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A scoping review of sex/gender differences in pragmatic language and friendship characteristics in autistic children and adolescents / Anya DEN HARTOG in Research in Autism Spectrum Disorders, 108 (October 2023)
[article]
Titre : A scoping review of sex/gender differences in pragmatic language and friendship characteristics in autistic children and adolescents Type de document : Texte imprimé et/ou numérique Auteurs : Anya DEN HARTOG, Auteur ; Laura DE LA ROCHE, Auteur ; Brianne DERBY, Auteur ; Elaine PSARADELLIS, Auteur ; Elizabeth KELLEY, Auteur Article en page(s) : p.102229 Mots-clés : Autism Sex differences Gender differences Pragmatic language Friendship Index. décimale : PER Périodiques Résumé : Background Difficulties with social communication is core to an autism diagnosis, resulting in poorer pragmatic language ability and difficulty making and sustaining friendships, compared to neurotypical (NT) individuals. This review investigated sex/gender differences in pragmatic language skills and friendship characteristics in autistic children and adolescents and discusses potential links between these two concepts. Methods PubMed, PsycInfo and Google Scholar were searched for articles investigating gender differences in autistic individuals in pragmatic language skills and friendship characteristics. Results The nineteen studies included in this review provide evidence to suggest that autistic females demonstrate greater pragmatic language ability compared to autistic males. Similar to NT female populations, autistic girls express pressure to maintain a large social circle and, despite improved pragmatic ability, still express friendships as effortful. Conclusions Pressure to have a large social circle may result in autistic girls camouflaging their symptoms in order to fit into their peer group. These sex/gender differences have implications for considering a potential female phenotype during ASD diagnosis and treatment. En ligne : https://doi.org/10.1016/j.rasd.2023.102229 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=514
in Research in Autism Spectrum Disorders > 108 (October 2023) . - p.102229[article] A scoping review of sex/gender differences in pragmatic language and friendship characteristics in autistic children and adolescents [Texte imprimé et/ou numérique] / Anya DEN HARTOG, Auteur ; Laura DE LA ROCHE, Auteur ; Brianne DERBY, Auteur ; Elaine PSARADELLIS, Auteur ; Elizabeth KELLEY, Auteur . - p.102229.
in Research in Autism Spectrum Disorders > 108 (October 2023) . - p.102229
Mots-clés : Autism Sex differences Gender differences Pragmatic language Friendship Index. décimale : PER Périodiques Résumé : Background Difficulties with social communication is core to an autism diagnosis, resulting in poorer pragmatic language ability and difficulty making and sustaining friendships, compared to neurotypical (NT) individuals. This review investigated sex/gender differences in pragmatic language skills and friendship characteristics in autistic children and adolescents and discusses potential links between these two concepts. Methods PubMed, PsycInfo and Google Scholar were searched for articles investigating gender differences in autistic individuals in pragmatic language skills and friendship characteristics. Results The nineteen studies included in this review provide evidence to suggest that autistic females demonstrate greater pragmatic language ability compared to autistic males. Similar to NT female populations, autistic girls express pressure to maintain a large social circle and, despite improved pragmatic ability, still express friendships as effortful. Conclusions Pressure to have a large social circle may result in autistic girls camouflaging their symptoms in order to fit into their peer group. These sex/gender differences have implications for considering a potential female phenotype during ASD diagnosis and treatment. En ligne : https://doi.org/10.1016/j.rasd.2023.102229 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=514 A Scoping Review of Targeted Interventions and Training to Facilitate Medical Encounters for School-Aged Patients with an Autism Spectrum Disorder / J. L. KOUO in Journal of Autism and Developmental Disorders, 51-8 (August 2021)
[article]
Titre : A Scoping Review of Targeted Interventions and Training to Facilitate Medical Encounters for School-Aged Patients with an Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : J. L. KOUO, Auteur ; T. S. KOUO, Auteur Article en page(s) : p.2829-2851 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/diagnosis/psychology/therapy Child Early Intervention, Educational/methods Health Personnel/education/psychology Humans Patient-Centered Care/methods Schools Students/psychology Autism spectrum disorder Evidence-based practices Healthcare provider training Medical encounters Index. décimale : PER Périodiques Résumé : Individuals with an autism spectrum disorder (ASD) have a greater number of healthcare provider interactions than individuals without ASD. The obstacles to patient-centered care for this population, which include inflexibility of hospital environments, limited resources, and inadequate training, has been documented. However, there is little knowledge on efforts to address such concerns. A scoping review was conducted and the systematic search of the literature resulted in 23 relevant studies. The predominant themes include the use of data collection instruments, application of evidence-based practices and resources, and training of providers. The results of this review have implications for practitioners and future research to adapt and improve upon the provision of medical care for individuals with ASD across the lifespan. En ligne : http://dx.doi.org/10.1007/s10803-020-04716-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=453
in Journal of Autism and Developmental Disorders > 51-8 (August 2021) . - p.2829-2851[article] A Scoping Review of Targeted Interventions and Training to Facilitate Medical Encounters for School-Aged Patients with an Autism Spectrum Disorder [Texte imprimé et/ou numérique] / J. L. KOUO, Auteur ; T. S. KOUO, Auteur . - p.2829-2851.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 51-8 (August 2021) . - p.2829-2851
Mots-clés : Autism Spectrum Disorder/diagnosis/psychology/therapy Child Early Intervention, Educational/methods Health Personnel/education/psychology Humans Patient-Centered Care/methods Schools Students/psychology Autism spectrum disorder Evidence-based practices Healthcare provider training Medical encounters Index. décimale : PER Périodiques Résumé : Individuals with an autism spectrum disorder (ASD) have a greater number of healthcare provider interactions than individuals without ASD. The obstacles to patient-centered care for this population, which include inflexibility of hospital environments, limited resources, and inadequate training, has been documented. However, there is little knowledge on efforts to address such concerns. A scoping review was conducted and the systematic search of the literature resulted in 23 relevant studies. The predominant themes include the use of data collection instruments, application of evidence-based practices and resources, and training of providers. The results of this review have implications for practitioners and future research to adapt and improve upon the provision of medical care for individuals with ASD across the lifespan. En ligne : http://dx.doi.org/10.1007/s10803-020-04716-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=453 A scoping review of the barriers and facilitators to the implementation of interventions in autism education / Lorna BARRY in Research in Autism Spectrum Disorders, 78 (October 2020)
[article]
Titre : A scoping review of the barriers and facilitators to the implementation of interventions in autism education Type de document : Texte imprimé et/ou numérique Auteurs : Lorna BARRY, Auteur ; Jennifer HOLLOWAY, Auteur ; Jennifer MCMAHON, Auteur Article en page(s) : 101617 Langues : Anglais (eng) Mots-clés : Autism Education Evidence-based practices Barriers Facilitators Index. décimale : PER Périodiques Résumé : Background Evidence-based practices (EBPs) have been associated with improved outcomes for individuals with Autism (Eldevik et al., 2009). However, school personnel have been found to implement classroom practices that have little scientific support (Hess et al., 2008). Factors that may affect implementation of EBPs have been theorised to include staff training and buy-in (Forman et al., 2009), however, these factors have not yet been delineated in the autism education setting. This study aims to synthesise and analyse the extant literature related to the barriers and facilitators of implementing EBPs in autism education using a multi-level framework (Domitrovich et al., 2008) examining macro, school and individual factors of implementation. Methods The Joanna Briggs Institute (JBI) Scoping review guidelines were followed to complete the current scoping review. Papers were extracted from the following databases: PsycInfo, Academic Search Complete, ERIC and Education Source. A total of 4,682 papers were returned and screened by abstract and title. Forty-nine papers were included for full text review. From these, six qualitative studies and one mixed-methods study were included for data synthesis and analysis. Results Included studies found evidence for barriers and facilitators at the macro, school, and individual level (Domitrovich et al., 2008). Key barriers included resources, time, and intervention characteristics. Conclusions The barriers and facilitators in the implementation of autism EBPs by school personnel remain poorly understood. This review provides an overview of the extant literature; however, further rigorous research is needed in this area. En ligne : https://doi.org/10.1016/j.rasd.2020.101617 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=432
in Research in Autism Spectrum Disorders > 78 (October 2020) . - 101617[article] A scoping review of the barriers and facilitators to the implementation of interventions in autism education [Texte imprimé et/ou numérique] / Lorna BARRY, Auteur ; Jennifer HOLLOWAY, Auteur ; Jennifer MCMAHON, Auteur . - 101617.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 78 (October 2020) . - 101617
Mots-clés : Autism Education Evidence-based practices Barriers Facilitators Index. décimale : PER Périodiques Résumé : Background Evidence-based practices (EBPs) have been associated with improved outcomes for individuals with Autism (Eldevik et al., 2009). However, school personnel have been found to implement classroom practices that have little scientific support (Hess et al., 2008). Factors that may affect implementation of EBPs have been theorised to include staff training and buy-in (Forman et al., 2009), however, these factors have not yet been delineated in the autism education setting. This study aims to synthesise and analyse the extant literature related to the barriers and facilitators of implementing EBPs in autism education using a multi-level framework (Domitrovich et al., 2008) examining macro, school and individual factors of implementation. Methods The Joanna Briggs Institute (JBI) Scoping review guidelines were followed to complete the current scoping review. Papers were extracted from the following databases: PsycInfo, Academic Search Complete, ERIC and Education Source. A total of 4,682 papers were returned and screened by abstract and title. Forty-nine papers were included for full text review. From these, six qualitative studies and one mixed-methods study were included for data synthesis and analysis. Results Included studies found evidence for barriers and facilitators at the macro, school, and individual level (Domitrovich et al., 2008). Key barriers included resources, time, and intervention characteristics. Conclusions The barriers and facilitators in the implementation of autism EBPs by school personnel remain poorly understood. This review provides an overview of the extant literature; however, further rigorous research is needed in this area. En ligne : https://doi.org/10.1016/j.rasd.2020.101617 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=432 Scoping the evidence for EarlyBird and EarlyBird Plus, two United Kingdom-developed parent education training programmes for autism spectrum disorder / J. J. DAWSON-SQUIBB in Autism, 23-3 (April 2019)
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Titre : Scoping the evidence for EarlyBird and EarlyBird Plus, two United Kingdom-developed parent education training programmes for autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : J. J. DAWSON-SQUIBB, Auteur ; E. L. DAVIDS, Auteur ; P. J. DE VRIES, Auteur Article en page(s) : p.542-555 Langues : Anglais (eng) Mots-clés : EarlyBird autism feasibility parent education training scoping review Index. décimale : PER Périodiques Résumé : EarlyBird and EarlyBird Plus are parent education and training programmes designed by the UK National Autistic Society in 1997 and 2003, having been delivered to more than 27,000 families in 14 countries. These group-based programmes aim to (1) support parents immediately after diagnosis of autism spectrum disorder, (2) empower parents, encouraging a positive perception of their child's autism spectrum disorder and (3) help parents establish good practice. In the absence of any previous comprehensive review, we performed a scoping review of all peer-reviewed publications on EarlyBird/EarlyBird Plus. A search was conducted between February and June 2016 using EbscoHost, Sabinet, SAGE Journals, Directory of Open Access Journals, BioMed Central, Scopus, ScienceDirect and grey literature. Two reviewers independently screened titles and abstracts for inclusion. In total, 18 articles were identified: 16 from the United Kingdom and 2 from New Zealand. We reviewed the context, study populations, design, outcome measures, whether focus was on parental perception, parental change or child changes and programme feasibility. Strong parental support for the acceptability but lower level evidence of efficacy of EarlyBird/EarlyBird Plus was found. Future research should consider randomised controlled trials. There is no research on EarlyBird/EarlyBird Plus in low-resource settings; therefore, we recommend broader feasibility evaluation of EarlyBird/EarlyBird Plus including accessibility, cultural appropriateness and scalability. En ligne : http://dx.doi.org/10.1177/1362361318760295 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=392
in Autism > 23-3 (April 2019) . - p.542-555[article] Scoping the evidence for EarlyBird and EarlyBird Plus, two United Kingdom-developed parent education training programmes for autism spectrum disorder [Texte imprimé et/ou numérique] / J. J. DAWSON-SQUIBB, Auteur ; E. L. DAVIDS, Auteur ; P. J. DE VRIES, Auteur . - p.542-555.
Langues : Anglais (eng)
in Autism > 23-3 (April 2019) . - p.542-555
Mots-clés : EarlyBird autism feasibility parent education training scoping review Index. décimale : PER Périodiques Résumé : EarlyBird and EarlyBird Plus are parent education and training programmes designed by the UK National Autistic Society in 1997 and 2003, having been delivered to more than 27,000 families in 14 countries. These group-based programmes aim to (1) support parents immediately after diagnosis of autism spectrum disorder, (2) empower parents, encouraging a positive perception of their child's autism spectrum disorder and (3) help parents establish good practice. In the absence of any previous comprehensive review, we performed a scoping review of all peer-reviewed publications on EarlyBird/EarlyBird Plus. A search was conducted between February and June 2016 using EbscoHost, Sabinet, SAGE Journals, Directory of Open Access Journals, BioMed Central, Scopus, ScienceDirect and grey literature. Two reviewers independently screened titles and abstracts for inclusion. In total, 18 articles were identified: 16 from the United Kingdom and 2 from New Zealand. We reviewed the context, study populations, design, outcome measures, whether focus was on parental perception, parental change or child changes and programme feasibility. Strong parental support for the acceptability but lower level evidence of efficacy of EarlyBird/EarlyBird Plus was found. Future research should consider randomised controlled trials. There is no research on EarlyBird/EarlyBird Plus in low-resource settings; therefore, we recommend broader feasibility evaluation of EarlyBird/EarlyBird Plus including accessibility, cultural appropriateness and scalability. En ligne : http://dx.doi.org/10.1177/1362361318760295 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=392 Scott Bellini, Building Social Relationships: A Systematic Approach to Teaching Social Interaction Skills to Children and Adolescents with Autism Spectrum Disorders and Other Social Difficulties (Textbook Edition, 1st ed.) / Catherine F. TALBOT in Journal of Autism and Developmental Disorders, 38-7 (August 2008)
[article]
Titre : Scott Bellini, Building Social Relationships: A Systematic Approach to Teaching Social Interaction Skills to Children and Adolescents with Autism Spectrum Disorders and Other Social Difficulties (Textbook Edition, 1st ed.) Type de document : Texte imprimé et/ou numérique Auteurs : Catherine F. TALBOT, Auteur Année de publication : 2008 Article en page(s) : p.1402-1403 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-008-0565-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=537
in Journal of Autism and Developmental Disorders > 38-7 (August 2008) . - p.1402-1403[article] Scott Bellini, Building Social Relationships: A Systematic Approach to Teaching Social Interaction Skills to Children and Adolescents with Autism Spectrum Disorders and Other Social Difficulties (Textbook Edition, 1st ed.) [Texte imprimé et/ou numérique] / Catherine F. TALBOT, Auteur . - 2008 . - p.1402-1403.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 38-7 (August 2008) . - p.1402-1403
Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-008-0565-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=537 Screen time and diagnoses of anxiety and depression in autistic versus neurotypical youth / Michelle MENEZES in Research in Autism Spectrum Disorders, 107 (September 2023)
PermalinkScreening accuracy for risk of autism spectrum disorder using the Brief Infant-Toddler Social and Emotional Assessment (BITSEA) / Lauren M. GARDNER in Research in Autism Spectrum Disorders, 7-5 (May 2013)
PermalinkScreening Accuracy of Level 2 Autism Spectrum Disorder Rating Scales: A Review of Selected Instruments / Megan NORRIS in Autism, 14-4 (July 2010)
PermalinkScreening accuracy of the parent-completed Ages and Stages Questionnaires – second edition as a broadband screener for motor problems in preschoolers with autism spectrum disorders / Marleen VANVUCHELEN in Autism, 21-1 (January 2017)
PermalinkScreening and Predicting Posttraumatic Stress and Depression in Children Following Single-Incident Trauma / Reginald D.V. NIXON in Journal of Clinical Child & Adolescent Psychology, 39-4 (July-August 2010)
PermalinkScreening and treatment of trauma-related symptoms in youth with autism spectrum disorder among community providers in the United States / Connor M. KERNS in Autism, 24-2 (February 2020)
PermalinkLe screening BAT : un outil d'évaluation rapide disponible en 8 langues et adaptable à toutes les langues du BAT / Vanessa GUILHEM in Rééducation Orthophonique, 253 (mars 2013)
PermalinkScreening Cases Within a Statewide Autism Registry: A Comparison of Parental Reports Using DSM-IV-TR Criteria Versus the SCQ / Robin P. GOIN-KOCHEL in Focus on Autism and Other Developmental Disabilities, 23-3 (September 2008)
PermalinkScreening, Diagnosis, and Intervention for Autism: Experiences of Black and Multiracial Families Seeking Care / Amy S. WEITLAUF in Journal of Autism and Developmental Disorders, 54-3 (March 2024)
PermalinkScreening Effects of the National Health Screening Program on Developmental Disorders / S. S. RAH in Journal of Autism and Developmental Disorders, 51-7 (July 2021)
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