Autism presentation in female and Black populations: Examining the roles of identity, theory, and systemic inequalities / Maire Claire DIEMER in Autism, 26-8 (November 2022)  

Public ISBD [article]  inAutism > 26-8 (November 2022) . - p.1931-1946 Titre : Autism presentation in female and Black populations: Examining the roles of identity, theory, and systemic inequalities Type de document : Texte imprimé et/ou numérique Auteurs : Maire Claire DIEMER, Auteur ; Emily D. GERSTEIN, Auteur ; April REGESTER, Auteur Article en page(s) : p.1931-1946 Langues : Anglais (eng) Mots-clés : Child  Humans  United States  Female  Child, Preschool  Autistic Disorder/diagnosis  Autism Spectrum Disorder/epidemiology  Intellectual Disability  Ethnicity  Racial Groups  African American  autism spectrum disorders  diagnosis  diversity  gender  health disparity  intellectual disability  intersectional  race  systemic inequality Index. décimale : PER Périodiques Résumé : Although the prevalence of autism has been rising in recent years, disparities in diagnosis still remain. Female and Black populations in the United States are diagnosed later, are more likely to have an intellectual disability, and are excluded from research as well as services designed for autistic individuals. Autistic Black girls are effectively invisible in the current scientific literature. Intersectional theory, which looks at a person as a whole, examines models that are inclusive toward diverse gender, ability, and racial/ethnic backgrounds. This theory may be a useful approach to clinical and research work with autism so that practitioners may be most effective for the whole population of autistic people. The authors recommend research focusing on inclusion of autistic populations with intellectual disability and research studies that include evaluations as part of the procedure. Clinically, the authors recommend a focus on screening all young children for autism and improving provider knowledge in working with diverse autistic populations. En ligne : http://dx.doi.org/10.1177/13623613221113501 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=488 [article] Autism presentation in female and Black populations: Examining the roles of identity, theory, and systemic inequalities [Texte imprimé et/ou numérique] / Maire Claire DIEMER, Auteur ; Emily D. GERSTEIN, Auteur ; April REGESTER, Auteur . - p.1931-1946. Langues : Anglais (eng) in Autism > 26-8 (November 2022) . - p.1931-1946 Mots-clés : Child  Humans  United States  Female  Child, Preschool  Autistic Disorder/diagnosis  Autism Spectrum Disorder/epidemiology  Intellectual Disability  Ethnicity  Racial Groups  African American  autism spectrum disorders  diagnosis  diversity  gender  health disparity  intellectual disability  intersectional  race  systemic inequality Index. décimale : PER Périodiques Résumé : Although the prevalence of autism has been rising in recent years, disparities in diagnosis still remain. Female and Black populations in the United States are diagnosed later, are more likely to have an intellectual disability, and are excluded from research as well as services designed for autistic individuals. Autistic Black girls are effectively invisible in the current scientific literature. Intersectional theory, which looks at a person as a whole, examines models that are inclusive toward diverse gender, ability, and racial/ethnic backgrounds. This theory may be a useful approach to clinical and research work with autism so that practitioners may be most effective for the whole population of autistic people. The authors recommend research focusing on inclusion of autistic populations with intellectual disability and research studies that include evaluations as part of the procedure. Clinically, the authors recommend a focus on screening all young children for autism and improving provider knowledge in working with diverse autistic populations. En ligne : http://dx.doi.org/10.1177/13623613221113501 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=488

Physical exercise and individuals with autism spectrum disorders: A systematic review / Russell B. LANG in Research in Autism Spectrum Disorders, 4-4 (October-December 2010)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 4-4 (October-December 2010) . - p.565-576 Titre : Physical exercise and individuals with autism spectrum disorders: A systematic review Type de document : Texte imprimé et/ou numérique Auteurs : Russell B. LANG, Auteur ; April REGESTER, Auteur ; Lynn KERN KOEGEL, Auteur ; Kristen ASHBAUGH, Auteur ; Whitney ENCE, Auteur ; Whitney SMITH, Auteur Année de publication : 2010 Article en page(s) : p.565-576 Langues : Anglais (eng) Mots-clés : Exercise Physical-activity Autism Aerobic Asperger's PDD-NOS Review Index. décimale : PER Périodiques Résumé : Studies involving physical exercise and individuals with autism spectrum disorders (ASD) were reviewed. Systematic search procedures identified 18 studies meeting predetermined inclusion criteria. These studies were evaluated in terms of: (a) participant characteristics, (b) type of exercise, (c) procedures used to increase exercise, (d) outcomes, and (e) research methodology. Across the corpus of studies, exercise was implemented with 64 participants with ASD aged 3–41 years. A variety of exercise activities were employed (e.g., jogging, weight training, bike riding). Following the exercise interventions decreases in stereotypy, aggression, off-task behavior and elopement were reported. Fatigue was not likely the cause of decreases in maladaptive behavior because on-task behavior, academic responding, and appropriate motor behavior (e.g., playing catch) increased following physical exercise. Results suggest that programs for individuals with ASD may benefit from including components designed to incorporate regular and specific types of physical activity. Areas in need of further research are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.01.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102 [article] Physical exercise and individuals with autism spectrum disorders: A systematic review [Texte imprimé et/ou numérique] / Russell B. LANG, Auteur ; April REGESTER, Auteur ; Lynn KERN KOEGEL, Auteur ; Kristen ASHBAUGH, Auteur ; Whitney ENCE, Auteur ; Whitney SMITH, Auteur . - 2010 . - p.565-576. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 4-4 (October-December 2010) . - p.565-576 Mots-clés : Exercise Physical-activity Autism Aerobic Asperger's PDD-NOS Review Index. décimale : PER Périodiques Résumé : Studies involving physical exercise and individuals with autism spectrum disorders (ASD) were reviewed. Systematic search procedures identified 18 studies meeting predetermined inclusion criteria. These studies were evaluated in terms of: (a) participant characteristics, (b) type of exercise, (c) procedures used to increase exercise, (d) outcomes, and (e) research methodology. Across the corpus of studies, exercise was implemented with 64 participants with ASD aged 3–41 years. A variety of exercise activities were employed (e.g., jogging, weight training, bike riding). Following the exercise interventions decreases in stereotypy, aggression, off-task behavior and elopement were reported. Fatigue was not likely the cause of decreases in maladaptive behavior because on-task behavior, academic responding, and appropriate motor behavior (e.g., playing catch) increased following physical exercise. Results suggest that programs for individuals with ASD may benefit from including components designed to incorporate regular and specific types of physical activity. Areas in need of further research are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.01.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102

Video self-modeling to teach classroom rules to two students with Asperger's / Russell B. LANG in Research in Autism Spectrum Disorders, 3-2 (April-june 2009)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 3-2 (April-june 2009) . - p.483-488 Titre : Video self-modeling to teach classroom rules to two students with Asperger's Type de document : Texte imprimé et/ou numérique Auteurs : Russell B. LANG, Auteur ; Mark O'REILLY, Auteur ; Karrie A. SHOGREN, Auteur ; Wendy MACHALICEK, Auteur ; Mandy RISPOLI, Auteur ; Sonia BAKER, Auteur ; April REGESTER, Auteur Année de publication : 2009 Article en page(s) : p.483-488 Langues : Anglais (eng) Mots-clés : Asperger's Video-modeling Rules Index. décimale : PER Périodiques Résumé : Classroom rules are an integral part of classroom management. Children with Asperger's may require systematic instruction to learn classroom rules, but may be placed in classrooms in which the rules are not explicitly taught. A multiple baseline design across students with probes for maintenance after the intervention ceased was used to evaluate the effectiveness of a video self-modeling (VSM) intervention to teach classroom rules to two children with Asperger's. Results indicated that each of the children improved in their ability to recite classroom rules following the VSM intervention. These results were maintained for both students at 12 weeks post-intervention. The findings of this study suggest that VSM is an effective tool for teaching children with Asperger's classroom rules. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.10.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=709 [article] Video self-modeling to teach classroom rules to two students with Asperger's [Texte imprimé et/ou numérique] / Russell B. LANG, Auteur ; Mark O'REILLY, Auteur ; Karrie A. SHOGREN, Auteur ; Wendy MACHALICEK, Auteur ; Mandy RISPOLI, Auteur ; Sonia BAKER, Auteur ; April REGESTER, Auteur . - 2009 . - p.483-488. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 3-2 (April-june 2009) . - p.483-488 Mots-clés : Asperger's Video-modeling Rules Index. décimale : PER Périodiques Résumé : Classroom rules are an integral part of classroom management. Children with Asperger's may require systematic instruction to learn classroom rules, but may be placed in classrooms in which the rules are not explicitly taught. A multiple baseline design across students with probes for maintenance after the intervention ceased was used to evaluate the effectiveness of a video self-modeling (VSM) intervention to teach classroom rules to two children with Asperger's. Results indicated that each of the children improved in their ability to recite classroom rules following the VSM intervention. These results were maintained for both students at 12 weeks post-intervention. The findings of this study suggest that VSM is an effective tool for teaching children with Asperger's classroom rules. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.10.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=709

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