Adult Outcomes in Autism: Community Inclusion and Living Skills / Kylie M. GRAY in Journal of Autism and Developmental Disorders, 44-12 (December 2014)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 44-12 (December 2014) . - p.3006-3015 Titre : Adult Outcomes in Autism: Community Inclusion and Living Skills Type de document : Texte imprimé et/ou numérique Auteurs : Kylie M. GRAY, Auteur ; Caroline M. KEATING, Auteur ; John R. TAFFE, Auteur ; Avril V. BRERETON, Auteur ; Stewart L. EINFELD, Auteur ; Tessa C. REARDON, Auteur ; Bruce J. TONGE, Auteur Article en page(s) : p.3006-3015 Langues : Anglais (eng) Mots-clés : Autism  Community inclusion  Living skills  Adult outcomes Index. décimale : PER Périodiques Résumé : Longitudinal research has demonstrated that social outcomes for adults with autism are restricted, particularly in terms of employment and living arrangements. However, understanding of individual and environmental factors that influence these outcomes is far from complete. This longitudinal study followed a community sample of children and adolescents with autism into adulthood. Social outcomes in relation to community inclusion and living skills were examined, including the predictive role of a range of individual factors and the environment (socio-economic disadvantage). Overall, the degree of community inclusion and living skills was restricted for the majority, and while childhood IQ was an important determinant of these outcomes, it was not the sole predictor. The implications of these findings in relation to interventions are discussed. En ligne : http://dx.doi.org/10.1007/s10803-014-2159-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=243 [article] Adult Outcomes in Autism: Community Inclusion and Living Skills [Texte imprimé et/ou numérique] / Kylie M. GRAY, Auteur ; Caroline M. KEATING, Auteur ; John R. TAFFE, Auteur ; Avril V. BRERETON, Auteur ; Stewart L. EINFELD, Auteur ; Tessa C. REARDON, Auteur ; Bruce J. TONGE, Auteur . - p.3006-3015. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 44-12 (December 2014) . - p.3006-3015 Mots-clés : Autism  Community inclusion  Living skills  Adult outcomes Index. décimale : PER Périodiques Résumé : Longitudinal research has demonstrated that social outcomes for adults with autism are restricted, particularly in terms of employment and living arrangements. However, understanding of individual and environmental factors that influence these outcomes is far from complete. This longitudinal study followed a community sample of children and adolescents with autism into adulthood. Social outcomes in relation to community inclusion and living skills were examined, including the predictive role of a range of individual factors and the environment (socio-economic disadvantage). Overall, the degree of community inclusion and living skills was restricted for the majority, and while childhood IQ was an important determinant of these outcomes, it was not the sole predictor. The implications of these findings in relation to interventions are discussed. En ligne : http://dx.doi.org/10.1007/s10803-014-2159-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=243

Agreement in multi-informant assessment of behaviour and emotional problems and social functioning in adolescents with Autistic and Asperger's Disorder / Matthew I. JEPSEN in Research in Autism Spectrum Disorders, 6-3 (July-September 2012)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1091-1098 Titre : Agreement in multi-informant assessment of behaviour and emotional problems and social functioning in adolescents with Autistic and Asperger's Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Matthew I. JEPSEN, Auteur ; Kylie M. GRAY, Auteur ; John R. TAFFE, Auteur Année de publication : 2012 Article en page(s) : p.1091-1098 Langues : Anglais (eng) Mots-clés : Autistic Disorder  Asperger's Disorder  Multi-informant  Assessment  Psychopathology  Social functioning Index. décimale : PER Périodiques Résumé : There is a paucity of evidence concerning the patterns of multi-informant agreement in populations with Autism Spectrum Disorders (ASD). This study compared ratings of behaviour and emotional problems and social functioning provided by 45 adolescents aged 12–18 years, with Autistic or Asperger's Disorder with ratings by their parents and teachers. Behaviour and emotional problems were measured using the Child Behaviour Checklist and social functioning was measured with the Social Skills Rating System. Moderate agreement was found between adolescent and parent ratings of psychopathology and social functioning. In general, parent and teacher ratings and adolescent and teacher ratings differed significantly. These findings suggest that behaviour varies across environmental contexts. Patterns of agreement between multiple informants observed in the current study frequently differed from those previously found in non-ASD populations. Clinicians and researchers need to consider a multi-informant approach to obtain a detailed picture of behaviour and emotional problems in adolescents with autism and Asperger's Disorder. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.02.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=154 [article] Agreement in multi-informant assessment of behaviour and emotional problems and social functioning in adolescents with Autistic and Asperger's Disorder [Texte imprimé et/ou numérique] / Matthew I. JEPSEN, Auteur ; Kylie M. GRAY, Auteur ; John R. TAFFE, Auteur . - 2012 . - p.1091-1098. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1091-1098 Mots-clés : Autistic Disorder  Asperger's Disorder  Multi-informant  Assessment  Psychopathology  Social functioning Index. décimale : PER Périodiques Résumé : There is a paucity of evidence concerning the patterns of multi-informant agreement in populations with Autism Spectrum Disorders (ASD). This study compared ratings of behaviour and emotional problems and social functioning provided by 45 adolescents aged 12–18 years, with Autistic or Asperger's Disorder with ratings by their parents and teachers. Behaviour and emotional problems were measured using the Child Behaviour Checklist and social functioning was measured with the Social Skills Rating System. Moderate agreement was found between adolescent and parent ratings of psychopathology and social functioning. In general, parent and teacher ratings and adolescent and teacher ratings differed significantly. These findings suggest that behaviour varies across environmental contexts. Patterns of agreement between multiple informants observed in the current study frequently differed from those previously found in non-ASD populations. Clinicians and researchers need to consider a multi-informant approach to obtain a detailed picture of behaviour and emotional problems in adolescents with autism and Asperger's Disorder. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.02.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=154

Autism Spectrum Disorder in the DSM-5: Diagnostic Sensitivity and Specificity in Early Childhood / Jessica A. CHRISTIANSZ in Journal of Autism and Developmental Disorders, 46-6 (June 2016)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 46-6 (June 2016) . - p.2054-2063 Titre : Autism Spectrum Disorder in the DSM-5: Diagnostic Sensitivity and Specificity in Early Childhood Type de document : Texte imprimé et/ou numérique Auteurs : Jessica A. CHRISTIANSZ, Auteur ; Kylie M. GRAY, Auteur ; John R. TAFFE, Auteur ; Bruce J. TONGE, Auteur Article en page(s) : p.2054-2063 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  ADI-R  ADOS  Diagnosis  DSM-5 Index. décimale : PER Périodiques Résumé : Changes to the DSM-5 Autism Spectrum Disorder (ASD) criteria raised concerns among parents and practitioners that the criteria may exclude some children with Pervasive Developmental Disorder (PDD). Few studies have examined DSM-5 sensitivity and specificity in children less than 5 years of age. This study evaluated 185 children aged 20–55 months with DSM-IV PDD or developmental delay. Autism Diagnostic Interview—Revised (ADI-R) and Autism Diagnostic Observation Schedule (ADOS) data was assigned to DSM-5 subdomains. Children displaying the required symptomatology were classified with DSM-5 ASD. DSM-IV clinical diagnoses were compared to DSM-5 classifications. Using combined ADI-R/ADOS information, sensitivity was .84 and specificity was .54. Comorbid behaviour and emotional problems were significantly lower in children with PDD that did not meet DSM-5 criteria. En ligne : http://dx.doi.org/10.1007/s10803-016-2734-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=288 [article] Autism Spectrum Disorder in the DSM-5: Diagnostic Sensitivity and Specificity in Early Childhood [Texte imprimé et/ou numérique] / Jessica A. CHRISTIANSZ, Auteur ; Kylie M. GRAY, Auteur ; John R. TAFFE, Auteur ; Bruce J. TONGE, Auteur . - p.2054-2063. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 46-6 (June 2016) . - p.2054-2063 Mots-clés : Autism Spectrum Disorder  ADI-R  ADOS  Diagnosis  DSM-5 Index. décimale : PER Périodiques Résumé : Changes to the DSM-5 Autism Spectrum Disorder (ASD) criteria raised concerns among parents and practitioners that the criteria may exclude some children with Pervasive Developmental Disorder (PDD). Few studies have examined DSM-5 sensitivity and specificity in children less than 5 years of age. This study evaluated 185 children aged 20–55 months with DSM-IV PDD or developmental delay. Autism Diagnostic Interview—Revised (ADI-R) and Autism Diagnostic Observation Schedule (ADOS) data was assigned to DSM-5 subdomains. Children displaying the required symptomatology were classified with DSM-5 ASD. DSM-IV clinical diagnoses were compared to DSM-5 classifications. Using combined ADI-R/ADOS information, sensitivity was .84 and specificity was .54. Comorbid behaviour and emotional problems were significantly lower in children with PDD that did not meet DSM-5 criteria. En ligne : http://dx.doi.org/10.1007/s10803-016-2734-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=288

Brief Report: The Relationship Between Language Skills, Adaptive Behavior, and Emotional and Behavior Problems in Pre-schoolers with Autism / Carlie J. PARK in Journal of Autism and Developmental Disorders, 42-12 (December 2012)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 42-12 (December 2012) . - p.2761-2766 Titre : Brief Report: The Relationship Between Language Skills, Adaptive Behavior, and Emotional and Behavior Problems in Pre-schoolers with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Carlie J. PARK, Auteur ; Gregory W. YELLAND, Auteur ; John R. TAFFE, Auteur ; Kylie M. GRAY, Auteur Année de publication : 2012 Article en page(s) : p.2761-2766 Langues : Anglais (eng) Mots-clés : Autism  Language  Adaptive behavior  Behavior problems Index. décimale : PER Périodiques Résumé : This study investigated the relationship between structural language skills, and communication skills, adaptive behavior, and emotional and behavior problems in pre-school children with autism. Participants were aged 3'5 years with autism (n = 27), and two comparison groups of children with developmental delay without autism (n = 12) and typically developing children (n = 20). The participants were administered standardised tests of structural language skills, and parents completed the Vineland Adaptive Behavior Scales and the Developmental Behaviour Checklist. Results indicated that for children with autism, communication skills, and in particular receptive communication skills, were associated with social and daily living skills, and behavior problems. Receptive structural language skills were associated with expressive communication skills. There were no associations found between structural language skills and social or daily living skills, nor behavior problems. The results of this study suggest that communication skills are more closely linked to functional and behavioral outcomes in autism than structural language skills. En ligne : http://dx.doi.org/10.1007/s10803-012-1534-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=184 [article] Brief Report: The Relationship Between Language Skills, Adaptive Behavior, and Emotional and Behavior Problems in Pre-schoolers with Autism [Texte imprimé et/ou numérique] / Carlie J. PARK, Auteur ; Gregory W. YELLAND, Auteur ; John R. TAFFE, Auteur ; Kylie M. GRAY, Auteur . - 2012 . - p.2761-2766. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 42-12 (December 2012) . - p.2761-2766 Mots-clés : Autism  Language  Adaptive behavior  Behavior problems Index. décimale : PER Périodiques Résumé : This study investigated the relationship between structural language skills, and communication skills, adaptive behavior, and emotional and behavior problems in pre-school children with autism. Participants were aged 3'5 years with autism (n = 27), and two comparison groups of children with developmental delay without autism (n = 12) and typically developing children (n = 20). The participants were administered standardised tests of structural language skills, and parents completed the Vineland Adaptive Behavior Scales and the Developmental Behaviour Checklist. Results indicated that for children with autism, communication skills, and in particular receptive communication skills, were associated with social and daily living skills, and behavior problems. Receptive structural language skills were associated with expressive communication skills. There were no associations found between structural language skills and social or daily living skills, nor behavior problems. The results of this study suggest that communication skills are more closely linked to functional and behavioral outcomes in autism than structural language skills. En ligne : http://dx.doi.org/10.1007/s10803-012-1534-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=184

Computerised attention training for children with intellectual and developmental disabilities: a randomised controlled trial / Hannah E. KIRK in Journal of Child Psychology and Psychiatry, 57-12 (December 2016)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 57-12 (December 2016) . - p.1380-1389 Titre : Computerised attention training for children with intellectual and developmental disabilities: a randomised controlled trial Type de document : Texte imprimé et/ou numérique Auteurs : Hannah E. KIRK, Auteur ; Kylie M. GRAY, Auteur ; Kirsten ELLIS, Auteur ; John R. TAFFE, Auteur ; Kim CORNISH, Auteur Article en page(s) : p.1380-1389 Langues : Anglais (eng) Mots-clés : Attention  cognitive training  developmental disability  intellectual disability Index. décimale : PER Périodiques Résumé : Background Children with intellectual and developmental disabilities (IDD) experience heightened attention difficulties which have been linked to poorer cognitive, academic and social outcomes. Although, increasing research has focused on the potential of computerised cognitive training in reducing attention problems, limited studies have assessed whether this intervention could be utilised for those with IDD. This study aimed to assess the efficacy of a computerised attention training programme in children with IDD. Methods In a double-blind randomised controlled trial, children (n = 76; IQ < 75) aged 4–11 years were assigned to an adaptive attention training condition or a nonadaptive control condition. Both conditions were completed at home over a 5-week period and consisted of 25 sessions, each of 20-min duration. Outcome measures (baseline, posttraining and 3-month follow-up) assessed core attention skills (selective attention, sustained attention and attentional control) and inattentive/hyperactive behaviour. Results Children in the attention training condition showed greater improvement in selective attention performance compared to children in the control condition (SMD = 0.24, 95% CI 0.02, 0.45). These improvements were maintained 3 months after training had ceased (SMD = 0.26, 95% CI 0.04, 0.48). The attention training programme was not effective in promoting improvements in sustained attention, attentional control or inattentive/hyperactive behaviours. Conclusions The findings suggest that attention training may enhance some aspects of attention (selective attention) in children with IDD, but the small to medium effect sizes indicate that further refinement of the training programme is needed to promote larger, more global improvements. En ligne : http://dx.doi.org/10.1111/jcpp.12615 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297 [article] Computerised attention training for children with intellectual and developmental disabilities: a randomised controlled trial [Texte imprimé et/ou numérique] / Hannah E. KIRK, Auteur ; Kylie M. GRAY, Auteur ; Kirsten ELLIS, Auteur ; John R. TAFFE, Auteur ; Kim CORNISH, Auteur . - p.1380-1389. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 57-12 (December 2016) . - p.1380-1389 Mots-clés : Attention  cognitive training  developmental disability  intellectual disability Index. décimale : PER Périodiques Résumé : Background Children with intellectual and developmental disabilities (IDD) experience heightened attention difficulties which have been linked to poorer cognitive, academic and social outcomes. Although, increasing research has focused on the potential of computerised cognitive training in reducing attention problems, limited studies have assessed whether this intervention could be utilised for those with IDD. This study aimed to assess the efficacy of a computerised attention training programme in children with IDD. Methods In a double-blind randomised controlled trial, children (n = 76; IQ < 75) aged 4–11 years were assigned to an adaptive attention training condition or a nonadaptive control condition. Both conditions were completed at home over a 5-week period and consisted of 25 sessions, each of 20-min duration. Outcome measures (baseline, posttraining and 3-month follow-up) assessed core attention skills (selective attention, sustained attention and attentional control) and inattentive/hyperactive behaviour. Results Children in the attention training condition showed greater improvement in selective attention performance compared to children in the control condition (SMD = 0.24, 95% CI 0.02, 0.45). These improvements were maintained 3 months after training had ceased (SMD = 0.26, 95% CI 0.04, 0.48). The attention training programme was not effective in promoting improvements in sustained attention, attentional control or inattentive/hyperactive behaviours. Conclusions The findings suggest that attention training may enhance some aspects of attention (selective attention) in children with IDD, but the small to medium effect sizes indicate that further refinement of the training programme is needed to promote larger, more global improvements. En ligne : http://dx.doi.org/10.1111/jcpp.12615 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297

Do Planning and Visual Integration Difficulties Underpin Motor Dysfunction in Autism? A Kinematic Study of Young Children with Autism / Ariane M. DOWD in Journal of Autism and Developmental Disorders, 42-8 (August 2012)  

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Factor Analytic Study of Repetitive Behaviours in Young Children with Pervasive Developmental Disorders / Erin L. MOONEY in Journal of Autism and Developmental Disorders, 39-5 (May 2009)  

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Validation of the Emotion Regulation and Social Skills Questionnaire for Young People with Autism Spectrum Disorders / Thomas W. BUTTERWORTH in Journal of Autism and Developmental Disorders, 44-7 (July 2014)  

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