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Outcomes of Behavioral Intervention for Children with Autism in Mainstream Pre-School Settings / Sigmund ELDEVIK in Journal of Autism and Developmental Disorders, 42-2 (February 2012)
[article]
Titre : Outcomes of Behavioral Intervention for Children with Autism in Mainstream Pre-School Settings Type de document : Texte imprimé et/ou numérique Auteurs : Sigmund ELDEVIK, Auteur ; Richard P. HASTINGS, Auteur ; Erik JAHR, Auteur ; J. Carl HUGHES, Auteur Année de publication : 2012 Article en page(s) : p.210-220 Langues : Anglais (eng) Mots-clés : Early intensive behavioral intervention Autism Mainstream setting Pre-school Effectiveness Index. décimale : PER Périodiques Résumé : We evaluated outcomes for 31 children with autism (2–6 years of age at intake) who received behavioral intervention in mainstream pre-school settings and a comparison group of 12 children receiving treatment as usual. After 2 years, children receiving behavioral intervention had higher IQ scores (Hedges g = 1.03 (95% CI = .34, 1.72) and adaptive behavior composite scores (Hedges g = .73 (95% CI = .05, 1.36). Despite probably fewer intervention hours, these group level outcomes were comparable to studies providing more intensive intervention. Individual child data also showed positive results with 19.4% achieving change at a reliable level for IQ; but a lower percentage than found in recent meta-analysis research. Strengths and weaknesses of the mainstream pre-school delivery model are discussed. En ligne : http://dx.doi.org/10.1007/s10803-011-1234-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=151
in Journal of Autism and Developmental Disorders > 42-2 (February 2012) . - p.210-220[article] Outcomes of Behavioral Intervention for Children with Autism in Mainstream Pre-School Settings [Texte imprimé et/ou numérique] / Sigmund ELDEVIK, Auteur ; Richard P. HASTINGS, Auteur ; Erik JAHR, Auteur ; J. Carl HUGHES, Auteur . - 2012 . - p.210-220.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 42-2 (February 2012) . - p.210-220
Mots-clés : Early intensive behavioral intervention Autism Mainstream setting Pre-school Effectiveness Index. décimale : PER Périodiques Résumé : We evaluated outcomes for 31 children with autism (2–6 years of age at intake) who received behavioral intervention in mainstream pre-school settings and a comparison group of 12 children receiving treatment as usual. After 2 years, children receiving behavioral intervention had higher IQ scores (Hedges g = 1.03 (95% CI = .34, 1.72) and adaptive behavior composite scores (Hedges g = .73 (95% CI = .05, 1.36). Despite probably fewer intervention hours, these group level outcomes were comparable to studies providing more intensive intervention. Individual child data also showed positive results with 19.4% achieving change at a reliable level for IQ; but a lower percentage than found in recent meta-analysis research. Strengths and weaknesses of the mainstream pre-school delivery model are discussed. En ligne : http://dx.doi.org/10.1007/s10803-011-1234-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=151 Are there anthropometric and body composition differences between children with autism spectrum disorder and children with typical development? Analysis by age and spectrum severity in a school population / Patricia ESTEBAN-FIGUEROLA in Autism, 25-5 (July 2021)
[article]
Titre : Are there anthropometric and body composition differences between children with autism spectrum disorder and children with typical development? Analysis by age and spectrum severity in a school population Type de document : Texte imprimé et/ou numérique Auteurs : Patricia ESTEBAN-FIGUEROLA, Auteur ; Paula MORALES-HIDALGO, Auteur ; Victoria ARIJA-VAL, Auteur ; Josefa CANALS-SANS, Auteur Article en page(s) : p.1307-1320 Langues : Anglais (eng) Mots-clés : Anthropometry Autism Spectrum Disorder/epidemiology Body Composition Body Mass Index Child Humans Overweight/epidemiology Schools autism spectrum disorder pre-school waist/height ratio Index. décimale : PER Périodiques Résumé : This study makes a comparison between the growth status of pre-school and school-age children with autism spectrum disorder and typical development children. Pre-schoolers with autism spectrum disorder were taller than children with typical development. School-age children with autism spectrum disorder were more overweight/obese, had more body fat and a greater waist circumference and waist/height ratio than children with typical development. The presence of autism spectrum disorder and internalizing problems was associated with cardiovascular risk in school-age children. En ligne : http://dx.doi.org/10.1177/1362361320987724 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=475
in Autism > 25-5 (July 2021) . - p.1307-1320[article] Are there anthropometric and body composition differences between children with autism spectrum disorder and children with typical development? Analysis by age and spectrum severity in a school population [Texte imprimé et/ou numérique] / Patricia ESTEBAN-FIGUEROLA, Auteur ; Paula MORALES-HIDALGO, Auteur ; Victoria ARIJA-VAL, Auteur ; Josefa CANALS-SANS, Auteur . - p.1307-1320.
Langues : Anglais (eng)
in Autism > 25-5 (July 2021) . - p.1307-1320
Mots-clés : Anthropometry Autism Spectrum Disorder/epidemiology Body Composition Body Mass Index Child Humans Overweight/epidemiology Schools autism spectrum disorder pre-school waist/height ratio Index. décimale : PER Périodiques Résumé : This study makes a comparison between the growth status of pre-school and school-age children with autism spectrum disorder and typical development children. Pre-schoolers with autism spectrum disorder were taller than children with typical development. School-age children with autism spectrum disorder were more overweight/obese, had more body fat and a greater waist circumference and waist/height ratio than children with typical development. The presence of autism spectrum disorder and internalizing problems was associated with cardiovascular risk in school-age children. En ligne : http://dx.doi.org/10.1177/1362361320987724 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=475 Are there anthropometric and body composition differences between children with autism spectrum disorder and children with typical development? Analysis by age and spectrum severity in a school population / Patricia ESTEBAN-FIGUEROLA in Autism, 26-5 (July 2022)
[article]
Titre : Are there anthropometric and body composition differences between children with autism spectrum disorder and children with typical development? Analysis by age and spectrum severity in a school population Type de document : Texte imprimé et/ou numérique Auteurs : Patricia ESTEBAN-FIGUEROLA, Auteur ; Paula MORALES-HIDALGO, Auteur ; Victoria ARIJA-VAL, Auteur ; Josefa CANALS-SANS, Auteur Article en page(s) : p.1307-1320 Langues : Anglais (eng) Mots-clés : Anthropometry Autism Spectrum Disorder/epidemiology Body Composition Body Mass Index Child Humans Overweight/epidemiology Schools autism spectrum disorder pre-school waist/height ratio Index. décimale : PER Périodiques Résumé : This study makes a comparison between the growth status of pre-school and school-age children with autism spectrum disorder and typical development children. Pre-schoolers with autism spectrum disorder were taller than children with typical development. School-age children with autism spectrum disorder were more overweight/obese, had more body fat and a greater waist circumference and waist/height ratio than children with typical development. The presence of autism spectrum disorder and internalizing problems was associated with cardiovascular risk in school-age children. En ligne : http://dx.doi.org/10.1177/1362361320987724 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=483
in Autism > 26-5 (July 2022) . - p.1307-1320[article] Are there anthropometric and body composition differences between children with autism spectrum disorder and children with typical development? Analysis by age and spectrum severity in a school population [Texte imprimé et/ou numérique] / Patricia ESTEBAN-FIGUEROLA, Auteur ; Paula MORALES-HIDALGO, Auteur ; Victoria ARIJA-VAL, Auteur ; Josefa CANALS-SANS, Auteur . - p.1307-1320.
Langues : Anglais (eng)
in Autism > 26-5 (July 2022) . - p.1307-1320
Mots-clés : Anthropometry Autism Spectrum Disorder/epidemiology Body Composition Body Mass Index Child Humans Overweight/epidemiology Schools autism spectrum disorder pre-school waist/height ratio Index. décimale : PER Périodiques Résumé : This study makes a comparison between the growth status of pre-school and school-age children with autism spectrum disorder and typical development children. Pre-schoolers with autism spectrum disorder were taller than children with typical development. School-age children with autism spectrum disorder were more overweight/obese, had more body fat and a greater waist circumference and waist/height ratio than children with typical development. The presence of autism spectrum disorder and internalizing problems was associated with cardiovascular risk in school-age children. En ligne : http://dx.doi.org/10.1177/1362361320987724 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=483 Sex differences in pre-diagnosis concerns for children later diagnosed with autism spectrum disorder / Rachel M. HILLER in Autism, 20-1 (January 2016)
[article]
Titre : Sex differences in pre-diagnosis concerns for children later diagnosed with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Rachel M. HILLER, Auteur ; Robyn L. YOUNG, Auteur ; Nathan WEBER, Auteur Article en page(s) : p.75-84 Langues : Anglais (eng) Mots-clés : autism spectrum disorders girls diagnosis sex differences pre-school Index. décimale : PER Périodiques Résumé : In the absence of intellectual impairment, girls are diagnosed with autism spectrum disorder significantly less and later than boys. This study explored potential reasons for why autism spectrum disorder may be more difficult to identify in girls, based on carer concerns during the pre-diagnosis period. Carers of 92 boys and 60 girls diagnosed with autism spectrum disorder from school age completed an online survey addressing concerns regarding the child’s development during the pre-school years (pre-diagnosis). Significant sex differences were evident in key early concerns, as well as the strategies used to navigate pre-school social situations, and the types of restricted interests. Findings suggest, from carer perspective, that girls who went on to be diagnosed with autism spectrum disorder presented differently when compared to boys, providing insight into why the diagnosis of autism spectrum disorder may be more difficult to make with cognitively able girls. En ligne : http://dx.doi.org/10.1177/1362361314568899 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=277
in Autism > 20-1 (January 2016) . - p.75-84[article] Sex differences in pre-diagnosis concerns for children later diagnosed with autism spectrum disorder [Texte imprimé et/ou numérique] / Rachel M. HILLER, Auteur ; Robyn L. YOUNG, Auteur ; Nathan WEBER, Auteur . - p.75-84.
Langues : Anglais (eng)
in Autism > 20-1 (January 2016) . - p.75-84
Mots-clés : autism spectrum disorders girls diagnosis sex differences pre-school Index. décimale : PER Périodiques Résumé : In the absence of intellectual impairment, girls are diagnosed with autism spectrum disorder significantly less and later than boys. This study explored potential reasons for why autism spectrum disorder may be more difficult to identify in girls, based on carer concerns during the pre-diagnosis period. Carers of 92 boys and 60 girls diagnosed with autism spectrum disorder from school age completed an online survey addressing concerns regarding the child’s development during the pre-school years (pre-diagnosis). Significant sex differences were evident in key early concerns, as well as the strategies used to navigate pre-school social situations, and the types of restricted interests. Findings suggest, from carer perspective, that girls who went on to be diagnosed with autism spectrum disorder presented differently when compared to boys, providing insight into why the diagnosis of autism spectrum disorder may be more difficult to make with cognitively able girls. En ligne : http://dx.doi.org/10.1177/1362361314568899 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=277 Young Autism Spectrum Disorder Children in Special and Mainstream Education Settings Have Similar Behavioral Characteristics / Michal ILAN in Autism Research, 14-4 (April 2021)
[article]
Titre : Young Autism Spectrum Disorder Children in Special and Mainstream Education Settings Have Similar Behavioral Characteristics Type de document : Texte imprimé et/ou numérique Auteurs : Michal ILAN, Auteur ; Gal MEIRI, Auteur ; Liora MANELIS-BARAM, Auteur ; Michal FAROY, Auteur ; Analya MICHAELOVSKI, Auteur ; Hagit FLUSSER, Auteur ; Hagar BINOUN-CHAKI, Auteur ; Ronit SEGEV-COJOCARU, Auteur ; Orly DOTAN, Auteur ; Hen SCHTAIERMAN, Auteur ; Idan MENASHE, Auteur ; Ilan DINSTEIN, Auteur Article en page(s) : p.699-708 Langues : Anglais (eng) Mots-clés : Asd Autism daycare inclusion mainstream education pre-school special education Index. décimale : PER Périodiques Résumé : In many countries, parents can place autism spectrum disorder (ASD) children in either mainstream or special education settings, which differ in their ability to provide structured early intervention programs. There are no clear guidelines for how to make initial placement decisions and ongoing debate about the benefits and drawbacks of each educational setting. Previous studies have mostly examined placement of school-age children and reported that those with poorer cognitive abilities and more severe ASD symptoms tend to be placed in special education. The placement of younger children has rarely been studied. Here, we utilized the database at the National Autism Research Center of Israel to examine whether ASD severity, cognitive abilities, and parent education influenced the placement of 242 children. We performed the analyses separately for 1-3-year-old children who were placed in daycare centers and 3-5-year-old children who were placed in pre-school kindergartens. Our analyses revealed surprisingly small differences across special and mainstream education settings, particularly in daycare centers. Cognitive scores and parent education were significantly higher in ASD children placed in mainstream education, but these differences were of moderate effect size and explained a relatively small percentage of the variability in placement choices (<15%). Indeed, we found considerable overlap in the characteristics of ASD children across educational settings, which suggests that initial placement decisions are performed with little regard to the children's abilities. Given the importance of optimal early intervention, further studies are warranted to determine whether children with specific abilities and needs benefit more from placement in either educational setting. LAY SUMMARY: Currently, there are no clear recommendations for placing young children with ASD in special versus mainstream education settings. We examined the influence of ASD severity, cognitive abilities, and parent education on the initial placement of 242 children. While we found significantly higher cognitive scores and parental education in children placed in mainstream education, there was a remarkable overlap in the characteristics of children across both settings, suggesting that initial placement is performed with limited regard to the children's abilities. Autism Res 2021, 14: 699-708. © 2020 International Society for Autism Research and Wiley Periodicals LLC. En ligne : http://dx.doi.org/10.1002/aur.2400 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=443
in Autism Research > 14-4 (April 2021) . - p.699-708[article] Young Autism Spectrum Disorder Children in Special and Mainstream Education Settings Have Similar Behavioral Characteristics [Texte imprimé et/ou numérique] / Michal ILAN, Auteur ; Gal MEIRI, Auteur ; Liora MANELIS-BARAM, Auteur ; Michal FAROY, Auteur ; Analya MICHAELOVSKI, Auteur ; Hagit FLUSSER, Auteur ; Hagar BINOUN-CHAKI, Auteur ; Ronit SEGEV-COJOCARU, Auteur ; Orly DOTAN, Auteur ; Hen SCHTAIERMAN, Auteur ; Idan MENASHE, Auteur ; Ilan DINSTEIN, Auteur . - p.699-708.
Langues : Anglais (eng)
in Autism Research > 14-4 (April 2021) . - p.699-708
Mots-clés : Asd Autism daycare inclusion mainstream education pre-school special education Index. décimale : PER Périodiques Résumé : In many countries, parents can place autism spectrum disorder (ASD) children in either mainstream or special education settings, which differ in their ability to provide structured early intervention programs. There are no clear guidelines for how to make initial placement decisions and ongoing debate about the benefits and drawbacks of each educational setting. Previous studies have mostly examined placement of school-age children and reported that those with poorer cognitive abilities and more severe ASD symptoms tend to be placed in special education. The placement of younger children has rarely been studied. Here, we utilized the database at the National Autism Research Center of Israel to examine whether ASD severity, cognitive abilities, and parent education influenced the placement of 242 children. We performed the analyses separately for 1-3-year-old children who were placed in daycare centers and 3-5-year-old children who were placed in pre-school kindergartens. Our analyses revealed surprisingly small differences across special and mainstream education settings, particularly in daycare centers. Cognitive scores and parent education were significantly higher in ASD children placed in mainstream education, but these differences were of moderate effect size and explained a relatively small percentage of the variability in placement choices (<15%). Indeed, we found considerable overlap in the characteristics of ASD children across educational settings, which suggests that initial placement decisions are performed with little regard to the children's abilities. Given the importance of optimal early intervention, further studies are warranted to determine whether children with specific abilities and needs benefit more from placement in either educational setting. LAY SUMMARY: Currently, there are no clear recommendations for placing young children with ASD in special versus mainstream education settings. We examined the influence of ASD severity, cognitive abilities, and parent education on the initial placement of 242 children. While we found significantly higher cognitive scores and parental education in children placed in mainstream education, there was a remarkable overlap in the characteristics of children across both settings, suggesting that initial placement is performed with limited regard to the children's abilities. Autism Res 2021, 14: 699-708. © 2020 International Society for Autism Research and Wiley Periodicals LLC. En ligne : http://dx.doi.org/10.1002/aur.2400 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=443 Preschool language profiles of children at family risk of dyslexia: continuities with specific language impairment / Hannah M. NASH in Journal of Child Psychology and Psychiatry, 54-9 (September 2013)
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