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College Students' Evaluations and Reasoning About Exclusion of Students with Autism and Learning Disability: Context and Goals may Matter More than Contact / Kristen BOTTEMA-BEUTEL in Journal of Autism and Developmental Disorders, 49-1 (January 2019)
[article]
Titre : College Students' Evaluations and Reasoning About Exclusion of Students with Autism and Learning Disability: Context and Goals may Matter More than Contact Type de document : Texte imprimé et/ou numérique Auteurs : Kristen BOTTEMA-BEUTEL, Auteur ; S. Y. KIM, Auteur ; D. B. MIELE, Auteur Article en page(s) : p.307-323 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Disability Exclusion Learning disability Moral reasoning Social domain theory Index. décimale : PER Périodiques Résumé : This study used mixed-effects logistic regression to examine undergraduates' (N = 142) evaluations and reasoning about scenarios involving disability-based exclusion. Scenarios varied by disability [autism spectrum disorder (ASD) versus learning disability (LD)], the context of exclusion (classroom versus social), and whether or not a grade was at stake. Participants were more likely to determine exclusion was acceptable if the excluded student had an ASD diagnosis, there was a grade at stake, and it occurred in a classroom. Exclusion was less likely to be considered acceptable in the "no grade" compared to the "grade" conditions for LD students, but remained high in both conditions for autistic students. This study also describes contextual variations in participants' justifications for their evaluations. En ligne : http://dx.doi.org/10.1007/s10803-018-3769-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=377
in Journal of Autism and Developmental Disorders > 49-1 (January 2019) . - p.307-323[article] College Students' Evaluations and Reasoning About Exclusion of Students with Autism and Learning Disability: Context and Goals may Matter More than Contact [Texte imprimé et/ou numérique] / Kristen BOTTEMA-BEUTEL, Auteur ; S. Y. KIM, Auteur ; D. B. MIELE, Auteur . - p.307-323.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 49-1 (January 2019) . - p.307-323
Mots-clés : Autism spectrum disorder Disability Exclusion Learning disability Moral reasoning Social domain theory Index. décimale : PER Périodiques Résumé : This study used mixed-effects logistic regression to examine undergraduates' (N = 142) evaluations and reasoning about scenarios involving disability-based exclusion. Scenarios varied by disability [autism spectrum disorder (ASD) versus learning disability (LD)], the context of exclusion (classroom versus social), and whether or not a grade was at stake. Participants were more likely to determine exclusion was acceptable if the excluded student had an ASD diagnosis, there was a grade at stake, and it occurred in a classroom. Exclusion was less likely to be considered acceptable in the "no grade" compared to the "grade" conditions for LD students, but remained high in both conditions for autistic students. This study also describes contextual variations in participants' justifications for their evaluations. En ligne : http://dx.doi.org/10.1007/s10803-018-3769-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=377 CHD2 haploinsufficiency is associated with developmental delay, intellectual disability, epilepsy and neurobehavioural problems / S. CHENIER in Journal of Neurodevelopmental Disorders, 6-1 (December 2014)
[article]
Titre : CHD2 haploinsufficiency is associated with developmental delay, intellectual disability, epilepsy and neurobehavioural problems Type de document : Texte imprimé et/ou numérique Auteurs : S. CHENIER, Auteur ; G. YOON, Auteur ; B. ARGIROPOULOS, Auteur ; J. LAUZON, Auteur ; R. LAFRAMBOISE, Auteur ; J. W. AHN, Auteur ; C. M. OGILVIE, Auteur ; A. C. LIONEL, Auteur ; C. R. MARSHALL, Auteur ; A. K. VAAGS, Auteur ; B. HASHEMI, Auteur ; K. BOISVERT, Auteur ; G. MATHONNET, Auteur ; F. TIHY, Auteur ; J. SO, Auteur ; Stephen SCHERER, Auteur ; E. LEMYRE, Auteur ; D. J. STAVROPOULOS, Auteur Article en page(s) : p.9 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Chd2 Developmental delay Epilepsy Learning disability Index. décimale : PER Périodiques Résumé : BACKGROUND: The chromodomain helicase DNA binding domain (CHD) proteins modulate gene expression via their ability to remodel chromatin structure and influence histone acetylation. Recent studies have shown that CHD2 protein plays a critical role in embryonic development, tumor suppression and survival. Like other genes encoding members of the CHD family, pathogenic mutations in the CHD2 gene are expected to be implicated in human disease. In fact, there is emerging evidence suggesting that CHD2 might contribute to a broad spectrum of neurodevelopmental disorders. Despite growing evidence, a description of the full phenotypic spectrum of this condition is lacking. METHODS: We conducted a multicentre study to identify and characterise the clinical features associated with haploinsufficiency of CHD2. Patients with deletions of this gene were identified from among broadly ascertained clinical cohorts undergoing genomic microarray analysis for developmental delay, congenital anomalies and/or autism spectrum disorder. RESULTS: Detailed clinical assessments by clinical geneticists showed recurrent clinical symptoms, including developmental delay, intellectual disability, epilepsy, behavioural problems and autism-like features without characteristic facial gestalt or brain malformations observed on magnetic resonance imaging scans. Parental analysis showed that the deletions affecting CHD2 were de novo in all four patients, and analysis of high-resolution microarray data derived from 26,826 unaffected controls showed no deletions of this gene. CONCLUSIONS: The results of this study, in addition to our review of the literature, support a causative role of CHD2 haploinsufficiency in developmental delay, intellectual disability, epilepsy and behavioural problems, with phenotypic variability between individuals. En ligne : http://dx.doi.org/10.1186/1866-1955-6-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=346
in Journal of Neurodevelopmental Disorders > 6-1 (December 2014) . - p.9[article] CHD2 haploinsufficiency is associated with developmental delay, intellectual disability, epilepsy and neurobehavioural problems [Texte imprimé et/ou numérique] / S. CHENIER, Auteur ; G. YOON, Auteur ; B. ARGIROPOULOS, Auteur ; J. LAUZON, Auteur ; R. LAFRAMBOISE, Auteur ; J. W. AHN, Auteur ; C. M. OGILVIE, Auteur ; A. C. LIONEL, Auteur ; C. R. MARSHALL, Auteur ; A. K. VAAGS, Auteur ; B. HASHEMI, Auteur ; K. BOISVERT, Auteur ; G. MATHONNET, Auteur ; F. TIHY, Auteur ; J. SO, Auteur ; Stephen SCHERER, Auteur ; E. LEMYRE, Auteur ; D. J. STAVROPOULOS, Auteur . - p.9.
Langues : Anglais (eng)
in Journal of Neurodevelopmental Disorders > 6-1 (December 2014) . - p.9
Mots-clés : Autism spectrum disorder Chd2 Developmental delay Epilepsy Learning disability Index. décimale : PER Périodiques Résumé : BACKGROUND: The chromodomain helicase DNA binding domain (CHD) proteins modulate gene expression via their ability to remodel chromatin structure and influence histone acetylation. Recent studies have shown that CHD2 protein plays a critical role in embryonic development, tumor suppression and survival. Like other genes encoding members of the CHD family, pathogenic mutations in the CHD2 gene are expected to be implicated in human disease. In fact, there is emerging evidence suggesting that CHD2 might contribute to a broad spectrum of neurodevelopmental disorders. Despite growing evidence, a description of the full phenotypic spectrum of this condition is lacking. METHODS: We conducted a multicentre study to identify and characterise the clinical features associated with haploinsufficiency of CHD2. Patients with deletions of this gene were identified from among broadly ascertained clinical cohorts undergoing genomic microarray analysis for developmental delay, congenital anomalies and/or autism spectrum disorder. RESULTS: Detailed clinical assessments by clinical geneticists showed recurrent clinical symptoms, including developmental delay, intellectual disability, epilepsy, behavioural problems and autism-like features without characteristic facial gestalt or brain malformations observed on magnetic resonance imaging scans. Parental analysis showed that the deletions affecting CHD2 were de novo in all four patients, and analysis of high-resolution microarray data derived from 26,826 unaffected controls showed no deletions of this gene. CONCLUSIONS: The results of this study, in addition to our review of the literature, support a causative role of CHD2 haploinsufficiency in developmental delay, intellectual disability, epilepsy and behavioural problems, with phenotypic variability between individuals. En ligne : http://dx.doi.org/10.1186/1866-1955-6-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=346 The relationship between symptoms of autism spectrum disorder and visual impairment among adults with intellectual disability / R. KIANI in Autism Research, 12-9 (September 2019)
[article]
Titre : The relationship between symptoms of autism spectrum disorder and visual impairment among adults with intellectual disability Type de document : Texte imprimé et/ou numérique Auteurs : R. KIANI, Auteur ; Sabyasachi BHAUMIK, Auteur ; F. TYRER, Auteur ; J. BANKART, Auteur ; H. MILLER, Auteur ; Sally-Ann COOPER, Auteur ; T. S. BRUGHA, Auteur Article en page(s) : p.1411-1422 Langues : Anglais (eng) Mots-clés : autism spectrum disorder congenital blindness intellectual disability learning disability visual impairment Index. décimale : PER Périodiques Résumé : The higher prevalence of autism reported in blind children has been commonly attributed to the confounding effects of an underlying intellectual disability. The aim of this study was to explore the relationship between symptoms of autism and blindness in adults with intellectual disability. We hypothesized that blindness can increase the probability of the autism phenotype, independent of known risk factors, that is, severity of intellectual disability and gender. A general population case register (population size of 0.7 million) was used to conduct two studies. The first study was on 3,138 adults with intellectual disability, using a validated autism risk indicator to study adults with visual impairment. This identified 386 adults with partial and complete visual impairment, both of which were associated with presence of high number of autistic traits (P < 0.001). The second study was only on those with congenital blindness using a standardized assessment tool, the Pervasive Developmental Disorder-Mental Retardation Scale. Those with hearing impairment or unilateral, partial, and acquired visual impairment were excluded. Control groups were randomly selected from those with normal hearing and vision. Prevalence of the autism phenotype was higher among those with congenital blindness (n = 46/60; 76.7%) than their controls (n = 36/67; 53.7%) and this association was statistically significant (adjusted odds ratio = 3.03; 95% confidence interval: 1.34-6.89; P = 0.008). Our results support the hypothesis that a congenital blindness independently affects psychosocial development and increases the probability of the autism phenotype. Early identification of autism could facilitate appropriate psychosocial interventions and educational opportunities to improve quality of life of people with blindness. Autism Res 2019, 12: 1411-1422. (c) 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Although autism has been commonly reported in those with blindness, it is generally attributed to an accompanying intellectual disability. Current study, however, revealed that congenital blindness is independently associated with symptoms of autism. In spite of its high prevalence, autism can be overlooked in those with intellectual disability and blindness. Improving diagnosis in this population should, therefore, be advocated through raising awareness of this association to facilitate early access to services. En ligne : http://dx.doi.org/10.1002/aur.2138 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=406
in Autism Research > 12-9 (September 2019) . - p.1411-1422[article] The relationship between symptoms of autism spectrum disorder and visual impairment among adults with intellectual disability [Texte imprimé et/ou numérique] / R. KIANI, Auteur ; Sabyasachi BHAUMIK, Auteur ; F. TYRER, Auteur ; J. BANKART, Auteur ; H. MILLER, Auteur ; Sally-Ann COOPER, Auteur ; T. S. BRUGHA, Auteur . - p.1411-1422.
Langues : Anglais (eng)
in Autism Research > 12-9 (September 2019) . - p.1411-1422
Mots-clés : autism spectrum disorder congenital blindness intellectual disability learning disability visual impairment Index. décimale : PER Périodiques Résumé : The higher prevalence of autism reported in blind children has been commonly attributed to the confounding effects of an underlying intellectual disability. The aim of this study was to explore the relationship between symptoms of autism and blindness in adults with intellectual disability. We hypothesized that blindness can increase the probability of the autism phenotype, independent of known risk factors, that is, severity of intellectual disability and gender. A general population case register (population size of 0.7 million) was used to conduct two studies. The first study was on 3,138 adults with intellectual disability, using a validated autism risk indicator to study adults with visual impairment. This identified 386 adults with partial and complete visual impairment, both of which were associated with presence of high number of autistic traits (P < 0.001). The second study was only on those with congenital blindness using a standardized assessment tool, the Pervasive Developmental Disorder-Mental Retardation Scale. Those with hearing impairment or unilateral, partial, and acquired visual impairment were excluded. Control groups were randomly selected from those with normal hearing and vision. Prevalence of the autism phenotype was higher among those with congenital blindness (n = 46/60; 76.7%) than their controls (n = 36/67; 53.7%) and this association was statistically significant (adjusted odds ratio = 3.03; 95% confidence interval: 1.34-6.89; P = 0.008). Our results support the hypothesis that a congenital blindness independently affects psychosocial development and increases the probability of the autism phenotype. Early identification of autism could facilitate appropriate psychosocial interventions and educational opportunities to improve quality of life of people with blindness. Autism Res 2019, 12: 1411-1422. (c) 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Although autism has been commonly reported in those with blindness, it is generally attributed to an accompanying intellectual disability. Current study, however, revealed that congenital blindness is independently associated with symptoms of autism. In spite of its high prevalence, autism can be overlooked in those with intellectual disability and blindness. Improving diagnosis in this population should, therefore, be advocated through raising awareness of this association to facilitate early access to services. En ligne : http://dx.doi.org/10.1002/aur.2138 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=406 Hidden communicative competence: Case study evidence using eye-tracking and video analysis / Andrew GRAYSON in Autism, 16-1 (January 2012)
[article]
Titre : Hidden communicative competence: Case study evidence using eye-tracking and video analysis Type de document : Texte imprimé et/ou numérique Auteurs : Andrew GRAYSON, Auteur ; Anne EMERSON, Auteur ; Patricia HOWARD-JONES, Auteur ; Lynne O’NEIL, Auteur Année de publication : 2012 Article en page(s) : p.75-86 Langues : Anglais (eng) Mots-clés : autism case study communication disability communication skills eye-tracking facilitated communication intellectual disability learning disability literacy video analysis systematic observation Index. décimale : PER Périodiques Résumé : A facilitated communication (FC) user with an autism spectrum disorder produced sophisticated texts by pointing, with physical support, to letters on a letterboard while their eyes were tracked and while their pointing movements were video recorded. This FC user has virtually no independent means of expression, and is held to have no literacy skills. The resulting data were subjected to a variety of analyses aimed at describing the relationship between the FC user’s looking and pointing behaviours, in order to make inferences about the complex question of ‘authorship’. The eye-tracking data present a challenge to traditional ‘facilitator influence’ accounts of authorship, and are consistent with the proposition that this FC user does indeed author the sophisticated texts that are attributed to him; he looks for longer at to-be-typed letters before typing them, and looks ahead to subsequent letters of words before the next letter of the word is typed. En ligne : http://dx.doi.org/10.1177/1362361310393260 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=153
in Autism > 16-1 (January 2012) . - p.75-86[article] Hidden communicative competence: Case study evidence using eye-tracking and video analysis [Texte imprimé et/ou numérique] / Andrew GRAYSON, Auteur ; Anne EMERSON, Auteur ; Patricia HOWARD-JONES, Auteur ; Lynne O’NEIL, Auteur . - 2012 . - p.75-86.
Langues : Anglais (eng)
in Autism > 16-1 (January 2012) . - p.75-86
Mots-clés : autism case study communication disability communication skills eye-tracking facilitated communication intellectual disability learning disability literacy video analysis systematic observation Index. décimale : PER Périodiques Résumé : A facilitated communication (FC) user with an autism spectrum disorder produced sophisticated texts by pointing, with physical support, to letters on a letterboard while their eyes were tracked and while their pointing movements were video recorded. This FC user has virtually no independent means of expression, and is held to have no literacy skills. The resulting data were subjected to a variety of analyses aimed at describing the relationship between the FC user’s looking and pointing behaviours, in order to make inferences about the complex question of ‘authorship’. The eye-tracking data present a challenge to traditional ‘facilitator influence’ accounts of authorship, and are consistent with the proposition that this FC user does indeed author the sophisticated texts that are attributed to him; he looks for longer at to-be-typed letters before typing them, and looks ahead to subsequent letters of words before the next letter of the word is typed. En ligne : http://dx.doi.org/10.1177/1362361310393260 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=153 What Contributes to Stigma Towards Autistic University Students and Students with Other Diagnoses? / Kristen GILLESPIE-LYNCH in Journal of Autism and Developmental Disorders, 51-2 (February 2021)
[article]
Titre : What Contributes to Stigma Towards Autistic University Students and Students with Other Diagnoses? Type de document : Texte imprimé et/ou numérique Auteurs : Kristen GILLESPIE-LYNCH, Auteur ; Nidal DAOU, Auteur ; Rita OBEID, Auteur ; Siobhan REARDON, Auteur ; Spogmay KHAN, Auteur ; Emily J. GOLDKNOPF, Auteur Article en page(s) : p.459-475 Langues : Anglais (eng) Mots-clés : Adhd Autism College Empathy Learning disability Neurodiversity Stigma University Index. décimale : PER Périodiques Résumé : Little remains known about the degree to which autistic university students are stigmatized relative to students with other diagnoses. We conducted an online survey with students in New York City (n?=?633) and Beirut (n?=?274). Students with diagnoses that were perceived as dangerous (e.g., psychopathy) were more stigmatized than students with diagnoses that were perceived as less dangerous (e.g., autism). Disruptive autistic behaviors (described via vignettes) evoked more stigma than withdrawn behaviors. Perceived dangerousness predicted autism stigma. Greater acceptance of inequality, less openness, and lower cognitive empathy co-occurred with heightened stigma towards most conditions. Diagnostic labels were typically less stigmatized than behaviors. Findings suggest that interventions are needed to decrease stigma towards varied diagnoses in collegiate communities. En ligne : http://dx.doi.org/10.1007/s10803-020-04556-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=440
in Journal of Autism and Developmental Disorders > 51-2 (February 2021) . - p.459-475[article] What Contributes to Stigma Towards Autistic University Students and Students with Other Diagnoses? [Texte imprimé et/ou numérique] / Kristen GILLESPIE-LYNCH, Auteur ; Nidal DAOU, Auteur ; Rita OBEID, Auteur ; Siobhan REARDON, Auteur ; Spogmay KHAN, Auteur ; Emily J. GOLDKNOPF, Auteur . - p.459-475.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 51-2 (February 2021) . - p.459-475
Mots-clés : Adhd Autism College Empathy Learning disability Neurodiversity Stigma University Index. décimale : PER Périodiques Résumé : Little remains known about the degree to which autistic university students are stigmatized relative to students with other diagnoses. We conducted an online survey with students in New York City (n?=?633) and Beirut (n?=?274). Students with diagnoses that were perceived as dangerous (e.g., psychopathy) were more stigmatized than students with diagnoses that were perceived as less dangerous (e.g., autism). Disruptive autistic behaviors (described via vignettes) evoked more stigma than withdrawn behaviors. Perceived dangerousness predicted autism stigma. Greater acceptance of inequality, less openness, and lower cognitive empathy co-occurred with heightened stigma towards most conditions. Diagnostic labels were typically less stigmatized than behaviors. Findings suggest that interventions are needed to decrease stigma towards varied diagnoses in collegiate communities. En ligne : http://dx.doi.org/10.1007/s10803-020-04556-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=440