluate the effects of the intervention package consisting of BST and CAC in producing acquisition and maintenance of conversations and an increase in the number of self-initiated interactions. Results Results demonstrate that the intervention was effective in producing acquisition and maintenance of the target skills in all three young adults. Data also indicate that two of the three participants engaged more frequently in self-initiated interactions with coworkers as their conversational competence increased. Conclusions Findings suggest that the intervention package was effective in promoting conversations and an increased number of self-initiated interactions with coworkers in young adults with ASD and co-occurring moderate ID in the natural environment. Directions for future research and clinical implications for teaching conversations are discussed. En ligne : https://doi.org/10.1016/j.rasd.2020.101554 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426

Copy number variations of SHANK3 and related sensory profiles in Egyptian children with autism spectrum disorder / Nagwa A. MEGUID in Research in Autism Spectrum Disorders, 75 (July 2020)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 75 (July 2020) . - p.101558 Titre : Copy number variations of SHANK3 and related sensory profiles in Egyptian children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Nagwa A. MEGUID, Auteur ; Ola M. EID, Auteur ; Mona REDA, Auteur ; Dina Y. ELALFY, Auteur ; Fatma HUSSEIN, Auteur Article en page(s) : p.101558 Langues : Anglais (eng) Mots-clés : Autism  Copy number variations  SHANK3  Sensory profiles  MLPA Index. décimale : PER Périodiques Résumé : Background Current estimates indicate that >80 % of children with autism spectrum disorder (ASD) exhibit concomitant sensory processing problems and hyper- or hypo-reactivity to sensory input. These are now included as diagnostic criteria for ASD in the Diagnostic and Statistical Manual of Mental Disorders—Fifth Edition. Chromosomal rearrangements, copy number variations (CNVs), and coding sequence variants involving >100 genes have been identified in patients with ASD. Studying the CNVs of one such gene, SHANK3, and the associated phenotype in patients with ASD could provide insights that will guide future ASD treatments and interventions. Objective To assess SHANK3 CNVs in children with ASD and investigate their sensory processing patterns using the Short Sensory Profile (SSP). Subjects and methods Forty children with ASD were assessed using the Autism Diagnostic Interview-Revised. SSP was used to evaluate atypical sensory behavior, e.g., hyper- or hypo-reactivity to sensory input or unusual sensory interests. SHANK3 CNVs were assessed in these children using Multiplex Ligation-dependent Probe Amplification. Results Of the 40 cases, 77.5 % showed sensory reactivity symptoms. The greatest difference from normality was observed in the under-responsive/seeks sensation domain, followed by the tactile sensitivity domain, whereas hypo-activity (low-energy/weak domain) was closest to normal. The sensory reactivity symptoms were significantly correlated with the severity of ASD. However, only three of the 40 cases had de novo duplications at 22q13.33. The duplications included SHANK3 in two of the cases and only the distal flanking region of SHANK3 in the third case. All three duplication cases also showed symptoms associated with the low-energy/weak domain. Conclusion We found that children with ASD exhibited sensory processing problems. The SHANK3 copy number gains found demonstrate the gene dosage effect of SHANK3 in ASD pathogenesis. This study adds to the growing understanding of 22q13 duplications that include SHANK3. En ligne : https://doi.org/10.1016/j.rasd.2020.101558 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426 [article] Copy number variations of SHANK3 and related sensory profiles in Egyptian children with autism spectrum disorder [Texte imprimé et/ou numérique] / Nagwa A. MEGUID, Auteur ; Ola M. EID, Auteur ; Mona REDA, Auteur ; Dina Y. ELALFY, Auteur ; Fatma HUSSEIN, Auteur . - p.101558. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 75 (July 2020) . - p.101558 Mots-clés : Autism  Copy number variations  SHANK3  Sensory profiles  MLPA Index. décimale : PER Périodiques Résumé : Background Current estimates indicate that >80 % of children with autism spectrum disorder (ASD) exhibit concomitant sensory processing problems and hyper- or hypo-reactivity to sensory input. These are now included as diagnostic criteria for ASD in the Diagnostic and Statistical Manual of Mental Disorders—Fifth Edition. Chromosomal rearrangements, copy number variations (CNVs), and coding sequence variants involving >100 genes have been identified in patients with ASD. Studying the CNVs of one such gene, SHANK3, and the associated phenotype in patients with ASD could provide insights that will guide future ASD treatments and interventions. Objective To assess SHANK3 CNVs in children with ASD and investigate their sensory processing patterns using the Short Sensory Profile (SSP). Subjects and methods Forty children with ASD were assessed using the Autism Diagnostic Interview-Revised. SSP was used to evaluate atypical sensory behavior, e.g., hyper- or hypo-reactivity to sensory input or unusual sensory interests. SHANK3 CNVs were assessed in these children using Multiplex Ligation-dependent Probe Amplification. Results Of the 40 cases, 77.5 % showed sensory reactivity symptoms. The greatest difference from normality was observed in the under-responsive/seeks sensation domain, followed by the tactile sensitivity domain, whereas hypo-activity (low-energy/weak domain) was closest to normal. The sensory reactivity symptoms were significantly correlated with the severity of ASD. However, only three of the 40 cases had de novo duplications at 22q13.33. The duplications included SHANK3 in two of the cases and only the distal flanking region of SHANK3 in the third case. All three duplication cases also showed symptoms associated with the low-energy/weak domain. Conclusion We found that children with ASD exhibited sensory processing problems. The SHANK3 copy number gains found demonstrate the gene dosage effect of SHANK3 in ASD pathogenesis. This study adds to the growing understanding of 22q13 duplications that include SHANK3. En ligne : https://doi.org/10.1016/j.rasd.2020.101558 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426

Autoantibody and autism spectrum disorder: A systematic review / Tianle ZOU in Research in Autism Spectrum Disorders, 75 (July 2020)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 75 (July 2020) . - p.101568 Titre : Autoantibody and autism spectrum disorder: A systematic review Type de document : Texte imprimé et/ou numérique Auteurs : Tianle ZOU, Auteur ; Jun LIU, Auteur ; Xueying ZHANG, Auteur ; Huilin TANG, Auteur ; Yiqing SONG, Auteur ; Xuejun KONG, Auteur Article en page(s) : p.101568 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Autoimmune  Autoantibody  Immune-mediated autism Index. décimale : PER Périodiques Résumé : Autism spectrum disorder (ASD) is a neurodevelopmental disorder affecting 1.7 % of US pediatric population, with a growing prevalence world-wide. Autoimmunity is one of potential pathogenic factors for ASD, which is attracting much attention and undergoing extensive investigations. For more than a decade, many groups have been studying the association between autoantibodies and ASD. Although several narrative reviews have been published on autoantibodies and ASD, no systematic review or meta-analysis has been performed. In this study, we conducted the first systematic review and evaluated available evidence for the association between ASD and major autoantibodies to identifiable antigens, together with a broader discussion of autoantibodies with no identifiable antigens. The goal is to examine studies of pediatric subjects specifically and overall, we found that children with ASD expressed trends of higher levels of antibodies reactive to folate receptor ? autoantibody, anti-myelin basic protein antibodies, anti-myelin-associated glycoprotein antibodies, anti-ribosomal P protein antibodies, anti-endothelial cell antibodies, and anti-nuclear antibody, compared to healthy controls. However, the quality of evidence is low across the board because most studies were small and many did not include comparison controls. In addition, we were not able to perform a meta-analysis due to large between-study heterogeneity or lack of quantitative measures in most studies. Finally, we discussed future directions for the development of diagnostic guidelines and therapeutic targets for possible autoimmune-mediated ASD subtypes. En ligne : https://doi.org/10.1016/j.rasd.2020.101568 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426 [article] Autoantibody and autism spectrum disorder: A systematic review [Texte imprimé et/ou numérique] / Tianle ZOU, Auteur ; Jun LIU, Auteur ; Xueying ZHANG, Auteur ; Huilin TANG, Auteur ; Yiqing SONG, Auteur ; Xuejun KONG, Auteur . - p.101568. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 75 (July 2020) . - p.101568 Mots-clés : Autism spectrum disorder  Autoimmune  Autoantibody  Immune-mediated autism Index. décimale : PER Périodiques Résumé : Autism spectrum disorder (ASD) is a neurodevelopmental disorder affecting 1.7 % of US pediatric population, with a growing prevalence world-wide. Autoimmunity is one of potential pathogenic factors for ASD, which is attracting much attention and undergoing extensive investigations. For more than a decade, many groups have been studying the association between autoantibodies and ASD. Although several narrative reviews have been published on autoantibodies and ASD, no systematic review or meta-analysis has been performed. In this study, we conducted the first systematic review and evaluated available evidence for the association between ASD and major autoantibodies to identifiable antigens, together with a broader discussion of autoantibodies with no identifiable antigens. The goal is to examine studies of pediatric subjects specifically and overall, we found that children with ASD expressed trends of higher levels of antibodies reactive to folate receptor ? autoantibody, anti-myelin basic protein antibodies, anti-myelin-associated glycoprotein antibodies, anti-ribosomal P protein antibodies, anti-endothelial cell antibodies, and anti-nuclear antibody, compared to healthy controls. However, the quality of evidence is low across the board because most studies were small and many did not include comparison controls. In addition, we were not able to perform a meta-analysis due to large between-study heterogeneity or lack of quantitative measures in most studies. Finally, we discussed future directions for the development of diagnostic guidelines and therapeutic targets for possible autoimmune-mediated ASD subtypes. En ligne : https://doi.org/10.1016/j.rasd.2020.101568 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426

The emotional availability in mother-child and father-child interactions in families with children with Autism Spectrum Disorder / Arianna BENTENUTO in Research in Autism Spectrum Disorders, 75 (July 2020)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 75 (July 2020) . - p.101569 Titre : The emotional availability in mother-child and father-child interactions in families with children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Arianna BENTENUTO, Auteur ; Silvia PERZOLLI, Auteur ; Simona DE FALCO, Auteur ; Paola VENUTI, Auteur Article en page(s) : p.101569 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Emotional availability  Mother-child interaction  Father-child interaction Index. décimale : PER Périodiques Résumé : Background Emotional availability (EA) is a dyadic relationship construct that can be considered an index of emotional quality of parent-child interaction. Using this construct, some research showed that both parent and child components of EA reflect key aspects of the parent-child relationship, but there are few studies that investigated these aspects in families with children with Autism Spectrum Disorder (ASD). The present study addresses several specific issues about the emotional availability of parents of children diagnosed with Autism Spectrum Disorder (ASD). Method We observed free-play interactions of 40 children with ASD (chronological age?=?41.6 months, SD?=?12; M mental age?=?30.9 months, SD?=?13.3) playing separately with their mothers and fathers one by one. We coded each parent-child dyad using the Emotional Availability Scales (EAS, Biringen, 2008). Results Findings showed that mothers and fathers were equally emotionally available to their children. There were no differences between the two in parents’ EA scales nor in their associations with child level of functioning and severity of the symptoms. In addition, children showed similar mean levels of Responsiveness and Involvement in mother-child and father-child interactions. However, children’s emotional availability was associated to their cognitive functioning and the severity of their symptoms. Conclusions The emotional quality of dyadic interaction is equal in mother-child and father-child dyads in families of children with ASD. We discuss the clinical utility of the EA Scales for assessing relationship between parents and their children with ASD and we speculate the possible relevance of our findings on father-child relationship for future intervention studies involving fathers on par with mothers. En ligne : https://doi.org/10.1016/j.rasd.2020.101569 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426 [article] The emotional availability in mother-child and father-child interactions in families with children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Arianna BENTENUTO, Auteur ; Silvia PERZOLLI, Auteur ; Simona DE FALCO, Auteur ; Paola VENUTI, Auteur . - p.101569. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 75 (July 2020) . - p.101569 Mots-clés : Autism Spectrum Disorder  Emotional availability  Mother-child interaction  Father-child interaction Index. décimale : PER Périodiques Résumé : Background Emotional availability (EA) is a dyadic relationship construct that can be considered an index of emotional quality of parent-child interaction. Using this construct, some research showed that both parent and child components of EA reflect key aspects of the parent-child relationship, but there are few studies that investigated these aspects in families with children with Autism Spectrum Disorder (ASD). The present study addresses several specific issues about the emotional availability of parents of children diagnosed with Autism Spectrum Disorder (ASD). Method We observed free-play interactions of 40 children with ASD (chronological age?=?41.6 months, SD?=?12; M mental age?=?30.9 months, SD?=?13.3) playing separately with their mothers and fathers one by one. We coded each parent-child dyad using the Emotional Availability Scales (EAS, Biringen, 2008). Results Findings showed that mothers and fathers were equally emotionally available to their children. There were no differences between the two in parents’ EA scales nor in their associations with child level of functioning and severity of the symptoms. In addition, children showed similar mean levels of Responsiveness and Involvement in mother-child and father-child interactions. However, children’s emotional availability was associated to their cognitive functioning and the severity of their symptoms. Conclusions The emotional quality of dyadic interaction is equal in mother-child and father-child dyads in families of children with ASD. We discuss the clinical utility of the EA Scales for assessing relationship between parents and their children with ASD and we speculate the possible relevance of our findings on father-child relationship for future intervention studies involving fathers on par with mothers. En ligne : https://doi.org/10.1016/j.rasd.2020.101569 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426

Peer bullying among children with autism spectrum disorder in formal education settings: Data from Turkey / Mehtap EROGLU in Research in Autism Spectrum Disorders, 75 (July 2020)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 75 (July 2020) . - p.101572 Titre : Peer bullying among children with autism spectrum disorder in formal education settings: Data from Turkey Type de document : Texte imprimé et/ou numérique Auteurs : Mehtap EROGLU, Auteur ; Birim Günay KILIC, Auteur Article en page(s) : p.101572 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  Bullying  Victimisation  Intellectual disability Index. décimale : PER Périodiques Résumé : Background Children with an autism spectrum disorder (ASD) may be vulnerable to social isolation and bullying victimisation. We investigated frequency and types of bullying and its association with severity of ASD. Method We compared bullying victimisation and perpetration levels between children with ASD (n?=?45), those with mild intellectual disability (ID) (n?=?40) and typically-developing (TD) children (n?=?46). Children receiving formal education as inclusive students in primary or secondary schools in Ankara were included in the ASD and ID groups. Results Both the ASD and ID groups experienced more victimisation through verbal and emotional bullying than the TD group. There was no significant difference in the frequency of bullying perpetration between the groups. All groups were victimised mostly by their own male classmates and in the absence of their teacher from the classroom. There was a positive correlation between bullying victimisation and severity of ASD. Conclusions Teachers, parents, and physicians should take responsibility to protect children with special needs against peer bullying, as their risk for peer bullying is higher than for TD children. En ligne : https://doi.org/10.1016/j.rasd.2020.101572 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426 [article] Peer bullying among children with autism spectrum disorder in formal education settings: Data from Turkey [Texte imprimé et/ou numérique] / Mehtap EROGLU, Auteur ; Birim Günay KILIC, Auteur . - p.101572. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 75 (July 2020) . - p.101572 Mots-clés : Autism spectrum disorders  Bullying  Victimisation  Intellectual disability Index. décimale : PER Périodiques Résumé : Background Children with an autism spectrum disorder (ASD) may be vulnerable to social isolation and bullying victimisation. We investigated frequency and types of bullying and its association with severity of ASD. Method We compared bullying victimisation and perpetration levels between children with ASD (n?=?45), those with mild intellectual disability (ID) (n?=?40) and typically-developing (TD) children (n?=?46). Children receiving formal education as inclusive students in primary or secondary schools in Ankara were included in the ASD and ID groups. Results Both the ASD and ID groups experienced more victimisation through verbal and emotional bullying than the TD group. There was no significant difference in the frequency of bullying perpetration between the groups. All groups were victimised mostly by their own male classmates and in the absence of their teacher from the classroom. There was a positive correlation between bullying victimisation and severity of ASD. Conclusions Teachers, parents, and physicians should take responsibility to protect children with special needs against peer bullying, as their risk for peer bullying is higher than for TD children. En ligne : https://doi.org/10.1016/j.rasd.2020.101572 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426

Sensory over-responsivity, repetitive behavior, and emotional functioning in boys with and without autism spectrum disorder / Emily M. ISTVAN in Research in Autism Spectrum Disorders, 75 (July 2020)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 75 (July 2020) . - p.101573 Titre : Sensory over-responsivity, repetitive behavior, and emotional functioning in boys with and without autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Emily M. ISTVAN, Auteur ; Rose E. NEVILL, Auteur ; Micah O. MAZUREK, Auteur Article en page(s) : p.101573 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Behavior  Interdisciplinary  Maladaptive  Sensitivity Index. décimale : PER Périodiques Résumé : Background Children with ASD may be more prone to sensory over-responsivity and RRB than their typically developing peers. However, few studies have examined potential links between internalizing and externalizing behavior patterns, RRB, and sensory over-responsivity in school-aged children with ASD when compared to typically developing peers. This study explored whether internalizing and/or externalizing behaviors are associated with RRB and sensory over-responsivity in older school-aged boys with and without ASD. Methods Secondary data analyses were performed using age-matched groups of boys with IQ?>?75 (n?=?39 with ASD and n?=?39 TD). Measures included the Sensory Over-Responsivity Scales, Child Behavior Checklist, and Social Responsiveness Scale. Results The ASD group had significantly higher sensory over-responsivity, internalizing, externalizing and restricted and repetitive behavior than typically developing peers (ps? En ligne : https://doi.org/10.1016/j.rasd.2020.101573 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426 [article] Sensory over-responsivity, repetitive behavior, and emotional functioning in boys with and without autism spectrum disorder [Texte imprimé et/ou numérique] / Emily M. ISTVAN, Auteur ; Rose E. NEVILL, Auteur ; Micah O. MAZUREK, Auteur . - p.101573. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 75 (July 2020) . - p.101573 Mots-clés : Autism spectrum disorder  Behavior  Interdisciplinary  Maladaptive  Sensitivity Index. décimale : PER Périodiques Résumé : Background Children with ASD may be more prone to sensory over-responsivity and RRB than their typically developing peers. However, few studies have examined potential links between internalizing and externalizing behavior patterns, RRB, and sensory over-responsivity in school-aged children with ASD when compared to typically developing peers. This study explored whether internalizing and/or externalizing behaviors are associated with RRB and sensory over-responsivity in older school-aged boys with and without ASD. Methods Secondary data analyses were performed using age-matched groups of boys with IQ?>?75 (n?=?39 with ASD and n?=?39 TD). Measures included the Sensory Over-Responsivity Scales, Child Behavior Checklist, and Social Responsiveness Scale. Results The ASD group had significantly higher sensory over-responsivity, internalizing, externalizing and restricted and repetitive behavior than typically developing peers (ps? En ligne : https://doi.org/10.1016/j.rasd.2020.101573 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426