Dépouillements

A review of neuropsychological and neuroimaging research in autistic spectrum disorders: Attention, inhibition and cognitive flexibility / Jane SANDERS in Research in Autism Spectrum Disorders, 2-1 (January/March 2008)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 2-1 (January/March 2008) . - p.1-16 Titre : A review of neuropsychological and neuroimaging research in autistic spectrum disorders: Attention, inhibition and cognitive flexibility Type de document : Texte imprimé et/ou numérique Auteurs : Jane SANDERS, Auteur ; Katherine A. JOHNSON, Auteur ; Hugh GARAVAN, Auteur ; Michael GILL, Auteur ; Louise GALLAGHER, Auteur Année de publication : 2008 Article en page(s) : p.1-16 Langues : Anglais (eng) Mots-clés : Autism Executive-function Cognitive-flexibility Sustained-attention Orienting-attention Response-inhibition Neuropsychology Imaging Index. décimale : PER Périodiques Résumé : Autistic spectrum disorders (ASD) are devastating neurodevelopmental disorders of unknown aetiology with characteristic deficits in social interaction, communication and behaviour. Individuals with ASD show deficits in executive function (EF), which are hypothesised to underlie core repetitive, stereotyped behaviours of autism. Neuroimaging research has identified structural brain abnormalities in ASD, which coincide with brain regions involved in EF. Therefore, we reviewed the literature on four specific executive functions in ASD—sustained attention, orienting attention, response inhibition and set shifting. Medline and Embase searches were carried out using specific search terms. This task was followed by the identification of further relevant publications from papers referenced in initial search results. Discussion with experts in neuropsychology, neuroimaging and autism research yielded further publications that were reviewed. Based on these data there is evidence to suggest that deficits in orienting attention, response inhibition and set shifting exist in ASD, but sustained attention ability appears to be normal. A striking lack of research attempting to link neural correlates with these deficits in orienting attention, response inhibition and set shifting was noted. Future research should focus on understanding links between the neuropsychological deficits and structural and functional brain abnormalities. En ligne : http://dx.doi.org/10.1016/j.rasd.2007.03.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=329 [article] A review of neuropsychological and neuroimaging research in autistic spectrum disorders: Attention, inhibition and cognitive flexibility [Texte imprimé et/ou numérique] / Jane SANDERS, Auteur ; Katherine A. JOHNSON, Auteur ; Hugh GARAVAN, Auteur ; Michael GILL, Auteur ; Louise GALLAGHER, Auteur . - 2008 . - p.1-16. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 2-1 (January/March 2008) . - p.1-16 Mots-clés : Autism Executive-function Cognitive-flexibility Sustained-attention Orienting-attention Response-inhibition Neuropsychology Imaging Index. décimale : PER Périodiques Résumé : Autistic spectrum disorders (ASD) are devastating neurodevelopmental disorders of unknown aetiology with characteristic deficits in social interaction, communication and behaviour. Individuals with ASD show deficits in executive function (EF), which are hypothesised to underlie core repetitive, stereotyped behaviours of autism. Neuroimaging research has identified structural brain abnormalities in ASD, which coincide with brain regions involved in EF. Therefore, we reviewed the literature on four specific executive functions in ASD—sustained attention, orienting attention, response inhibition and set shifting. Medline and Embase searches were carried out using specific search terms. This task was followed by the identification of further relevant publications from papers referenced in initial search results. Discussion with experts in neuropsychology, neuroimaging and autism research yielded further publications that were reviewed. Based on these data there is evidence to suggest that deficits in orienting attention, response inhibition and set shifting exist in ASD, but sustained attention ability appears to be normal. A striking lack of research attempting to link neural correlates with these deficits in orienting attention, response inhibition and set shifting was noted. Future research should focus on understanding links between the neuropsychological deficits and structural and functional brain abnormalities. En ligne : http://dx.doi.org/10.1016/j.rasd.2007.03.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=329

Using free operant preference assessments to select toys for free play between children with autism and siblings / Rachael A. SAUTTER in Research in Autism Spectrum Disorders, 2-1 (January/March 2008)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 2-1 (January/March 2008) . - p.17-27 Titre : Using free operant preference assessments to select toys for free play between children with autism and siblings Type de document : Texte imprimé et/ou numérique Auteurs : Rachael A. SAUTTER, Auteur ; Linda A. LEBLANC, Auteur ; Jill N. GILLETT, Auteur Année de publication : 2008 Article en page(s) : p.17-27 Langues : Anglais (eng) Mots-clés : Preference-assessment Siblings Autism Play Index. décimale : PER Périodiques Résumé : Stimulus properties of toys may impact the type and amount of play observed between children with autism and their playmates. Six children with autism and their siblings participated in an evaluation of toy characteristics on type of play, problem behavior, social initiations, and responses to social initiations. Separate free operant preference assessments were conducted with toys in two categories: sensory stimulating toys and developmentally oriented toys. Highly preferred items and low to moderately preferred items from each category were then introduced into free play observations with children with autism and their sibling. Generally, highly preferred sensory stimulating items were associated with more problem behavior and solitary play while developmentally oriented toys that were moderately preferred produced the most interactive play and the least problem behavior. Implications for sibling-based play interventions are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2007.02.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=329 [article] Using free operant preference assessments to select toys for free play between children with autism and siblings [Texte imprimé et/ou numérique] / Rachael A. SAUTTER, Auteur ; Linda A. LEBLANC, Auteur ; Jill N. GILLETT, Auteur . - 2008 . - p.17-27. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 2-1 (January/March 2008) . - p.17-27 Mots-clés : Preference-assessment Siblings Autism Play Index. décimale : PER Périodiques Résumé : Stimulus properties of toys may impact the type and amount of play observed between children with autism and their playmates. Six children with autism and their siblings participated in an evaluation of toy characteristics on type of play, problem behavior, social initiations, and responses to social initiations. Separate free operant preference assessments were conducted with toys in two categories: sensory stimulating toys and developmentally oriented toys. Highly preferred items and low to moderately preferred items from each category were then introduced into free play observations with children with autism and their sibling. Generally, highly preferred sensory stimulating items were associated with more problem behavior and solitary play while developmentally oriented toys that were moderately preferred produced the most interactive play and the least problem behavior. Implications for sibling-based play interventions are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2007.02.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=329

Effects of a brief staff training procedure on instructors’ use of incidental teaching and students’ frequency of initiation toward instructors / Carolyn S. RYAN in Research in Autism Spectrum Disorders, 2-1 (January/March 2008)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 2-1 (January/March 2008) . - p.28-45 Titre : Effects of a brief staff training procedure on instructors’ use of incidental teaching and students’ frequency of initiation toward instructors Type de document : Texte imprimé et/ou numérique Auteurs : Carolyn S. RYAN, Auteur ; Peter STURMEY, Auteur ; Nancy S. HEMMES, Auteur ; Joseph D. JACOBS, Auteur ; Erich K. GROMMET, Auteur Année de publication : 2008 Article en page(s) : p.28-45 Langues : Anglais (eng) Mots-clés : Incidental-teaching Staff-training Autism Education Generalization Index. décimale : PER Périodiques Résumé : Incidental teaching is a technique that is used to increase the spontaneous use of language. This study evaluated effects of a brief staff training procedures on instructors’ incidental teaching responses and on student initiations. In three experiments, instructors of children with autism participated in individual or group training sessions under multiple baseline designs. In Experiment 1, three instructors were provided with multiple individualized training sessions that continued until instructors met a performance criterion during subsequent teaching sessions. In Experiment 2, groups of three instructors were provided with a single, 20-min one-to-one training session. Experiment 3 was a large-scale replication of Experiment 2 in which training was presented in a large group. Thus, across experiments, brief staff training in incidental teaching was conducted in a decreasingly individualized manner. Following staff training, there was a systematic increase in the occurrence of incidental teaching responses and of student initiations in each experiment. The findings suggest that brief training is a valid initial step toward improving the likelihood of incidental teaching and level of student initiation. The consistently positive initial effects of training warrant further research to identify methods to increase the magnitude and durability of training effects under such brief staff training procedures. En ligne : http://dx.doi.org/10.1016/j.rasd.2007.02.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=329 [article] Effects of a brief staff training procedure on instructors’ use of incidental teaching and students’ frequency of initiation toward instructors [Texte imprimé et/ou numérique] / Carolyn S. RYAN, Auteur ; Peter STURMEY, Auteur ; Nancy S. HEMMES, Auteur ; Joseph D. JACOBS, Auteur ; Erich K. GROMMET, Auteur . - 2008 . - p.28-45. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 2-1 (January/March 2008) . - p.28-45 Mots-clés : Incidental-teaching Staff-training Autism Education Generalization Index. décimale : PER Périodiques Résumé : Incidental teaching is a technique that is used to increase the spontaneous use of language. This study evaluated effects of a brief staff training procedures on instructors’ incidental teaching responses and on student initiations. In three experiments, instructors of children with autism participated in individual or group training sessions under multiple baseline designs. In Experiment 1, three instructors were provided with multiple individualized training sessions that continued until instructors met a performance criterion during subsequent teaching sessions. In Experiment 2, groups of three instructors were provided with a single, 20-min one-to-one training session. Experiment 3 was a large-scale replication of Experiment 2 in which training was presented in a large group. Thus, across experiments, brief staff training in incidental teaching was conducted in a decreasingly individualized manner. Following staff training, there was a systematic increase in the occurrence of incidental teaching responses and of student initiations in each experiment. The findings suggest that brief training is a valid initial step toward improving the likelihood of incidental teaching and level of student initiation. The consistently positive initial effects of training warrant further research to identify methods to increase the magnitude and durability of training effects under such brief staff training procedures. En ligne : http://dx.doi.org/10.1016/j.rasd.2007.02.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=329

Sensorimotor development and dysregulation of activity in young children with autism and with intellectual disabilities / Isabel SEYNHAEVE in Research in Autism Spectrum Disorders, 2-1 (January/March 2008)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 2-1 (January/March 2008) . - p.46-59 Titre : Sensorimotor development and dysregulation of activity in young children with autism and with intellectual disabilities Type de document : Texte imprimé et/ou numérique Auteurs : Isabel SEYNHAEVE, Auteur ; Nathalie NADER-GROSBOIS, Auteur Année de publication : 2008 Article en page(s) : p.46-59 Langues : Anglais (eng) Mots-clés : Early-development Dysregulation-of-activity Autism Intellectual-disabilities Index. décimale : PER Périodiques Résumé : Dysregulation of activity linked with development was analysed in 12 children with intellectual disabilities (ID) and in 12 children with autism (ASD) matched on their developmental age (18 months). The “Batterie d’Evaluation du Développement Cognitif et Social” [Adrien, J. L. (1996). Autisme du jeune enfant. Développement psychologique et régulation de l’activité [Autism in the young child: Psychological development and behavioral regulation]. Paris: Expansion Scientifique Française] and the «Regulation Disorders Evaluation Grid» [Adrien, J. L., Rossignol-Deletang, N., Martineau, J., Couturier, G., & Barthélémy, C. (2001). Regulation on cognitive activity and early communication development in young autistic, mentally retarded, and young normal children. Developmental Psychobiology, 39(2), 124–136] were used. T-test comparisons, partial correlation controlling for chronological age and clusters analyses by cases were completed. Children with ASD showed more dysregulation than ID children and both groups showed different patterns of specific dysregulation disorders. Dysregulation of activity was linked to development but correlations were much more numerous and intense within ASD group compared to ID group. En ligne : http://dx.doi.org/10.1016/j.rasd.2007.03.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=329 [article] Sensorimotor development and dysregulation of activity in young children with autism and with intellectual disabilities [Texte imprimé et/ou numérique] / Isabel SEYNHAEVE, Auteur ; Nathalie NADER-GROSBOIS, Auteur . - 2008 . - p.46-59. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 2-1 (January/March 2008) . - p.46-59 Mots-clés : Early-development Dysregulation-of-activity Autism Intellectual-disabilities Index. décimale : PER Périodiques Résumé : Dysregulation of activity linked with development was analysed in 12 children with intellectual disabilities (ID) and in 12 children with autism (ASD) matched on their developmental age (18 months). The “Batterie d’Evaluation du Développement Cognitif et Social” [Adrien, J. L. (1996). Autisme du jeune enfant. Développement psychologique et régulation de l’activité [Autism in the young child: Psychological development and behavioral regulation]. Paris: Expansion Scientifique Française] and the «Regulation Disorders Evaluation Grid» [Adrien, J. L., Rossignol-Deletang, N., Martineau, J., Couturier, G., & Barthélémy, C. (2001). Regulation on cognitive activity and early communication development in young autistic, mentally retarded, and young normal children. Developmental Psychobiology, 39(2), 124–136] were used. T-test comparisons, partial correlation controlling for chronological age and clusters analyses by cases were completed. Children with ASD showed more dysregulation than ID children and both groups showed different patterns of specific dysregulation disorders. Dysregulation of activity was linked to development but correlations were much more numerous and intense within ASD group compared to ID group. En ligne : http://dx.doi.org/10.1016/j.rasd.2007.03.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=329

Current status of intensive behavioral interventions for young children with autism and PDD-NOS / Johnny L. MATSON in Research in Autism Spectrum Disorders, 2-1 (January/March 2008)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 2-1 (January/March 2008) . - p.60-74 Titre : Current status of intensive behavioral interventions for young children with autism and PDD-NOS Type de document : Texte imprimé et/ou numérique Auteurs : Johnny L. MATSON, Auteur ; Kimberly R. SMITH, Auteur Année de publication : 2008 Article en page(s) : p.60-74 Langues : Anglais (eng) Mots-clés : Intensive-behavioral-interventions Index. décimale : PER Périodiques Résumé : The development of learning based interventions has proven to be an effective means of remediating symptoms of autism and PDD-NOS. The central focus of these effects in recent years has been on early intensive behavioral interventions (EIBI) with preschool children. We use the term EIBI since it is the most often used, and we assume, preferred term. This research appears to be quite promising; however, controversies have arisen regarding who responds best and to what degree. Also, despite the widespread adoption of the notion that these programs result in long term benefits for the autism spectrum disorders child, marked holes in our knowledge, largely due to methodological considerations, are evident. This paper provides a review of existing reviews and data-based EIBI studies with an eye to a specific analysis of strengths, shortcomings, and trends in the data. En ligne : http://dx.doi.org/10.1016/j.rasd.2007.03.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=329 [article] Current status of intensive behavioral interventions for young children with autism and PDD-NOS [Texte imprimé et/ou numérique] / Johnny L. MATSON, Auteur ; Kimberly R. SMITH, Auteur . - 2008 . - p.60-74. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 2-1 (January/March 2008) . - p.60-74 Mots-clés : Intensive-behavioral-interventions Index. décimale : PER Périodiques Résumé : The development of learning based interventions has proven to be an effective means of remediating symptoms of autism and PDD-NOS. The central focus of these effects in recent years has been on early intensive behavioral interventions (EIBI) with preschool children. We use the term EIBI since it is the most often used, and we assume, preferred term. This research appears to be quite promising; however, controversies have arisen regarding who responds best and to what degree. Also, despite the widespread adoption of the notion that these programs result in long term benefits for the autism spectrum disorders child, marked holes in our knowledge, largely due to methodological considerations, are evident. This paper provides a review of existing reviews and data-based EIBI studies with an eye to a specific analysis of strengths, shortcomings, and trends in the data. En ligne : http://dx.doi.org/10.1016/j.rasd.2007.03.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=329

Early identification and diagnosis in autism spectrum disorders in young children and infants: How early is too early? / Johnny L. MATSON in Research in Autism Spectrum Disorders, 2-1 (January/March 2008)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 2-1 (January/March 2008) . - p.75-84 Titre : Early identification and diagnosis in autism spectrum disorders in young children and infants: How early is too early? Type de document : Texte imprimé et/ou numérique Auteurs : Johnny L. MATSON, Auteur ; Jonathan WILKINS, Auteur ; Melissa L. GONZALES, Auteur Année de publication : 2008 Article en page(s) : p.75-84 Langues : Anglais (eng) Mots-clés : Early-identification Diagnosis Autism-spectrum-disorders Index. décimale : PER Périodiques Résumé : An area of research with autism spectrum disorders (ASD), which has received a considerable amount of attention recently is early diagnosis. This phenomenon is due largely to encouraging results from intensive intervention programs for children at very young ages. While five types of ASD exist, efforts in this area have focused almost exclusively on autism. To date, the primary methods of identification have been evidence-based assessment scales using established criteria for differential diagnosis and cognitive/developmental descriptive studies, which attempt to tease out behavior patterns of infants who later evince ASD from their normally developing counterparts. A third focus, which is in early development, involves genetic studies aimed at establishing biological links. However, at present such procedures are not viable for diagnosis. Opinions are rendered on the earliest age at which children can be reliably diagnosed at present, and a review of practical considerations is provided. Future challenges and directions in ASD identification and diagnosis are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2007.03.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=330 [article] Early identification and diagnosis in autism spectrum disorders in young children and infants: How early is too early? [Texte imprimé et/ou numérique] / Johnny L. MATSON, Auteur ; Jonathan WILKINS, Auteur ; Melissa L. GONZALES, Auteur . - 2008 . - p.75-84. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 2-1 (January/March 2008) . - p.75-84 Mots-clés : Early-identification Diagnosis Autism-spectrum-disorders Index. décimale : PER Périodiques Résumé : An area of research with autism spectrum disorders (ASD), which has received a considerable amount of attention recently is early diagnosis. This phenomenon is due largely to encouraging results from intensive intervention programs for children at very young ages. While five types of ASD exist, efforts in this area have focused almost exclusively on autism. To date, the primary methods of identification have been evidence-based assessment scales using established criteria for differential diagnosis and cognitive/developmental descriptive studies, which attempt to tease out behavior patterns of infants who later evince ASD from their normally developing counterparts. A third focus, which is in early development, involves genetic studies aimed at establishing biological links. However, at present such procedures are not viable for diagnosis. Opinions are rendered on the earliest age at which children can be reliably diagnosed at present, and a review of practical considerations is provided. Future challenges and directions in ASD identification and diagnosis are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2007.03.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=330

Examining sensory modulation in individuals with autism as compared to community controls / Janet K. KERN in Research in Autism Spectrum Disorders, 2-1 (January/March 2008)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 2-1 (January/March 2008) . - p.85-94 Titre : Examining sensory modulation in individuals with autism as compared to community controls Type de document : Texte imprimé et/ou numérique Auteurs : Janet K. KERN, Auteur ; Madhukar H. TRIVEDI, Auteur ; Carolyn R. GARVER, Auteur ; Alonzo A. ANDREWS, Auteur ; Jyutika A. MEHTA, Auteur ; Thomas CARMODY, Auteur Année de publication : 2008 Article en page(s) : p.85-94 Langues : Anglais (eng) Mots-clés : Autism Sensory-Profile Sensory-modulation Community-controls Index. décimale : PER Périodiques Résumé : The purpose of the study was to examine sensory modulation items on the Sensory Profile in individuals with autism as compared to community controls. The data for this study were collected as part of a cross-sectional study that examined sensory processing, using the Sensory Profile, in 103 individuals with autism and/or pervasive developmental disorder (PDD), 3–43 years of age, compared to 103 age- and gender-matched community controls. Specifically, this study examined sensory modulation items on the Sensory Profile: Modulation Related to Body Position and Movement; Modulation of Movement Affecting Activity Level; Modulation of Sensory Input Affecting Emotional Responses; and Modulation of Visual Input Affecting Emotional Responses and Activity Level. Sensory modulation in individuals with autism was significantly different than community controls on all four modulation sections of the Sensory Profile, with individuals with autism engaging in the behaviors more frequently than the controls. In addition, a trend was noted in three of the four areas that the older individuals with autism were closer to the community controls than the younger individuals with autism. The results suggest that there are differences between individuals with autism and community controls in their ability to modulate sensory stimuli in areas that affect movement, emotional response, and activity level. En ligne : http://dx.doi.org/10.1016/j.rasd.2007.03.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=330 [article] Examining sensory modulation in individuals with autism as compared to community controls [Texte imprimé et/ou numérique] / Janet K. KERN, Auteur ; Madhukar H. TRIVEDI, Auteur ; Carolyn R. GARVER, Auteur ; Alonzo A. ANDREWS, Auteur ; Jyutika A. MEHTA, Auteur ; Thomas CARMODY, Auteur . - 2008 . - p.85-94. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 2-1 (January/March 2008) . - p.85-94 Mots-clés : Autism Sensory-Profile Sensory-modulation Community-controls Index. décimale : PER Périodiques Résumé : The purpose of the study was to examine sensory modulation items on the Sensory Profile in individuals with autism as compared to community controls. The data for this study were collected as part of a cross-sectional study that examined sensory processing, using the Sensory Profile, in 103 individuals with autism and/or pervasive developmental disorder (PDD), 3–43 years of age, compared to 103 age- and gender-matched community controls. Specifically, this study examined sensory modulation items on the Sensory Profile: Modulation Related to Body Position and Movement; Modulation of Movement Affecting Activity Level; Modulation of Sensory Input Affecting Emotional Responses; and Modulation of Visual Input Affecting Emotional Responses and Activity Level. Sensory modulation in individuals with autism was significantly different than community controls on all four modulation sections of the Sensory Profile, with individuals with autism engaging in the behaviors more frequently than the controls. In addition, a trend was noted in three of the four areas that the older individuals with autism were closer to the community controls than the younger individuals with autism. The results suggest that there are differences between individuals with autism and community controls in their ability to modulate sensory stimuli in areas that affect movement, emotional response, and activity level. En ligne : http://dx.doi.org/10.1016/j.rasd.2007.03.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=330

Basic reading skills in high-functioning Swedish children with autism spectrum disorders or attention disorder / Jakob ASBERG in Research in Autism Spectrum Disorders, 2-1 (January/March 2008)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 2-1 (January/March 2008) . - p.95-109 Titre : Basic reading skills in high-functioning Swedish children with autism spectrum disorders or attention disorder Type de document : Texte imprimé et/ou numérique Auteurs : Jakob ASBERG, Auteur ; SvenOlof DAHLGREN, Auteur ; Annika DAHLGREN SANDBERG, Auteur Année de publication : 2008 Article en page(s) : p.95-109 Langues : Anglais (eng) Mots-clés : Autism-spectrum-disorders Attention-disorders Word-decoding Reading-comprehension Index. décimale : PER Périodiques Résumé : High-functioning children with autism spectrum disorders (ASD) have been reported to have an early success in reading. Children with attention disorders such as DAMP or ADHD, on the other hand, often struggle acquiring reading skills. The primary aim of the study was two-fold: (a) to compare reading performance of children with ASD, DAMP and typical development; (b) to examine whether memory functions and verbal and performance IQ related differently to the reading performance depending on diagnosis. Striking similarities were found between clinical groups on performance level and patterns of reading ability. Decoding and reading comprehension difficulties were common in both clinical groups relative to the comparison group matched for mental age. There was a strong association between word decoding fluency and sentence reading comprehension in the clinical groups even after the effect of age and VIQ was partialled out. Further research on cognition, linguistic abilities and educational milieu is warranted to explore the reasons for the word decoding difficulties. En ligne : http://dx.doi.org/10.1016/j.rasd.2007.03.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=330 [article] Basic reading skills in high-functioning Swedish children with autism spectrum disorders or attention disorder [Texte imprimé et/ou numérique] / Jakob ASBERG, Auteur ; SvenOlof DAHLGREN, Auteur ; Annika DAHLGREN SANDBERG, Auteur . - 2008 . - p.95-109. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 2-1 (January/March 2008) . - p.95-109 Mots-clés : Autism-spectrum-disorders Attention-disorders Word-decoding Reading-comprehension Index. décimale : PER Périodiques Résumé : High-functioning children with autism spectrum disorders (ASD) have been reported to have an early success in reading. Children with attention disorders such as DAMP or ADHD, on the other hand, often struggle acquiring reading skills. The primary aim of the study was two-fold: (a) to compare reading performance of children with ASD, DAMP and typical development; (b) to examine whether memory functions and verbal and performance IQ related differently to the reading performance depending on diagnosis. Striking similarities were found between clinical groups on performance level and patterns of reading ability. Decoding and reading comprehension difficulties were common in both clinical groups relative to the comparison group matched for mental age. There was a strong association between word decoding fluency and sentence reading comprehension in the clinical groups even after the effect of age and VIQ was partialled out. Further research on cognition, linguistic abilities and educational milieu is warranted to explore the reasons for the word decoding difficulties. En ligne : http://dx.doi.org/10.1016/j.rasd.2007.03.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=330

Production of syllable stress in speakers with autism spectrum disorders / Rhea PAUL in Research in Autism Spectrum Disorders, 2-1 (January/March 2008)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 2-1 (January/March 2008) . - p.110-124 Titre : Production of syllable stress in speakers with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Rhea PAUL, Auteur ; Fred R. VOLKMAR, Auteur ; Ami KLIN, Auteur ; Nancy BIANCHI, Auteur ; Amy AUGUSTYN, Auteur Année de publication : 2008 Article en page(s) : p.110-124 Langues : Anglais (eng) Mots-clés : Syllable-stress Prosody Autism Index. décimale : PER Périodiques Résumé : This paper reports a study of the ability to reproduce stress in a nonsense syllable imitation task by adolescent speakers with autism spectrum disorders (ASD), as compared to typically developing (TD) age-mates. Results are reported for both raters’ judgments of the subjects’ stress production, as well as acoustic measures of pitch range and duration during stressed and unstressed syllable production. Results reveal small but significant differences between speakers with ASD and typical speakers in both perceptual ratings of stress and instrumental measures of duration of syllables. The implications of these findings for understanding prosodic deficits in ASD are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2007.04.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=330 [article] Production of syllable stress in speakers with autism spectrum disorders [Texte imprimé et/ou numérique] / Rhea PAUL, Auteur ; Fred R. VOLKMAR, Auteur ; Ami KLIN, Auteur ; Nancy BIANCHI, Auteur ; Amy AUGUSTYN, Auteur . - 2008 . - p.110-124. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 2-1 (January/March 2008) . - p.110-124 Mots-clés : Syllable-stress Prosody Autism Index. décimale : PER Périodiques Résumé : This paper reports a study of the ability to reproduce stress in a nonsense syllable imitation task by adolescent speakers with autism spectrum disorders (ASD), as compared to typically developing (TD) age-mates. Results are reported for both raters’ judgments of the subjects’ stress production, as well as acoustic measures of pitch range and duration during stressed and unstressed syllable production. Results reveal small but significant differences between speakers with ASD and typical speakers in both perceptual ratings of stress and instrumental measures of duration of syllables. The implications of these findings for understanding prosodic deficits in ASD are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2007.04.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=330

The effects of instructions, rehearsal, modeling, and feedback on acquisition and generalization of staff use of discrete trial teaching and student correct responses / Randi A. SAROKOFF in Research in Autism Spectrum Disorders, 2-1 (January/March 2008)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 2-1 (January/March 2008) . - p.125-136 Titre : The effects of instructions, rehearsal, modeling, and feedback on acquisition and generalization of staff use of discrete trial teaching and student correct responses Type de document : Texte imprimé et/ou numérique Auteurs : Randi A. SAROKOFF, Auteur ; Peter STURMEY, Auteur Année de publication : 2008 Article en page(s) : p.125-136 Langues : Anglais (eng) Mots-clés : Discrete-trial-teaching Staff-training Behavioral-skills-training Index. décimale : PER Périodiques Résumé : A limited number of studies have investigated the effects of behavioral skills training (BST) on staff acquisition and generalization of discrete trial teaching (DTT) and student behavior. BST was used to improve three staff's use of DTT interactions with four children with autism. A multiple baseline design across participants was used to assess the effects of the intervention on staff and student performance. All three staff acquired DTT skills with one child and one set of teaching programming. Staff also demonstrated improved accuracy in their use of DTT following training sessions and during follow-up sessions with students and programs that were not involved in staff training. Student performance on presented tasks also improved following staff improvement in implementation of DTT. Staff rated the training as very socially valid. This shows that BST may result in generalization of staff performance to novel students and novel teaching tasks. BST was highly effective, efficient, and acceptable. En ligne : http://dx.doi.org/10.1016/j.rasd.2007.04.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=330 [article] The effects of instructions, rehearsal, modeling, and feedback on acquisition and generalization of staff use of discrete trial teaching and student correct responses [Texte imprimé et/ou numérique] / Randi A. SAROKOFF, Auteur ; Peter STURMEY, Auteur . - 2008 . - p.125-136. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 2-1 (January/March 2008) . - p.125-136 Mots-clés : Discrete-trial-teaching Staff-training Behavioral-skills-training Index. décimale : PER Périodiques Résumé : A limited number of studies have investigated the effects of behavioral skills training (BST) on staff acquisition and generalization of discrete trial teaching (DTT) and student behavior. BST was used to improve three staff's use of DTT interactions with four children with autism. A multiple baseline design across participants was used to assess the effects of the intervention on staff and student performance. All three staff acquired DTT skills with one child and one set of teaching programming. Staff also demonstrated improved accuracy in their use of DTT following training sessions and during follow-up sessions with students and programs that were not involved in staff training. Student performance on presented tasks also improved following staff improvement in implementation of DTT. Staff rated the training as very socially valid. This shows that BST may result in generalization of staff performance to novel students and novel teaching tasks. BST was highly effective, efficient, and acceptable. En ligne : http://dx.doi.org/10.1016/j.rasd.2007.04.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=330

The Oral and Written Language Scales: Is it useful for older children with autism spectrum disorder? / Sigan L. HARTLEY in Research in Autism Spectrum Disorders, 2-1 (January/March 2008)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 2-1 (January/March 2008) . - p.137-146 Titre : The Oral and Written Language Scales: Is it useful for older children with autism spectrum disorder? Type de document : Texte imprimé et/ou numérique Auteurs : Sigan L. HARTLEY, Auteur ; G. Robert BUCKENDORF, Auteur ; Kristin HAINES, Auteur ; Trevor A. HALL, Auteur ; Darryn M. SIKORA, Auteur Année de publication : 2008 Article en page(s) : p.137-146 Langues : Anglais (eng) Mots-clés : Autism-spectrum-disorder Language Diagnosis Oral-and-Written-Language Index. décimale : PER Périodiques Résumé : Communication impairment is a defining feature of autism spectrum disorders (ASD). Little research attention has been devoted to establishing standardized methods for defining and identifying language impairment in children with known or suspected ASD. The present study examines the feasibility and utility of the Oral and Written Language Scales (OWLS) among 70 children with ASD and matched controls (aged 6–21 years). More than 87% of children with ASD were able to complete the OWLS and achieve a true basal score. Scores on the OWLS differentiated children with ASD from their typically developing peers and non-ASD children matched on nonverbal cognitive functioning. Findings suggest that the OWLS is a feasible measure for the large majority of older children with ASD and useful in identifying a variety of language impairments. Findings have implications for standardizing ASD evaluations and achieving greater diagnostic consistency. En ligne : http://dx.doi.org/10.1016/j.rasd.2007.04.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=330 [article] The Oral and Written Language Scales: Is it useful for older children with autism spectrum disorder? [Texte imprimé et/ou numérique] / Sigan L. HARTLEY, Auteur ; G. Robert BUCKENDORF, Auteur ; Kristin HAINES, Auteur ; Trevor A. HALL, Auteur ; Darryn M. SIKORA, Auteur . - 2008 . - p.137-146. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 2-1 (January/March 2008) . - p.137-146 Mots-clés : Autism-spectrum-disorder Language Diagnosis Oral-and-Written-Language Index. décimale : PER Périodiques Résumé : Communication impairment is a defining feature of autism spectrum disorders (ASD). Little research attention has been devoted to establishing standardized methods for defining and identifying language impairment in children with known or suspected ASD. The present study examines the feasibility and utility of the Oral and Written Language Scales (OWLS) among 70 children with ASD and matched controls (aged 6–21 years). More than 87% of children with ASD were able to complete the OWLS and achieve a true basal score. Scores on the OWLS differentiated children with ASD from their typically developing peers and non-ASD children matched on nonverbal cognitive functioning. Findings suggest that the OWLS is a feasible measure for the large majority of older children with ASD and useful in identifying a variety of language impairments. Findings have implications for standardizing ASD evaluations and achieving greater diagnostic consistency. En ligne : http://dx.doi.org/10.1016/j.rasd.2007.04.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=330

When less is more: Poor discrimination but good colour memory in autism / Pamela HEATON in Research in Autism Spectrum Disorders, 2-1 (January/March 2008)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 2-1 (January/March 2008) . - p.147-156 Titre : When less is more: Poor discrimination but good colour memory in autism Type de document : Texte imprimé et/ou numérique Auteurs : Pamela HEATON, Auteur ; Amanda LUDLOW, Auteur ; Debi ROBERSON, Auteur Année de publication : 2008 Article en page(s) : p.147-156 Langues : Anglais (eng) Mots-clés : Autism Colour Perception Memory Index. décimale : PER Périodiques Résumé : In two experiments children with autism and two groups of controls matched for either chronological or non-verbal mental age were tested on tasks of colour discrimination and memory. The results from experiment 1 showed significantly poorer colour discrimination in children with autism in comparison to typically developing chronological age matched controls. However, in experiment 2, children with autism, retained unlabelled perceptual colour information to a significantly higher level than either group of controls. The findings suggest that enhanced performance on perceptual tasks relate to a reduced tendency to encode verbal information in memory. En ligne : http://dx.doi.org/10.1016/j.rasd.2007.04.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=330 [article] When less is more: Poor discrimination but good colour memory in autism [Texte imprimé et/ou numérique] / Pamela HEATON, Auteur ; Amanda LUDLOW, Auteur ; Debi ROBERSON, Auteur . - 2008 . - p.147-156. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 2-1 (January/March 2008) . - p.147-156 Mots-clés : Autism Colour Perception Memory Index. décimale : PER Périodiques Résumé : In two experiments children with autism and two groups of controls matched for either chronological or non-verbal mental age were tested on tasks of colour discrimination and memory. The results from experiment 1 showed significantly poorer colour discrimination in children with autism in comparison to typically developing chronological age matched controls. However, in experiment 2, children with autism, retained unlabelled perceptual colour information to a significantly higher level than either group of controls. The findings suggest that enhanced performance on perceptual tasks relate to a reduced tendency to encode verbal information in memory. En ligne : http://dx.doi.org/10.1016/j.rasd.2007.04.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=330

The impact of the Picture Exchange Communication System on requesting and speech development in preschoolers with autism spectrum disorders and similar characteristics / Jennifer B. GANZ in Research in Autism Spectrum Disorders, 2-1 (January/March 2008)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 2-1 (January/March 2008) . - p.157-169 Titre : The impact of the Picture Exchange Communication System on requesting and speech development in preschoolers with autism spectrum disorders and similar characteristics Type de document : Texte imprimé et/ou numérique Auteurs : Jennifer B. GANZ, Auteur ; Richard L. SIMPSON, Auteur ; Jawanda CORBIN-NEWSOME, Auteur Année de publication : 2008 Article en page(s) : p.157-169 Langues : Anglais (eng) Mots-clés : Autism Autism-spectrum-disorders Picture-Exchange-Communication-System PECS Augmentative-and-alternative-communication AAC Communication Index. décimale : PER Périodiques Résumé : By definition children with autism spectrum disorders (ASD) experience difficulty understanding and using language. Accordingly, visual and picture-based strategies such as the Picture Exchange Communication System (PECS) show promise in ameliorating speech and language deficits. This study reports the results of a multiple baseline across participants investigating the implementation of the PECS with three preschool children with characteristics of ASD. The first four phases of PECS were taught to the participants: basic picture exchange, increasing distance use of PECS, discriminating among a variety of pictures, and communicating in sentences composed of pictures. Relative to the impact of PECS's implementation in providing the participants with a functional communication system, word approximations, and intelligible word and phrase use, results indicated that two of the three participants mastered PECS. However, participants did not significantly increase in use of word approximations and intelligible words. En ligne : http://dx.doi.org/10.1016/j.rasd.2007.04.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=330 [article] The impact of the Picture Exchange Communication System on requesting and speech development in preschoolers with autism spectrum disorders and similar characteristics [Texte imprimé et/ou numérique] / Jennifer B. GANZ, Auteur ; Richard L. SIMPSON, Auteur ; Jawanda CORBIN-NEWSOME, Auteur . - 2008 . - p.157-169. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 2-1 (January/March 2008) . - p.157-169 Mots-clés : Autism Autism-spectrum-disorders Picture-Exchange-Communication-System PECS Augmentative-and-alternative-communication AAC Communication Index. décimale : PER Périodiques Résumé : By definition children with autism spectrum disorders (ASD) experience difficulty understanding and using language. Accordingly, visual and picture-based strategies such as the Picture Exchange Communication System (PECS) show promise in ameliorating speech and language deficits. This study reports the results of a multiple baseline across participants investigating the implementation of the PECS with three preschool children with characteristics of ASD. The first four phases of PECS were taught to the participants: basic picture exchange, increasing distance use of PECS, discriminating among a variety of pictures, and communicating in sentences composed of pictures. Relative to the impact of PECS's implementation in providing the participants with a functional communication system, word approximations, and intelligible word and phrase use, results indicated that two of the three participants mastered PECS. However, participants did not significantly increase in use of word approximations and intelligible words. En ligne : http://dx.doi.org/10.1016/j.rasd.2007.04.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=330

A controlled study of mercury levels in hair samples of children with autism as compared to their typically developing siblings / P. GAIL WILLIAMS in Research in Autism Spectrum Disorders, 2-1 (January/March 2008)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 2-1 (January/March 2008) . - p.170-175 Titre : A controlled study of mercury levels in hair samples of children with autism as compared to their typically developing siblings Type de document : Texte imprimé et/ou numérique Auteurs : P. GAIL WILLIAMS, Auteur ; Joseph H. HERSH, Auteur ; AnnaMary ALLARD, Auteur ; Lonnie L. SEARS, Auteur Année de publication : 2008 Article en page(s) : p.170-175 Langues : Anglais (eng) Mots-clés : Autism Mercury-toxicity Hair-analysis Index. décimale : PER Périodiques Résumé : Autism is a developmental disability characterized by severe, pervasive deficits in social interaction, communication and range of interests and activities. The neurobiologic basis of autism is well accepted, although the specific etiology is unknown. It has been theorized that autism may result from a combination of predisposing genes and environmental factors. While autism has a known association with environmental factors such as rubella and valproic acid exposure in utero, other proposed environmental mechanisms such as mercury toxicity or other heavy metal exposure have minimal research support. Despite this fact, interventions including oral and topical chelation therapy are being used to treat autism following evaluation of hair, blood, or urine samples for heavy metal toxicity. In this study, hair samples were obtained from 15 children with autism between the ages of 2 and 6 years and 16 controls in the same age range who are the siblings of the subjects. The hair samples were obtained according to lab. specifications and submitted in a blind fashion to Doctor's Data Lab. for measurement of mercury levels. Data from the two groups were then compared using T-test. No significant differences were found between mercury levels for the two groups. This study raises questions about the theory that mercury toxicity causes autism and points to the difficulty in quantifying chronic mercury exposure through currently available laboratory measures. En ligne : http://dx.doi.org/10.1016/j.rasd.2007.05.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=330 [article] A controlled study of mercury levels in hair samples of children with autism as compared to their typically developing siblings [Texte imprimé et/ou numérique] / P. GAIL WILLIAMS, Auteur ; Joseph H. HERSH, Auteur ; AnnaMary ALLARD, Auteur ; Lonnie L. SEARS, Auteur . - 2008 . - p.170-175. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 2-1 (January/March 2008) . - p.170-175 Mots-clés : Autism Mercury-toxicity Hair-analysis Index. décimale : PER Périodiques Résumé : Autism is a developmental disability characterized by severe, pervasive deficits in social interaction, communication and range of interests and activities. The neurobiologic basis of autism is well accepted, although the specific etiology is unknown. It has been theorized that autism may result from a combination of predisposing genes and environmental factors. While autism has a known association with environmental factors such as rubella and valproic acid exposure in utero, other proposed environmental mechanisms such as mercury toxicity or other heavy metal exposure have minimal research support. Despite this fact, interventions including oral and topical chelation therapy are being used to treat autism following evaluation of hair, blood, or urine samples for heavy metal toxicity. In this study, hair samples were obtained from 15 children with autism between the ages of 2 and 6 years and 16 controls in the same age range who are the siblings of the subjects. The hair samples were obtained according to lab. specifications and submitted in a blind fashion to Doctor's Data Lab. for measurement of mercury levels. Data from the two groups were then compared using T-test. No significant differences were found between mercury levels for the two groups. This study raises questions about the theory that mercury toxicity causes autism and points to the difficulty in quantifying chronic mercury exposure through currently available laboratory measures. En ligne : http://dx.doi.org/10.1016/j.rasd.2007.05.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=330

Linguistic and pragmatic language skills in adults with autism spectrum disorder: A pilot study / Fiona M. LEWIS in Research in Autism Spectrum Disorders, 2-1 (January/March 2008)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 2-1 (January/March 2008) . - p.176-187 Titre : Linguistic and pragmatic language skills in adults with autism spectrum disorder: A pilot study Type de document : Texte imprimé et/ou numérique Auteurs : Fiona M. LEWIS, Auteur ; Bruce E. MURDOCH, Auteur ; Gail C. WOODYATT, Auteur Année de publication : 2008 Article en page(s) : p.176-187 Langues : Anglais (eng) Mots-clés : Autism-spectrum-disorder Language-skills Adults Western-Aphasia-Battery Right-Hemisphere-Language-Battery Vocational-support Index. décimale : PER Périodiques Résumé : This article reports on the linguistic and pragmatic language skills of adults with a diagnosis of autism spectrum disorder (ASD). Seventeen adults (aged 18–67 years) with a diagnosis of ASD were assessed using the Western Aphasia Battery (WAB), the Right Hemisphere Language Battery (RHLB) and the Test of Nonverbal Intelligence-Second Edition (TONI-2). Performance by the ASD participants was compared to 13 peers (aged 18–65 years) with no disability. Within-group differences for the ASD participants were examined using a hierarchical cluster analysis of performance on the WAB and the RHLB. There were significant differences between the ASD group and the control group on a number of the WAB and the RHLB subtests, but no significant difference between the two groups on nonverbal cognitive ability. Subgroups within ASD, based on language performance, could be described. Language performance, but not nonverbal cognitive skill, differentiated the ASD subgroups. Individualised language support may need to be considered in the development of employment and training services. Further research is needed to determine if language and communication difficulties are barriers to employment in adults with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2007.05.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=330 [article] Linguistic and pragmatic language skills in adults with autism spectrum disorder: A pilot study [Texte imprimé et/ou numérique] / Fiona M. LEWIS, Auteur ; Bruce E. MURDOCH, Auteur ; Gail C. WOODYATT, Auteur . - 2008 . - p.176-187. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 2-1 (January/March 2008) . - p.176-187 Mots-clés : Autism-spectrum-disorder Language-skills Adults Western-Aphasia-Battery Right-Hemisphere-Language-Battery Vocational-support Index. décimale : PER Périodiques Résumé : This article reports on the linguistic and pragmatic language skills of adults with a diagnosis of autism spectrum disorder (ASD). Seventeen adults (aged 18–67 years) with a diagnosis of ASD were assessed using the Western Aphasia Battery (WAB), the Right Hemisphere Language Battery (RHLB) and the Test of Nonverbal Intelligence-Second Edition (TONI-2). Performance by the ASD participants was compared to 13 peers (aged 18–65 years) with no disability. Within-group differences for the ASD participants were examined using a hierarchical cluster analysis of performance on the WAB and the RHLB. There were significant differences between the ASD group and the control group on a number of the WAB and the RHLB subtests, but no significant difference between the two groups on nonverbal cognitive ability. Subgroups within ASD, based on language performance, could be described. Language performance, but not nonverbal cognitive skill, differentiated the ASD subgroups. Individualised language support may need to be considered in the development of employment and training services. Further research is needed to determine if language and communication difficulties are barriers to employment in adults with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2007.05.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=330

The performance of children with mental health disorders on the ADOS-G: A question of diagnostic utility / Darryn M. SIKORA in Research in Autism Spectrum Disorders, 2-1 (January/March 2008)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 2-1 (January/March 2008) . - p.188-197 Titre : The performance of children with mental health disorders on the ADOS-G: A question of diagnostic utility Type de document : Texte imprimé et/ou numérique Auteurs : Darryn M. SIKORA, Auteur ; Sigan L. HARTLEY, Auteur ; Robin MCCOY, Auteur ; Aimee E. GERRARD-MORRIS, Auteur ; Kameron DILL, Auteur Année de publication : 2008 Article en page(s) : p.188-197 Langues : Anglais (eng) Mots-clés : Autism Autism-Diagnostic-Observation-Schedule ADOS-G Diagnosis Mental-health-disorders Index. décimale : PER Périodiques Résumé : Over the past few decades, the reported number of children identified as having one of the Autism Spectrum Disorders (ASD) has increased exponentially. One proposed reason for the dramatic increase in the prevalence of ASD is diagnostic substitution, whereby children with other disorders incorrectly receive a diagnosis of ASD. Little research has examined whether standardized diagnostic measures of ASD can appropriately distinguish high functioning children with ASD from children with mental health disorders. The present study evaluated the diagnostic utility of the Autism Diagnostic Observation Schedule, Generic (ADOS-G) Modules 3 and 4 in distinguishing ASD from mental health disorders in children and adolescents (aged 5–21 years) with at least average intellectual functioning. ADOS-G Modules 3 and 4 classifications were evaluated in 93 clinically referred children and adolescents with mental health disorders other than ASD. Fifteen percent of participants were misclassified as being in the Autism or Autism Spectrum category. This translates into a specificity score of 84.9%. Children and adolescents with a mood disorder had a higher likelihood of being misclassified than children and adolescents with other mental health disorders, while children and adolescents with a disruptive behavior disorder had a lower likelihood of being misclassified. Findings have implications for understanding the diagnostic usefulness of the ADOS-G and enhancing the diagnostic process for ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2007.05.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=331 [article] The performance of children with mental health disorders on the ADOS-G: A question of diagnostic utility [Texte imprimé et/ou numérique] / Darryn M. SIKORA, Auteur ; Sigan L. HARTLEY, Auteur ; Robin MCCOY, Auteur ; Aimee E. GERRARD-MORRIS, Auteur ; Kameron DILL, Auteur . - 2008 . - p.188-197. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 2-1 (January/March 2008) . - p.188-197 Mots-clés : Autism Autism-Diagnostic-Observation-Schedule ADOS-G Diagnosis Mental-health-disorders Index. décimale : PER Périodiques Résumé : Over the past few decades, the reported number of children identified as having one of the Autism Spectrum Disorders (ASD) has increased exponentially. One proposed reason for the dramatic increase in the prevalence of ASD is diagnostic substitution, whereby children with other disorders incorrectly receive a diagnosis of ASD. Little research has examined whether standardized diagnostic measures of ASD can appropriately distinguish high functioning children with ASD from children with mental health disorders. The present study evaluated the diagnostic utility of the Autism Diagnostic Observation Schedule, Generic (ADOS-G) Modules 3 and 4 in distinguishing ASD from mental health disorders in children and adolescents (aged 5–21 years) with at least average intellectual functioning. ADOS-G Modules 3 and 4 classifications were evaluated in 93 clinically referred children and adolescents with mental health disorders other than ASD. Fifteen percent of participants were misclassified as being in the Autism or Autism Spectrum category. This translates into a specificity score of 84.9%. Children and adolescents with a mood disorder had a higher likelihood of being misclassified than children and adolescents with other mental health disorders, while children and adolescents with a disruptive behavior disorder had a lower likelihood of being misclassified. Findings have implications for understanding the diagnostic usefulness of the ADOS-G and enhancing the diagnostic process for ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2007.05.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=331