10856 recherche sur le mot-clé 'autism'

Parent-reported and clinician-observed autism spectrum disorder (ASD) symptoms in children with attention deficit/hyperactivity disorder (ADHD): implications for practice under DSM-5 / Rebecca GRZADZINSKI in Molecular Autism, 7 (2016)  

Public ISBD [article]  inMolecular Autism > 7 (2016) . - 7p. Titre : Parent-reported and clinician-observed autism spectrum disorder (ASD) symptoms in children with attention deficit/hyperactivity disorder (ADHD): implications for practice under DSM-5 Type de document : texte imprimé Auteurs : Rebecca GRZADZINSKI, Auteur ; Catherine C. DICK, Auteur ; Catherine LORD, Auteur ; Somer L. BISHOP, Auteur Article en page(s) : 7p. Langues : Anglais (eng) Mots-clés : Adolescent  Age of Onset  Attention Deficit Disorder with Hyperactivity/diagnosis  Autism Spectrum Disorder/diagnosis  Child  Child, Preschool  Diagnosis, Differential  Diagnostic and Statistical Manual of Mental Disorders  Facial Expression  Female  Fixation, Ocular  Humans  Interview, Psychological  Male  Observer Variation  Parents/psychology  Psychiatry  Psychological Tests  Psychology  Severity of Illness Index  Social Behavior  Symptom Assessment  Attention Deficit/Hyperactivity Disorder (ADHD)  Autism  Autism Diagnostic Interview-Revised (ADI-R)  Autism Diagnostic Observation Schedule (ADOS)  Autism Spectrum Disorder (ASD)  Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5) Index. décimale : PER Périodiques Résumé : BACKGROUND: Children with attention deficit/hyperactivity disorder (ADHD) often present with social difficulties, though the extent to which these clearly overlap with symptoms of autism spectrum disorder (ASD) is not well understood. METHODS: We explored parent-reported and directly-observed ASD symptoms on the Autism Diagnostic Interview-Revised (ADI-R) and the Autism Diagnostic Observation Schedule (ADOS) in children referred to ASD-specialty clinics who received diagnoses of either ADHD (n = 48) or ASD (n = 164). RESULTS: Of the ADHD sample, 21 % met ASD cut-offs on the ADOS and 30 % met ASD cut-offs on all domains of the ADI-R. Four social communication ADOS items (Quality of Social Overtures, Unusual Eye Contact, Facial Expressions Directed to Examiner, and Amount of Reciprocal Social Communication) adequately differentiated the groups while none of the items on the ADI-R met the criteria for adequate discrimination. CONCLUSIONS: Results of this work highlight the challenges that clinicians and researchers face when distinguishing ASD from other disorders in verbally fluent, school-age children. En ligne : http://dx.doi.org/10.1186/s13229-016-0072-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=328 [article] Parent-reported and clinician-observed autism spectrum disorder (ASD) symptoms in children with attention deficit/hyperactivity disorder (ADHD): implications for practice under DSM-5 [texte imprimé] / Rebecca GRZADZINSKI, Auteur ; Catherine C. DICK, Auteur ; Catherine LORD, Auteur ; Somer L. BISHOP, Auteur . - 7p. Langues : Anglais (eng) in Molecular Autism > 7 (2016) . - 7p. Mots-clés : Adolescent  Age of Onset  Attention Deficit Disorder with Hyperactivity/diagnosis  Autism Spectrum Disorder/diagnosis  Child  Child, Preschool  Diagnosis, Differential  Diagnostic and Statistical Manual of Mental Disorders  Facial Expression  Female  Fixation, Ocular  Humans  Interview, Psychological  Male  Observer Variation  Parents/psychology  Psychiatry  Psychological Tests  Psychology  Severity of Illness Index  Social Behavior  Symptom Assessment  Attention Deficit/Hyperactivity Disorder (ADHD)  Autism  Autism Diagnostic Interview-Revised (ADI-R)  Autism Diagnostic Observation Schedule (ADOS)  Autism Spectrum Disorder (ASD)  Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5) Index. décimale : PER Périodiques Résumé : BACKGROUND: Children with attention deficit/hyperactivity disorder (ADHD) often present with social difficulties, though the extent to which these clearly overlap with symptoms of autism spectrum disorder (ASD) is not well understood. METHODS: We explored parent-reported and directly-observed ASD symptoms on the Autism Diagnostic Interview-Revised (ADI-R) and the Autism Diagnostic Observation Schedule (ADOS) in children referred to ASD-specialty clinics who received diagnoses of either ADHD (n = 48) or ASD (n = 164). RESULTS: Of the ADHD sample, 21 % met ASD cut-offs on the ADOS and 30 % met ASD cut-offs on all domains of the ADI-R. Four social communication ADOS items (Quality of Social Overtures, Unusual Eye Contact, Facial Expressions Directed to Examiner, and Amount of Reciprocal Social Communication) adequately differentiated the groups while none of the items on the ADI-R met the criteria for adequate discrimination. CONCLUSIONS: Results of this work highlight the challenges that clinicians and researchers face when distinguishing ASD from other disorders in verbally fluent, school-age children. En ligne : http://dx.doi.org/10.1186/s13229-016-0072-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=328

Brief Report: A Brief Video Intervention for Increasing Autism Knowledge in a General Population Sample / Jennifer HA in Journal of Autism and Developmental Disorders, 52-11 (November 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-11 (November 2022) . - p.5058-5063 Titre : Brief Report: A Brief Video Intervention for Increasing Autism Knowledge in a General Population Sample Type de document : texte imprimé Auteurs : Jennifer HA, Auteur ; Maryellen BRUNSON MCCLAIN, Auteur ; Benjamin COVINGTON, Auteur ; Megan E. GOLSON, Auteur Article en page(s) : p.5058-5063 Langues : Anglais (eng) Mots-clés : Adult  Autism Spectrum Disorder/diagnosis/therapy  Autistic Disorder/diagnosis/therapy  Humans  Autism  Autism knowledge  Autism knowledge intervention  General population Index. décimale : PER Périodiques Résumé : As many individuals in the general population will likely interact with autistic persons in various contexts, ensuring adequate autism knowledge and awareness is important. Increased knowledge of autism has been linked to positive outcomes such as a reduction in explicit bias against autism by non-autistic adults and an increase in service quality for autistic individuals provided by indirect professionals. For this study we developed an informational video about autism and employed a randomized control trial to evaluate its effectiveness at increasing autism awareness in a general population sample. Participants were randomly assigned to the intervention (n=80) or active control group (n=72). Results from a repeated measures analysis of variance indicated that the video intervention was effective at increasing knowledge about autism. Results from this study can be applied to future educational efforts aimed at increasing awareness about autism among the general population. En ligne : http://dx.doi.org/10.1007/s10803-021-05341-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=489 [article] Brief Report: A Brief Video Intervention for Increasing Autism Knowledge in a General Population Sample [texte imprimé] / Jennifer HA, Auteur ; Maryellen BRUNSON MCCLAIN, Auteur ; Benjamin COVINGTON, Auteur ; Megan E. GOLSON, Auteur . - p.5058-5063. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-11 (November 2022) . - p.5058-5063 Mots-clés : Adult  Autism Spectrum Disorder/diagnosis/therapy  Autistic Disorder/diagnosis/therapy  Humans  Autism  Autism knowledge  Autism knowledge intervention  General population Index. décimale : PER Périodiques Résumé : As many individuals in the general population will likely interact with autistic persons in various contexts, ensuring adequate autism knowledge and awareness is important. Increased knowledge of autism has been linked to positive outcomes such as a reduction in explicit bias against autism by non-autistic adults and an increase in service quality for autistic individuals provided by indirect professionals. For this study we developed an informational video about autism and employed a randomized control trial to evaluate its effectiveness at increasing autism awareness in a general population sample. Participants were randomly assigned to the intervention (n=80) or active control group (n=72). Results from a repeated measures analysis of variance indicated that the video intervention was effective at increasing knowledge about autism. Results from this study can be applied to future educational efforts aimed at increasing awareness about autism among the general population. En ligne : http://dx.doi.org/10.1007/s10803-021-05341-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=489

Effectiveness of different modalities of autism knowledge interventions on autism knowledge and stigma / Jennifer HA in Research in Autism, 130 (February 2026)  

Public ISBD [article]  inResearch in Autism > 130 (February 2026) . - p.202773 Titre : Effectiveness of different modalities of autism knowledge interventions on autism knowledge and stigma Type de document : texte imprimé Auteurs : Jennifer HA, Auteur ; Hayden CHRISTENSEN, Auteur ; Jac’lyn BERA, Auteur ; Megan E. GOLSON, Auteur ; Benjamin COVINGTON, Auteur ; Maryellen Brunson MCCLAIN, Auteur Article en page(s) : p.202773 Langues : Anglais (eng) Mots-clés : Autism  Autism knowledge  Autism stigma  Autism knowledge intervention Index. décimale : PER Périodiques Résumé : Background Rates of autism diagnosis have steadily increased in recent years, underscoring the need for greater public knowledge and understanding of autism. Although previous studies have shown that increasing autism knowledge can reduce stigma, little is known about how different modes of delivering educational content influence these outcomes. The present study explored the effectiveness of brief autism knowledge interventions delivered through various modalities at increasing autism knowledge and reducing stigma. Methods A total of 148 participants were randomly assigned to one of four intervention conditions (video, video with autistic narrator, audio-only, visual-only) and completed autism knowledge and stigma measures pre- and post-participation. We hypothesized that a video intervention, specifically with an autistic narrator, would be more effective at increasing autism knowledge and decreasing autism stigma compared to other intervention modalities. Results Results showed that autism knowledge increased from pre- to post-intervention, F(1, 144) = 243.75, p < .001, η2 = .63, but no significant difference between intervention conditions was found, F(3, 144) = 0.68, p = .57, η2 = 0.01, indicating that participants improved their autism knowledge regardless of which autism knowledge intervention they received. Autism stigma had similar results, showing a decrease in autism stigma across all intervention conditions, F(1, 144) = 20.01, p < .001, η2 = 0.12, and no difference between intervention conditions, F(3, 144) = 0.76, p = .52, η2 = 0.02. Conclusion Findings revealed significant autism knowledge increases and autism stigma decreases irrespective of intervention condition. This suggests that intervention formats can be chosen based on accessibility and feasibility. A variety of intervention modalities may be effective at increasing autism knowledge and that the information provided during the intervention is more impactful than the delivery modality. En ligne : https://doi.org/10.1016/j.reia.2025.202773 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579 [article] Effectiveness of different modalities of autism knowledge interventions on autism knowledge and stigma [texte imprimé] / Jennifer HA, Auteur ; Hayden CHRISTENSEN, Auteur ; Jac’lyn BERA, Auteur ; Megan E. GOLSON, Auteur ; Benjamin COVINGTON, Auteur ; Maryellen Brunson MCCLAIN, Auteur . - p.202773. Langues : Anglais (eng) in Research in Autism > 130 (February 2026) . - p.202773 Mots-clés : Autism  Autism knowledge  Autism stigma  Autism knowledge intervention Index. décimale : PER Périodiques Résumé : Background Rates of autism diagnosis have steadily increased in recent years, underscoring the need for greater public knowledge and understanding of autism. Although previous studies have shown that increasing autism knowledge can reduce stigma, little is known about how different modes of delivering educational content influence these outcomes. The present study explored the effectiveness of brief autism knowledge interventions delivered through various modalities at increasing autism knowledge and reducing stigma. Methods A total of 148 participants were randomly assigned to one of four intervention conditions (video, video with autistic narrator, audio-only, visual-only) and completed autism knowledge and stigma measures pre- and post-participation. We hypothesized that a video intervention, specifically with an autistic narrator, would be more effective at increasing autism knowledge and decreasing autism stigma compared to other intervention modalities. Results Results showed that autism knowledge increased from pre- to post-intervention, F(1, 144) = 243.75, p < .001, η2 = .63, but no significant difference between intervention conditions was found, F(3, 144) = 0.68, p = .57, η2 = 0.01, indicating that participants improved their autism knowledge regardless of which autism knowledge intervention they received. Autism stigma had similar results, showing a decrease in autism stigma across all intervention conditions, F(1, 144) = 20.01, p < .001, η2 = 0.12, and no difference between intervention conditions, F(3, 144) = 0.76, p = .52, η2 = 0.02. Conclusion Findings revealed significant autism knowledge increases and autism stigma decreases irrespective of intervention condition. This suggests that intervention formats can be chosen based on accessibility and feasibility. A variety of intervention modalities may be effective at increasing autism knowledge and that the information provided during the intervention is more impactful than the delivery modality. En ligne : https://doi.org/10.1016/j.reia.2025.202773 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579

Sparsifying machine learning models identify stable subsets of predictive features for behavioral detection of autism / Sebastien LEVY in Molecular Autism, 8 (2017)  

Public ISBD [article]  inMolecular Autism > 8 (2017) . - 65p. Titre : Sparsifying machine learning models identify stable subsets of predictive features for behavioral detection of autism Type de document : texte imprimé Auteurs : Sebastien LEVY, Auteur ; Marlena DUDA, Auteur ; Nick HABER, Auteur ; Dennis P. WALL, Auteur Article en page(s) : 65p. Langues : Anglais (eng) Mots-clés : Asd  Autism  Autism diagnosis  Autism screening  Autism spectrum disorder  Machine learning  Sparse machine learning  company focused on building digital solutions for child health.Springer Nature  remains neutral with regard to jurisdictional claims in published maps and  institutional affiliations. Index. décimale : PER Périodiques Résumé : Background: Autism spectrum disorder (ASD) diagnosis can be delayed due in part to the time required for administration of standard exams, such as the Autism Diagnostic Observation Schedule (ADOS). Shorter and potentially mobilized approaches would help to alleviate bottlenecks in the healthcare system. Previous work using machine learning suggested that a subset of the behaviors measured by ADOS can achieve clinically acceptable levels of accuracy. Here we expand on this initial work to build sparse models that have higher potential to generalize to the clinical population. Methods: We assembled a collection of score sheets for two ADOS modules, one for children with phrased speech (Module 2; 1319 ASD cases, 70 controls) and the other for children with verbal fluency (Module 3; 2870 ASD cases, 273 controls). We used sparsity/parsimony enforcing regularization techniques in a nested cross validation grid search to select features for 17 unique supervised learning models, encoding missing values as additional indicator features. We augmented our feature sets with gender and age to train minimal and interpretable classifiers capable of robust detection of ASD from non-ASD. Results: By applying 17 unique supervised learning methods across 5 classification families tuned for sparse use of features and to be within 1 standard error of the optimal model, we find reduced sets of 10 and 5 features used in a majority of models. We tested the performance of the most interpretable of these sparse models, including Logistic Regression with L2 regularization or Linear SVM with L1 regularization. We obtained an area under the ROC curve of 0.95 for ADOS Module 3 and 0.93 for ADOS Module 2 with less than or equal to 10 features. Conclusions: The resulting models provide improved stability over previous machine learning efforts to minimize the time complexity of autism detection due to regularization and a small parameter space. These robustness techniques yield classifiers that are sparse, interpretable and that have potential to generalize to alternative modes of autism screening, diagnosis and monitoring, possibly including analysis of short home videos. En ligne : http://dx.doi.org/10.1186/s13229-017-0180-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=330 [article] Sparsifying machine learning models identify stable subsets of predictive features for behavioral detection of autism [texte imprimé] / Sebastien LEVY, Auteur ; Marlena DUDA, Auteur ; Nick HABER, Auteur ; Dennis P. WALL, Auteur . - 65p. Langues : Anglais (eng) in Molecular Autism > 8 (2017) . - 65p. Mots-clés : Asd  Autism  Autism diagnosis  Autism screening  Autism spectrum disorder  Machine learning  Sparse machine learning  company focused on building digital solutions for child health.Springer Nature  remains neutral with regard to jurisdictional claims in published maps and  institutional affiliations. Index. décimale : PER Périodiques Résumé : Background: Autism spectrum disorder (ASD) diagnosis can be delayed due in part to the time required for administration of standard exams, such as the Autism Diagnostic Observation Schedule (ADOS). Shorter and potentially mobilized approaches would help to alleviate bottlenecks in the healthcare system. Previous work using machine learning suggested that a subset of the behaviors measured by ADOS can achieve clinically acceptable levels of accuracy. Here we expand on this initial work to build sparse models that have higher potential to generalize to the clinical population. Methods: We assembled a collection of score sheets for two ADOS modules, one for children with phrased speech (Module 2; 1319 ASD cases, 70 controls) and the other for children with verbal fluency (Module 3; 2870 ASD cases, 273 controls). We used sparsity/parsimony enforcing regularization techniques in a nested cross validation grid search to select features for 17 unique supervised learning models, encoding missing values as additional indicator features. We augmented our feature sets with gender and age to train minimal and interpretable classifiers capable of robust detection of ASD from non-ASD. Results: By applying 17 unique supervised learning methods across 5 classification families tuned for sparse use of features and to be within 1 standard error of the optimal model, we find reduced sets of 10 and 5 features used in a majority of models. We tested the performance of the most interpretable of these sparse models, including Logistic Regression with L2 regularization or Linear SVM with L1 regularization. We obtained an area under the ROC curve of 0.95 for ADOS Module 3 and 0.93 for ADOS Module 2 with less than or equal to 10 features. Conclusions: The resulting models provide improved stability over previous machine learning efforts to minimize the time complexity of autism detection due to regularization and a small parameter space. These robustness techniques yield classifiers that are sparse, interpretable and that have potential to generalize to alternative modes of autism screening, diagnosis and monitoring, possibly including analysis of short home videos. En ligne : http://dx.doi.org/10.1186/s13229-017-0180-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=330

Testing a theory-driven factor structure of the autism-spectrum quotient / Yiqin ZHU in Autism Research, 15-9 (September 2022)  

Public ISBD [article]  inAutism Research > 15-9 (September 2022) . - p.1710-1718 Titre : Testing a theory-driven factor structure of the autism-spectrum quotient Type de document : texte imprimé Auteurs : Yiqin ZHU, Auteur ; Wenting MU, Auteur ; Marianne G. CHIRICA, Auteur ; Howard BERENBAUM, Auteur Article en page(s) : p.1710-1718 Langues : Anglais (eng) Mots-clés : Anhedonia  Autism Spectrum Disorder/diagnosis  Autistic Disorder  Factor Analysis, Statistical  Humans  Surveys and Questionnaires  autism  autism quotient  autism spectrum  autistic traits  factor analysis Index. décimale : PER Périodiques Résumé : The Autism-Spectrum Quotient (AQ) is a popular instrument used to assess the degree to which individuals exhibit features of autism spectrum conditions (ASC). The current study aimed to develop a theory-driven factor structure of the AQ that would fit as well across samples as the 12 previously proposed factor structures, all of which, except for the original Baron-Cohen model, had been developed on the basis of exploratory factor analysis (EFA) or principal component analysis. We first proposed a six-factor solution: (1) social anhedonia; (2) interest in details/patterns; (3) imagination ability; (4) desire for predictability/routine; (5) social cognition; and (6) social discourse convention. We tested the six-factor structure and made final item selections (27 items) with EFA using data from college students (n = 503). Then, we empirically tested alternative factor structure models in three other independent samples (ns = 503; 1263; 1641) using confirmatory factor analysis. Results indicated that our model fit as well, if not better, than all of the other models across samples, regardless of parameter estimation methods and software packages. Overall, the theory-driven replicable six-factor structure that we report holds the potential to be used to measure the six domains of features that we identified in the AQ. LAY SUMMARY: Questionnaire measures of autism spectrum conditions have typically been used to measure approximately four broad dimensions. Our study suggests that the Autism-Spectrum Quotient can be used to measure six more narrowly defined dimensions: social anhedonia, interest in details/patterns, imagination ability, desire for predictability/routine, social cognition, and social discourse convention. Additional work is needed to develop measures of a much wider variety of autism spectrum features. En ligne : http://dx.doi.org/10.1002/aur.2763 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=483 [article] Testing a theory-driven factor structure of the autism-spectrum quotient [texte imprimé] / Yiqin ZHU, Auteur ; Wenting MU, Auteur ; Marianne G. CHIRICA, Auteur ; Howard BERENBAUM, Auteur . - p.1710-1718. Langues : Anglais (eng) in Autism Research > 15-9 (September 2022) . - p.1710-1718 Mots-clés : Anhedonia  Autism Spectrum Disorder/diagnosis  Autistic Disorder  Factor Analysis, Statistical  Humans  Surveys and Questionnaires  autism  autism quotient  autism spectrum  autistic traits  factor analysis Index. décimale : PER Périodiques Résumé : The Autism-Spectrum Quotient (AQ) is a popular instrument used to assess the degree to which individuals exhibit features of autism spectrum conditions (ASC). The current study aimed to develop a theory-driven factor structure of the AQ that would fit as well across samples as the 12 previously proposed factor structures, all of which, except for the original Baron-Cohen model, had been developed on the basis of exploratory factor analysis (EFA) or principal component analysis. We first proposed a six-factor solution: (1) social anhedonia; (2) interest in details/patterns; (3) imagination ability; (4) desire for predictability/routine; (5) social cognition; and (6) social discourse convention. We tested the six-factor structure and made final item selections (27 items) with EFA using data from college students (n = 503). Then, we empirically tested alternative factor structure models in three other independent samples (ns = 503; 1263; 1641) using confirmatory factor analysis. Results indicated that our model fit as well, if not better, than all of the other models across samples, regardless of parameter estimation methods and software packages. Overall, the theory-driven replicable six-factor structure that we report holds the potential to be used to measure the six domains of features that we identified in the AQ. LAY SUMMARY: Questionnaire measures of autism spectrum conditions have typically been used to measure approximately four broad dimensions. Our study suggests that the Autism-Spectrum Quotient can be used to measure six more narrowly defined dimensions: social anhedonia, interest in details/patterns, imagination ability, desire for predictability/routine, social cognition, and social discourse convention. Additional work is needed to develop measures of a much wider variety of autism spectrum features. En ligne : http://dx.doi.org/10.1002/aur.2763 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=483

The effect of ambient sounds on decision-making and heart rate variability in autism / Rachel BELLAMY in Autism, 25-8 (November 2021)  

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The lifetime social cost of autism: 1990–2029 / Janet CAKIR in Research in Autism Spectrum Disorders, 72 (April 2020)  

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Adapting and validating the Autism Diagnostic Interview - Revised for use with deaf children and young people / Barry WRIGHT in Autism, 26-2 (February 2022)  

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Adapting and validating the Autism Diagnostic Observation Schedule Version 2 for use with deaf children and young people / Helen PHILLIPS in Journal of Autism and Developmental Disorders, 52-2 (February 2022)  

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Alexithymia is related to poor social competence in autistic and nonautistic children / Nichole E. SCHEERER in Autism Research, 14-6 (June 2021)  

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