11649 recherche sur le mot-clé 'autism-spectrum-disorders-(ASD)'

Dysfunctional Attitudes and Perfectionism and Their Relationship to Anxious and Depressive Symptoms in Boys with Autism Spectrum Disorders / Rebecca GREENAWAY in Journal of Autism and Developmental Disorders, 40-10 (October 2010)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 40-10 (October 2010) . - p.1179-1187 Titre : Dysfunctional Attitudes and Perfectionism and Their Relationship to Anxious and Depressive Symptoms in Boys with Autism Spectrum Disorders Type de document : texte imprimé Auteurs : Rebecca GREENAWAY, Auteur ; Patricia HOWLIN, Auteur Année de publication : 2010 Article en page(s) : p.1179-1187 Langues : Anglais (eng) Mots-clés : Autism-spectrum-disorders-(ASD) Anxiety Depression Dysfunctional-attitudes Perfectionism Perseveration Index. décimale : PER Périodiques Résumé : In spite of increasing interest in cognitive behaviour therapy for emotional disorders in children with autism spectrum disorders (ASD), little research has explored the relevance of the cognitive model in this population. This study explores dysfunctional attitudes and perfectionism in boys with ASD and the relationship with anxious and depressive symptoms. Compared to a typically developing group (n = 42), boys with ASD (n = 41) endorsed more dysfunctional attitudes and reported higher emotional symptoms. The relationship between emotional and cognitive variables was weak in both groups, although in the ASD group dysfunctional attitudes were significantly associated with reported obsessive–compulsive symptoms. Reasons for elevated dysfunctional attitudes in the ASD group are discussed and the roles of cognitive inflexibility and social impairments are explored. En ligne : http://dx.doi.org/10.1007/s10803-010-0977-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=110 [article] Dysfunctional Attitudes and Perfectionism and Their Relationship to Anxious and Depressive Symptoms in Boys with Autism Spectrum Disorders [texte imprimé] / Rebecca GREENAWAY, Auteur ; Patricia HOWLIN, Auteur . - 2010 . - p.1179-1187. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 40-10 (October 2010) . - p.1179-1187 Mots-clés : Autism-spectrum-disorders-(ASD) Anxiety Depression Dysfunctional-attitudes Perfectionism Perseveration Index. décimale : PER Périodiques Résumé : In spite of increasing interest in cognitive behaviour therapy for emotional disorders in children with autism spectrum disorders (ASD), little research has explored the relevance of the cognitive model in this population. This study explores dysfunctional attitudes and perfectionism in boys with ASD and the relationship with anxious and depressive symptoms. Compared to a typically developing group (n = 42), boys with ASD (n = 41) endorsed more dysfunctional attitudes and reported higher emotional symptoms. The relationship between emotional and cognitive variables was weak in both groups, although in the ASD group dysfunctional attitudes were significantly associated with reported obsessive–compulsive symptoms. Reasons for elevated dysfunctional attitudes in the ASD group are discussed and the roles of cognitive inflexibility and social impairments are explored. En ligne : http://dx.doi.org/10.1007/s10803-010-0977-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=110

Hyperlexia in Children with Autism Spectrum Disorders / Tina M. NEWMAN in Journal of Autism and Developmental Disorders, 37-4 (April 2007)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 37-4 (April 2007) . - p.760-774 Titre : Hyperlexia in Children with Autism Spectrum Disorders Type de document : texte imprimé Auteurs : Tina M. NEWMAN, Auteur ; Fred R. VOLKMAR, Auteur ; Tammy BABITZ, Auteur ; Donna MACOMBER, Auteur ; Adam J. NAPLES, Auteur ; Elena L. GRIGORENKO, Auteur Année de publication : 2007 Article en page(s) : p.760-774 Langues : Anglais (eng) Mots-clés : Autism-Spectrum-Disorders-(ASD) Comprehension Hyperlexia Reading Single-word-processing Index. décimale : PER Périodiques Résumé : We compared the reading-related skills of children with Autism Spectrum Disorders who have hyperlexia (ASD + HPL) with age-matched children with ASD without HPL (ASD − HPL) and with single-word reading-matched typically developing children (TYP). Children with ASD + HPL performed (1) better than did children with ASD − HPL on tasks of single-word reading and pseudoword decoding and (2) equivalently well compared to word-reading-matched TYP children on all reading-related tasks except reading comprehension. It appears that the general underlying model of single-word reading is the same in principle for “typical” and hyperlexic reading. Yet, the study revealed some dissimilarities between these two types of reading when more fine-grained cognitive and linguistic abilities were considered; these dissimilarities warrant further investigations. Preparation of this report was supported by a grant from the Cure Autism Now Foundation (PI Grigorenko), a grant under the Javits Act Program (Grant No. R206R00001, PI Grigorenko) as administered by the Institute for Educational Sciences, U.S. Department of Education, and grants NICHD–HD03008 and NICHD–HP35482 from the National Institutes of Health (PI Volkmar). Grantees undertaking such projects are encouraged to express freely their professional judgment. This article, therefore, does not necessarily represent the position or policies of the Institute for Educational Sciences, the U.S. Department of Education, or the National Institutes of Health and no official endorsement should be inferred. We express our gratitude to Ms. Robyn Rissman for her editorial assistance. We are also indebted to the participants and their families. En ligne : http://dx.doi.org/10.1007/s10803-006-0206-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=979 [article] Hyperlexia in Children with Autism Spectrum Disorders [texte imprimé] / Tina M. NEWMAN, Auteur ; Fred R. VOLKMAR, Auteur ; Tammy BABITZ, Auteur ; Donna MACOMBER, Auteur ; Adam J. NAPLES, Auteur ; Elena L. GRIGORENKO, Auteur . - 2007 . - p.760-774. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 37-4 (April 2007) . - p.760-774 Mots-clés : Autism-Spectrum-Disorders-(ASD) Comprehension Hyperlexia Reading Single-word-processing Index. décimale : PER Périodiques Résumé : We compared the reading-related skills of children with Autism Spectrum Disorders who have hyperlexia (ASD + HPL) with age-matched children with ASD without HPL (ASD − HPL) and with single-word reading-matched typically developing children (TYP). Children with ASD + HPL performed (1) better than did children with ASD − HPL on tasks of single-word reading and pseudoword decoding and (2) equivalently well compared to word-reading-matched TYP children on all reading-related tasks except reading comprehension. It appears that the general underlying model of single-word reading is the same in principle for “typical” and hyperlexic reading. Yet, the study revealed some dissimilarities between these two types of reading when more fine-grained cognitive and linguistic abilities were considered; these dissimilarities warrant further investigations. Preparation of this report was supported by a grant from the Cure Autism Now Foundation (PI Grigorenko), a grant under the Javits Act Program (Grant No. R206R00001, PI Grigorenko) as administered by the Institute for Educational Sciences, U.S. Department of Education, and grants NICHD–HD03008 and NICHD–HP35482 from the National Institutes of Health (PI Volkmar). Grantees undertaking such projects are encouraged to express freely their professional judgment. This article, therefore, does not necessarily represent the position or policies of the Institute for Educational Sciences, the U.S. Department of Education, or the National Institutes of Health and no official endorsement should be inferred. We express our gratitude to Ms. Robyn Rissman for her editorial assistance. We are also indebted to the participants and their families. En ligne : http://dx.doi.org/10.1007/s10803-006-0206-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=979

Maternal age at childbirth and social development in infancy / Tomonori KOYAMA in Research in Autism Spectrum Disorders, 5-1 (January-March 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-1 (January-March 2011) . - p.450-454 Titre : Maternal age at childbirth and social development in infancy Type de document : texte imprimé Auteurs : Tomonori KOYAMA, Auteur ; Yoko KAMIO, Auteur ; Naoko INADA, Auteur ; Eiko INOKUCHI, Auteur Année de publication : 2011 Article en page(s) : p.450-454 Langues : Anglais (eng) Mots-clés : Autism-spectrum-disorders-(ASD) Maternal-age Modified-Checklist-for-Autism-in-Toddlers-(M-CHAT) Social-development Index. décimale : PER Périodiques Résumé : Difficulties in social communication are not necessarily observed only in individuals with autism spectrum disorders (ASD), and there are many subclinical cases in the general populations. Although advanced parental age at childbirth has often been considered a possible risk factor of ASD, it might contribute to poor social functioning in children, rather than to ASD itself. This study examined whether advanced maternal age at childbirth and obstetric factors were associated with atypical social development in infancy. At free health check-ups for children aged 18 months conducted in Munakata city, Japan, 1460 children (729 males) were assessed using the Japanese version of the Modified Checklist for Autism in Toddlers (M-CHAT). Adjusted odds ratio showed that children of mothers aged ≥35 years at childbirth were 2.22 (95% confidence intervals, 1.39–3.55) times more likely to fail on the M-CHAT (failing three or more items) compared with the reference group (aged ≤29). Although most mothers will have toddlers that fall in the typical range on this measure of social development, clinicians should pay more attention to early social development of children, especially for lateborn babies, and should be more sensitive to their potential needs so as to provide appropriate advice and support for their caregivers. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.06.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=111 [article] Maternal age at childbirth and social development in infancy [texte imprimé] / Tomonori KOYAMA, Auteur ; Yoko KAMIO, Auteur ; Naoko INADA, Auteur ; Eiko INOKUCHI, Auteur . - 2011 . - p.450-454. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-1 (January-March 2011) . - p.450-454 Mots-clés : Autism-spectrum-disorders-(ASD) Maternal-age Modified-Checklist-for-Autism-in-Toddlers-(M-CHAT) Social-development Index. décimale : PER Périodiques Résumé : Difficulties in social communication are not necessarily observed only in individuals with autism spectrum disorders (ASD), and there are many subclinical cases in the general populations. Although advanced parental age at childbirth has often been considered a possible risk factor of ASD, it might contribute to poor social functioning in children, rather than to ASD itself. This study examined whether advanced maternal age at childbirth and obstetric factors were associated with atypical social development in infancy. At free health check-ups for children aged 18 months conducted in Munakata city, Japan, 1460 children (729 males) were assessed using the Japanese version of the Modified Checklist for Autism in Toddlers (M-CHAT). Adjusted odds ratio showed that children of mothers aged ≥35 years at childbirth were 2.22 (95% confidence intervals, 1.39–3.55) times more likely to fail on the M-CHAT (failing three or more items) compared with the reference group (aged ≤29). Although most mothers will have toddlers that fall in the typical range on this measure of social development, clinicians should pay more attention to early social development of children, especially for lateborn babies, and should be more sensitive to their potential needs so as to provide appropriate advice and support for their caregivers. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.06.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=111

Reliability and validity of the Japanese version of the Modified Checklist for autism in toddlers (M-CHAT) / Naoko INADA in Research in Autism Spectrum Disorders, 5-1 (January-March 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-1 (January-March 2011) . - p.330-336 Titre : Reliability and validity of the Japanese version of the Modified Checklist for autism in toddlers (M-CHAT) Type de document : texte imprimé Auteurs : Naoko INADA, Auteur ; Miho KURODA, Auteur ; Yoko KAMIO, Auteur ; Tomonori KOYAMA, Auteur ; Eiko INOKUCHI, Auteur Année de publication : 2011 Article en page(s) : p.330-336 Langues : Anglais (eng) Mots-clés : Autism-spectrum-disorders-(ASD) Early-detection Modified-Checklist-for-autism-in-toddlers-(M-CHAT) Reliability Short-version Validity Index. décimale : PER Périodiques Résumé : Early detection and intervention is essential for children with autism spectrum disorders (ASD). Therefore, we examined the reliability and validity of the Japanese version of the Modified Checklist for autism in toddlers (M-CHAT), a 23-item, yes–no questionnaire regarding early autistic symptoms completed by parents of children at 18–24 months of age. Herein, the reliability of the M-CHAT was investigated for children 4–20 months of age. The M-CHAT score (the number of failed items) was found to be significantly correlated among 24 mother–father pairs (Pearson's r = .933), representing good inter-rater reliability. The test–retest reliability was satisfactory, with 22 mothers providing almost equal M-CHAT scores on two different occasions (r = .990). Significant correlations were observed between the M-CHAT score and the Childhood Autism Rating Scale-Tokyo version score in 25 two-year-old children (r = .581), indicating good concurrent validity. The M-CHAT score was significantly higher in 20 children later diagnosed with ASD compared with reference children (n = 1167), revealing sufficient discriminant validity. A short version of the M-CHAT using 9 items was proposed and effectively differentiated children with ASD from reference children. The efficacy of the Japanese version of the M-CHAT was demonstrated for first-level screening in the general population. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.04.016 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=111 [article] Reliability and validity of the Japanese version of the Modified Checklist for autism in toddlers (M-CHAT) [texte imprimé] / Naoko INADA, Auteur ; Miho KURODA, Auteur ; Yoko KAMIO, Auteur ; Tomonori KOYAMA, Auteur ; Eiko INOKUCHI, Auteur . - 2011 . - p.330-336. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-1 (January-March 2011) . - p.330-336 Mots-clés : Autism-spectrum-disorders-(ASD) Early-detection Modified-Checklist-for-autism-in-toddlers-(M-CHAT) Reliability Short-version Validity Index. décimale : PER Périodiques Résumé : Early detection and intervention is essential for children with autism spectrum disorders (ASD). Therefore, we examined the reliability and validity of the Japanese version of the Modified Checklist for autism in toddlers (M-CHAT), a 23-item, yes–no questionnaire regarding early autistic symptoms completed by parents of children at 18–24 months of age. Herein, the reliability of the M-CHAT was investigated for children 4–20 months of age. The M-CHAT score (the number of failed items) was found to be significantly correlated among 24 mother–father pairs (Pearson's r = .933), representing good inter-rater reliability. The test–retest reliability was satisfactory, with 22 mothers providing almost equal M-CHAT scores on two different occasions (r = .990). Significant correlations were observed between the M-CHAT score and the Childhood Autism Rating Scale-Tokyo version score in 25 two-year-old children (r = .581), indicating good concurrent validity. The M-CHAT score was significantly higher in 20 children later diagnosed with ASD compared with reference children (n = 1167), revealing sufficient discriminant validity. A short version of the M-CHAT using 9 items was proposed and effectively differentiated children with ASD from reference children. The efficacy of the Japanese version of the M-CHAT was demonstrated for first-level screening in the general population. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.04.016 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=111

A two-year prospective follow-up study of community-based early intensive behavioural intervention and specialist nursery provision for children with autism spectrum disorders / Iliana MAGIATI in Journal of Child Psychology and Psychiatry, 48-8 (August 2007)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 48-8 (August 2007) . - p.803–812 Titre : A two-year prospective follow-up study of community-based early intensive behavioural intervention and specialist nursery provision for children with autism spectrum disorders Type de document : texte imprimé Auteurs : Iliana MAGIATI, Auteur ; Patricia HOWLIN, Auteur ; Tony CHARMAN, Auteur Année de publication : 2007 Article en page(s) : p.803–812 Langues : Anglais (eng) Mots-clés : Autism-Spectrum-Disorders-(ASD) Early-Intensive-Behavioural-Intervention-(EIBI) autism-specific-nursery-provision outcome Index. décimale : PER Périodiques Résumé : Background: This prospective study compared outcome for pre-school children with autism spectrum disorders (ASD) receiving autism-specific nursery provision or home-based Early Intensive Behavioural Interventions (EIBI) in a community setting. Methods: Forty-four 23- to 53-month-old children with ASD participated (28 in EIBI home-based programmes; 16 in autism-specific nurseries). Cognitive, language, play, adaptive behaviour skills and severity of autism were assessed at intake and 2 years later. Results: Both groups showed improvements in age equivalent scores but standard scores changed little over time. At follow-up, there were no significant group differences in cognitive ability, language, play or severity of autism. The only difference approaching significance (p = .06), in favour of the EIBI group, was for Vineland Daily Living Skills standard scores. However, there were large individual differences in progress, with intake IQ and language level best predicting overall progress. Conclusions: Home-based EIBI, as implemented in the community, and autism-specific nursery provision produced comparable outcomes after two years of intervention. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2007.01756.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=162 [article] A two-year prospective follow-up study of community-based early intensive behavioural intervention and specialist nursery provision for children with autism spectrum disorders [texte imprimé] / Iliana MAGIATI, Auteur ; Patricia HOWLIN, Auteur ; Tony CHARMAN, Auteur . - 2007 . - p.803–812. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 48-8 (August 2007) . - p.803–812 Mots-clés : Autism-Spectrum-Disorders-(ASD) Early-Intensive-Behavioural-Intervention-(EIBI) autism-specific-nursery-provision outcome Index. décimale : PER Périodiques Résumé : Background: This prospective study compared outcome for pre-school children with autism spectrum disorders (ASD) receiving autism-specific nursery provision or home-based Early Intensive Behavioural Interventions (EIBI) in a community setting. Methods: Forty-four 23- to 53-month-old children with ASD participated (28 in EIBI home-based programmes; 16 in autism-specific nurseries). Cognitive, language, play, adaptive behaviour skills and severity of autism were assessed at intake and 2 years later. Results: Both groups showed improvements in age equivalent scores but standard scores changed little over time. At follow-up, there were no significant group differences in cognitive ability, language, play or severity of autism. The only difference approaching significance (p = .06), in favour of the EIBI group, was for Vineland Daily Living Skills standard scores. However, there were large individual differences in progress, with intake IQ and language level best predicting overall progress. Conclusions: Home-based EIBI, as implemented in the community, and autism-specific nursery provision produced comparable outcomes after two years of intervention. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2007.01756.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=162

Understanding Sound Sensitivity in Individuals with Autism Spectrum Disorders / Lillian N. STIEGLER in Focus on Autism and Other Developmental Disabilities, 25-2 (June 2010)  

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2D:4D Ratio and Autism Spectrum Disorder in Brunei Darussalam / Shirley H.F. LEE in Journal of Autism and Developmental Disorders, 51-12 (December 2021)  

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Administrator views and knowledge of instructional practices for students with autism spectrum disorders / Barbara L. PAZEY in Research in Autism Spectrum Disorders, 8-10 (October 2014)  

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Altered Autonomic Functions and Gut Microbiome in Individuals with Autism Spectrum Disorder (ASD): Implications for Assisting ASD Screening and Diagnosis / Xuejun KONG in Journal of Autism and Developmental Disorders, 51-1 (January 2021)  

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An Innovative Approach to Development of Social Abilities in Individuals with Autism: A Pilot Study / Monica MAZZA in Autism - Open Access, 6-1 ([01/01/2016])  

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