Pubmed du 05/02/19

mardi 5 février 2019

1. Azad GF, Marcus SC, Sheridan SM, Mandell DS. Partners in School : An Innovative Parent-Teacher Consultation Model for Children with Autism Spectrum Disorder. Journal of educational and psychological consultation : the official journal of the Association for Educational and Psychological Consultants. 2018 ; 28(4) : 460-86.

Little research examines the best ways to improve communication between parents and teachers of children with Autism Spectrum Disorder (ASD) and its effect on child outcomes. The present study tests an innovative parent-teacher consultation model, entitled Partners in School. The goal of Partners in School is to improve parent-teacher communication aboutevidence-based practices (EBPs), and subsequently, outcomes for children with ASD. Participants were 26 teachers and 49 parents of children with ASD from a large urban public school district. Parents and teachers completed measures of their communication and child outcomes prior to and after receiving consultation through Partners in School. Results indicated that parents and teachers perceived improvements in child outcomes after participation inPartners in School. Changes in parent-teacher communication also were associated with changes in some child outcomes. Discussionhighlights the important role of communication inconsultations targeting family-school partnerships for children with ASD.

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2. Burke MM, Lee CE, Hall SA, Rossetti Z. Understanding Decision Making Among Individuals With Intellectual and Developmental Disabilities (IDD) and Their Siblings. Intellectual and developmental disabilities. 2019 ; 57(1) : 26-41.

Many siblings anticipate fulfilling caregiving roles for their brothers and sisters with intellectual and developmental disabilities (IDD). Given these roles and the importance of supported decision making, it is crucial to understand how individuals with IDD and their siblings make decisions. Using dyadic interviews, we examined the perspectives of nine sibling dyads ( N = 18) about decision making in relation to self-determination, independent living, and employment. The ages of participants ranged from 19 to 57. Data were analyzed using constant comparative analysis to identify themes. Decision making was characterized by : parents and siblings primarily identifying courses of action ; the probability of respective consequences based on the person-environment fit ; and the role of the sibling in making the final decision. Characteristics related to the individual with IDD, the family, the sibling, and the environment impacted decision making. Individuals with IDD were more likely to make their own decisions about leisure activities ; however, siblings were more likely to make formal decisions for their brothers and sisters.

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3. Chennubhotla S, Hertog R, Williams JE, Hanna D, Abell TL. An Algorithmic Approach to Nutritional Difficulties in People With Developmental Disabilities. Intellectual and developmental disabilities. 2019 ; 57(1) : 14-25.

With the increasing survival rate of people with developmental disabilities into adulthood and later life, nutritional support and feeding of these individuals frequently becomes a critical problem which must be addressed by their caregivers and healthcare providers. Problems surrounding mealtimes include difficulty with the mechanisms of feeding as well as medical complications including aspiration and gastrointestinal dysmotility. No comprehensive guidelines exist to aid caregivers and healthcare providers regarding the issues in feeding and nutrition in this population. We offer an algorithmic approach to the nutrition-related problems of aspiration, laborious meals and mealtime refusal, choosing the best route for tube feeding, and when to return patients with developmental disabilities back to oral feeding.

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4. Dawson G. Inappropriate Use of the Term Autism as Analogy. JAMA Pediatr. 2019.

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5. Dawson G, Sapiro G. Potential for Digital Behavioral Measurement Tools to Transform the Detection and Diagnosis of Autism Spectrum Disorder. JAMA Pediatr. 2019.

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6. Fielding-Gebhardt H, Warren SF. Early Predictors of Later Expressive Language in Boys With Fragile X Syndrome. Am J Intellect Dev Disabil. 2019 ; 124(1) : 11-24.

The predictive ability of early consonant inventory and intentional communication on later expressive language was examined in 36 boys with fragile X syndrome (FXS). Autism symptom severity was included as a potential moderator. Participants were visited in their homes twice over a 6-year period, and mother-child interactions were videotaped, coded, and transcribed behavior by behavior. Consonant inventory and concurrent autism symptom severity were predictive of later number of different words, as was the interaction between the two. Intentional communication was not predictive of number of different words. These findings provide additional specific evidence for differences in foundational language abilities associated with autism symptom severity in boys with FXS. Clinical implications are discussed.

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7. Griffin MM, Fisher MH, Lane LA, Morin L. In Their Own Words : Perceptions and Experiences of Bullying Among Individuals With Intellectual and Developmental Disabilities. Intellectual and developmental disabilities. 2019 ; 57(1) : 66-74.

Despite the high incidence of bullying among people with intellectual and developmental disabilities (IDD), little research has been conducted with people with IDD as participants reporting their own perceptions and experiences of bullying. To address this shortcoming, we interviewed 18 adults with IDD regarding these issues. Four major themes emerged from our qualitative analysis of the transcribed interviews : (a) bullying is hurtful, (b) why people bully, (c) bullying takes many forms, and (d) bullying can happen anywhere. Though participants’ definitions of bullying and explanations for why people bully aligned well with traditional understandings, several reported incidents of bullying were discrepant from the traditional definition, including incidents of abuse and rude behavior. Implications for future research and practice are discussed.

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8. Khalifa G, Sharif Z, Sultan M, Di Rezze B. Workplace accommodations for adults with autism spectrum disorder : a scoping review. Disabil Rehabil. 2019 : 1-16.

PURPOSE : To identify workplace accommodations that can contribute to obtaining or maintaining employment for adults with autism spectrum disorder in the peer- reviewed literature. METHOD : A scoping review of peer-reviewed articles published between January 1987 and March 2018 was performed. Three independent reviewers searched seven databases. Inclusion criteria for selected studies included adult with autism participants (>/=18 years), intervention studies that described support for securing or maintaining employment/skills training, and education for employee/employers to support adults with autism. Results were organized based on environmental domains within the World Health Organization’s International Classification of Functioning, Disability, and Health : (1) natural environment ; (2) products and technology ; (3) support and relationships ; (4) attitudes ; (5) services, systems, and policies. RESULTS : The initial search identified 829 articles, of which 25 met the inclusion criteria. The majority of the selected studies described accommodations under more than one environmental domain. Most studies categorized in the Support and Relationships domain were also categorized under another domain. CONCLUSION : The majority of studies (21) were categorized as providing interventions related to employment support and relationships. One of the most common examples of support involved job coaching using different strategies. Technology is another area that is emerging and requires further exploration. Implications for Rehabilitation Successful workplace strategies for individuals with autism spectrum disorder were : minimizing distractions, reducing noise, and predictable job duties. Environmental considerations related to using technology could play an important role in improving performance and work experience. Employers and co-workers support is an important aspect that contributes to a positive work environment.

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9. Loper PL, Jr. Inappropriate Use of the Term Autism as Analogy-Reply. JAMA Pediatr. 2019.

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10. Merchan-Baeza JA, Perez-Cruzado D, Gonzalez-Sanchez M, Cuesta-Vargas A. Development of a new index of strength in adults with intellectual and developmental disabilities. Disabil Rehabil. 2019 : 1-5.

BACKGROUND : Given the increase in the prevalence of muscular strength problems in people with intellectual and developmental disability and the potentially serious consequences for their day-to-day life, there is a need for comprehensive evaluations of strength. AIMS : To design a new index of the muscular strength of people with intellectual and developmental disability using principal components analysis. METHODS AND PROCEDURES : The sample consisted of 978 individuals with intellectual and developmental disability, 637 men and 341 women, with a mean age of 34.8 years (+/-11.2) who were recruited from the European Special Olympics Games. All participants were measured with the following functional tests : timed stand test, partial sit-up test, seated pushup and handgrip test. OUTCOMES AND RESULTS : Data was analyzed using principal components analysis with Oblimin rotation and Kaiser normalization. The Component Plot and Rotated Space indicated that a one-factor solution was optimal. The principal component analysis revealed a satisfactory percentage of total variance explained. CONCLUSIONS : Based on the data analyzed above we believe that the strength index developed in this study could help to facilitate the assessment and follow-up of people with intellectual and developmental disability in the clinical setting, because it offers a broad measure of an individual’s muscular response generated to the various stimuli presented by the evaluator. In addition, because it is economical, and easy and quick to administer, this index could easily be applied in clinical and research settings. Implications for rehabilitation The developed index allows to classify people with intellectual and developmental disability according to their strength, knowing, in addition, the variance that each of the four tests explains about that index. The strength index developed in this study could help to facilitate the assessment and follow-up of people with intellectual and developmental disability due to its ease of use, economy and time required for its execution, could lead to an easy transfer and use in clinical setting.

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11. Mirkovic B, Gerardin P. Asperger’s syndrome : What to consider ?. L’Encephale. 2019.

Asperger’s syndrome is a neurodevelopmental disorder which is part of the large family of autism spectrum disorders. People with Asperger’s syndrome have difficulties in social interactions, verbal and non-verbal communication, and may display behavioural oddities, with stereotypies and limited interests. They show no language delay and their cognitive development is not marked by an overall delay but by specific impairments in certain areas such as the executive functions. The clinical presentations are very heterogeneous, varying according to age and psychiatric comorbidities. Screening, diagnosis and specialized treatment are not made any easier by the diversity of the clinical manifestations. Asperger’s syndrome is often diagnosed belatedly, at 11years of age on average and even in adulthood in some cases. This late diagnosis has a significant impact on the risks of depression and a poor quality of life. However, in adulthood or in adolescence, certain situations, personality traits and cognitive profiles or certain comorbidities should suggest the hypothesis of an Asperger-type autism spectrum disorder. We propose here a review of the clinical situations at different ages of life that could help with the screening and the referral of patients to specialized clinicians for diagnosis and appropriate treatment.

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12. Moody EJ, Harris B, Zittleman L, Nease DE, Westfall JM. It’s time for a change ! : The appreciative inquiry/bootcamp translation to address disparities in the Latino community with autism spectrum disorders. Cultural diversity & ethnic minority psychology. 2019 ; 25(1) : 113-22.

OBJECTIVE : Autism spectrum disorder (ASD) is underidentified and misidentified in the Latino community, and numerous barriers limit this community’s ability to access quality health care for ASD. Appreciative inquiry/boot camp translation (AI/BCT) is a novel method of community engagement that can be used within community-based participatory research partnerships. AI/BCT uses qualitative methods to uncover strategies that the community is already successfully using and develops actionable messages to increase the use of those strategies throughout the community. We describe this method and outline how it is likely to be more effective at reducing disparities related to ASDs in the Latino community than traditional methods. CONCLUSION : AI/BCT is a promising method of community engagement that is responsive to cultural differences. It is a strength-based approach focused on increasing the use of strategies that already work within the community. Therefore, it has the potential to reduce health disparities in the Latino community who have loved ones with autism ASD much more rapidly than traditional methods of inquiry. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

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13. Nash R, Riley C, Paramsothy P, Gilbertson K, Raspa M, Wheeler A, Dziuban EJ, Peacock G. A Description of the Educational Setting Among Individuals With Fragile X Syndrome. Am J Intellect Dev Disabil. 2019 ; 124(1) : 57-76.

Children with fragile X syndrome (FXS) display wide-ranging intellectual and behavioral abilities that affect daily life. We describe the educational setting of students with FXS and assess the relationships between school setting, co-occurring conditions, and functional ability using a national survey sample ( n = 982). The majority of students with FXS in this sample have formal individualized education plans, spend part of the day outside regular classrooms, and receive modifications when in a regular classroom. Males with FXS and certain co-occurring conditions (autism, aggression, and self-injurious behavior) are more likely to spend the entire day outside regular classrooms, compared to males without these co-occurring conditions. Students who spend more time in regular classrooms are more likely to perform functional tasks without help.

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14. Nicotera AG, Hagerman RJ, Catania MV, Buono S, Di Nuovo S, Liprino EM, Stracuzzi E, Giusto S, Di Vita G, Musumeci SA. EEG Abnormalities as a Neurophysiological Biomarker of Severity in Autism Spectrum Disorder : A Pilot Cohort Study. J Autism Dev Disord. 2019.

To date, the phenotypic significance of EEG abnormalities in patients with ASD is unclear. In a population affected by ASD we aimed to evaluate : the phenotypic characteristics ; the prevalence of EEG abnormalities ; the potential correlations between EEG abnormalities and behavioral and cognitive variables. Sixty-nine patients with ASD underwent cognitive or developmental testing, language assessment, and adaptive behavior skills evaluation as well as sleep/wake EEG recording. EEG abnormalities were found in 39.13% of patients. EEG abnormalities correlated with autism severity, hyperactivity, anger outbursts, aggression, negative or destructive behavior, motor stereotypies, intellectual disability, language impairment and self-harm. Our findings confirmed that EEG abnormalities are present in the ASD population and correlate with several associated phenotypic features.

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15. Perez Liz G, Bradstreet L, Fernandes S. Inappropriate Use of the Term Autism as Analogy. JAMA Pediatr. 2019.

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16. Rao T, Reiman E, Ausikaitis A. Child Welfare Caseworkers and Children with Developmental Disabilities : An Exploratory Study. Social work. 2019.

Children with developmental disabilities are overrepresented in the child welfare system. Although caseworkers play a key role in ensuring that the special needs of these children are met, little is known regarding caseworkers’ knowledge about, exposure to, and comfort with people with developmental disabilities. In this exploratory study, through use of an online anonymous survey, local county caseworkers (N = 251) were asked to self-rate their knowledge, exposure, and comfort levels. Findings indicated caseworker agreement regarding the relevance of having knowledge and training about this population within the child welfare system. Furthermore, caseworkers with more training felt more knowledgeable and comfortable than those with less training. In addition, personal exposure to individuals with developmental disabilities was considered relevant.

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17. Sheldrick RC, Frenette E, Vera JD, Mackie TI, Martinez-Pedraza F, Hoch N, Eisenhower A, Fettig A, Carter AS. What Drives Detection and Diagnosis of Autism Spectrum Disorder ? Looking Under the Hood of a Multi-stage Screening Process in Early Intervention. J Autism Dev Disord. 2019.

U.S. guidelines for detecting autism emphasize screening and also incorporate clinical judgment. However, most research focuses on the former. Among 1,654 children participating in a multi-stage screening protocol for autism, we used mixed methods to evaluate : (1) the effectiveness of a clinical decision rule that encouraged further assessment based not only on positive screening results, but also on parent or provider concern, and (2) the influence of shared decision-making on screening administration. Referrals based on concern alone were cost-effective in the current study, and reported concerns were stronger predictors than positive screens of time-to-complete referrals. Qualitative analyses suggest a dynamic relationship between parents’ concerns, providers’ concerns, and screening results that is central to facilitating shared decision-making and influencing diagnostic assessment.

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18. Stevenson RA, Philipp-Muller A, Hazlett N, Wang ZY, Luk J, Lee J, Black KR, Yeung LK, Shafai F, Segers M, Feber S, Barense MD. Conjunctive Visual Processing Appears Abnormal in Autism. Front Psychol. 2018 ; 9 : 2668.

Face processing in autism spectrum disorder (ASD) is thought to be atypical, but it is unclear whether differences in visual conjunctive processing are specific to faces. To address this, we adapted a previously established eye-tracking paradigm which modulates the need for conjunctive processing by varying the degree of feature ambiguity in faces and objects. Typically-developed (TD) participants showed a canonical pattern of conjunctive processing : High-ambiguity objects were processed more conjunctively than low-ambiguity objects, and faces were processed in an equally conjunctive manner regardless of ambiguity level. In contrast, autistic individuals did not show differences in conjunctive processing based on stimulus category, providing evidence that atypical visual conjunctive processing in ASD is the result of a domain general lack of perceptual specialization.

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19. Thiemann-Bourque K, Johnson LK, Brady NC. Similarities in Functional Play and Differences in Symbolic Play of Children With Autism Spectrum Disorder. Am J Intellect Dev Disabil. 2019 ; 124(1) : 77-91.

Contradictory reports of play strengths and weaknesses for children with autism spectrum disorders (ASD) persist in the literature. We compared the play of 19 children with ASD to 19 typically developing (TD) children matched on language and cognitive skills. All children were verbal. Results revealed no differences in indiscriminate actions, functional play, and object interest. The children with ASD showed less symbolic play and a significantly fewer number of children met criteria for emerging or mastered symbolic play. A specific deficit was observed for "doll as agent" symbolic play. Outcomes suggest that compared to children without disabilities, children with ASD may have comparable functional play skills and struggle with the transition to some, but not all types of symbolic play.

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20. Watanabe T, Rees G, Masuda N. Atypical intrinsic neural timescale in autism. eLife. 2019 ; 8.

How long neural information is stored in a local brain area reflects functions of that region and is often estimated by the magnitude of the autocorrelation of intrinsic neural signals in the area. Here, we investigated such intrinsic neural timescales in high-functioning adults with autism and examined whether local brain dynamics reflected their atypical behaviours. By analysing resting-state fMRI data, we identified shorter neural timescales in the sensory/visual cortices and a longer timescale in the right caudate in autism. The shorter intrinsic timescales in the sensory/visual areas were correlated with the severity of autism, whereas the longer timescale in the caudate was associated with cognitive rigidity. These observations were confirmed from neurodevelopmental perspectives and replicated in two independent cross-sectional datasets. Moreover, the intrinsic timescale was correlated with local grey matter volume. This study shows that functional and structural atypicality in local brain areas is linked to higher-order cognitive symptoms in autism.

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21. Zhang L, Liu Y, Zhou Z, Wei Y, Wang J, Yang J, Wu Y, Sun Y. A follow-up study on the long-term effects of rehabilitation in children with autism spectrum disorders. NeuroRehabilitation. 2019.

BACKGROUND : OBJECTIVE:This study aimed to investigate the effects of long-term rehabilitation and related factors affecting the recovery of autistic children. METHODS : A total of 137 autistic children were followed up for 3 years. They received two neuropsychological assessments at the first visit and 3 years after referral. Assessments included Childhood Autism Rating Scale (CARS), Autism Behavior Checklist (ABC), and Developmental Diagnostic Scale of Children Aged 0-6 Years. All children were asked to visit rehabilitation centers for rehabilitation training. In the study, 105 children with autism spectrum disorders (ASD) received rehabilitation training according to the physician’s orders (the rehabilitation group), and 32 patients did not receive rehabilitation training (the nonrehabilitation group). RESULTS : The ABC, CARS, and developmental quotient scores of the rehabilitation group were statistically significant between initial assessment and reassessment. No significant difference was observed in the nonrehabilitation group. CONCLUSIONS : Rehabilitation training significantly improved the core symptoms and cognitive function in children with ASD, exerting a long-term rehabilitation effect. The initial language development quotient, children’s training time, and parental participation time of autistic children significantly impacted the change in ABC.

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