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Auteur Felice ORLICH |
Documents disponibles écrits par cet auteur (7)
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Children with autism spectrum disorder and social skills groups at school: a randomized trial comparing intervention approach and peer composition / Connie KASARI in Journal of Child Psychology and Psychiatry, 57-2 (February 2016)
[article]
Titre : Children with autism spectrum disorder and social skills groups at school: a randomized trial comparing intervention approach and peer composition Type de document : Texte imprimé et/ou numérique Auteurs : Connie KASARI, Auteur ; Michelle DEAN, Auteur ; Mark KRETZMANN, Auteur ; Wendy SHIH, Auteur ; Felice ORLICH, Auteur ; Rondalyn WHITNEY, Auteur ; Rebecca LANDA, Auteur ; Catherine LORD, Auteur ; Bryan KING, Auteur Article en page(s) : p.171-179 Langues : Anglais (eng) Mots-clés : Social skills groups autism spectrum disorders inclusion peer relationships teacher child relationship social networks Index. décimale : PER Périodiques Résumé : Background Peer relationships improve for children with autism spectrum disorder (ASD) in clinic-based social skills groups but rarely generalize to real world contexts. This study compares child outcomes of two social skills interventions conducted in schools with children in Kindergarten through fifth grade. Method Children with ASD were randomized to one of two interventions that varied on group composition (mixed typical and ASD vs. all ASD or social difficulties) and intervention approach (didactic SKILLS based vs. activity-based ENGAGE groups). Interventions were implemented at school for 8 weeks (16 sessions) with an 8-week follow-up. Innovative measures of peer nomination and playground peer engagement, as well as teacher reports of child behavior problems and teacher–child relationship were analyzed for 137 children with ASD across four sites. Results On the primary outcome of social network connections from the peer nomination measure, there was no main effect of treatment, but there were moderator effects. Children with low teacher–child closeness or high conflict improved more in their social connections if they received the SKILLS intervention, whereas children with higher teacher–child closeness improved more if they received the ENGAGE intervention. Only two secondary outcome measures yielded significant effects of treatment. Children in the SKILLS groups increased peer engagement and decreased isolation during recess. Child behavior problems and teacher–child closeness moderated peer engagement such that children with higher behavior problems and lower closeness benefitted more from SKILLS groups. Conclusions These findings suggest that social skills groups conducted at school can affect both peer engagement during recess as well as peer acceptability. Child characteristics and teacher–child relationship prior to intervention yield important information on who might benefit from a specific social skills intervention. En ligne : http://dx.doi.org/10.1111/jcpp.12460 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=280
in Journal of Child Psychology and Psychiatry > 57-2 (February 2016) . - p.171-179[article] Children with autism spectrum disorder and social skills groups at school: a randomized trial comparing intervention approach and peer composition [Texte imprimé et/ou numérique] / Connie KASARI, Auteur ; Michelle DEAN, Auteur ; Mark KRETZMANN, Auteur ; Wendy SHIH, Auteur ; Felice ORLICH, Auteur ; Rondalyn WHITNEY, Auteur ; Rebecca LANDA, Auteur ; Catherine LORD, Auteur ; Bryan KING, Auteur . - p.171-179.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 57-2 (February 2016) . - p.171-179
Mots-clés : Social skills groups autism spectrum disorders inclusion peer relationships teacher child relationship social networks Index. décimale : PER Périodiques Résumé : Background Peer relationships improve for children with autism spectrum disorder (ASD) in clinic-based social skills groups but rarely generalize to real world contexts. This study compares child outcomes of two social skills interventions conducted in schools with children in Kindergarten through fifth grade. Method Children with ASD were randomized to one of two interventions that varied on group composition (mixed typical and ASD vs. all ASD or social difficulties) and intervention approach (didactic SKILLS based vs. activity-based ENGAGE groups). Interventions were implemented at school for 8 weeks (16 sessions) with an 8-week follow-up. Innovative measures of peer nomination and playground peer engagement, as well as teacher reports of child behavior problems and teacher–child relationship were analyzed for 137 children with ASD across four sites. Results On the primary outcome of social network connections from the peer nomination measure, there was no main effect of treatment, but there were moderator effects. Children with low teacher–child closeness or high conflict improved more in their social connections if they received the SKILLS intervention, whereas children with higher teacher–child closeness improved more if they received the ENGAGE intervention. Only two secondary outcome measures yielded significant effects of treatment. Children in the SKILLS groups increased peer engagement and decreased isolation during recess. Child behavior problems and teacher–child closeness moderated peer engagement such that children with higher behavior problems and lower closeness benefitted more from SKILLS groups. Conclusions These findings suggest that social skills groups conducted at school can affect both peer engagement during recess as well as peer acceptability. Child characteristics and teacher–child relationship prior to intervention yield important information on who might benefit from a specific social skills intervention. En ligne : http://dx.doi.org/10.1111/jcpp.12460 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=280 Health-related quality of life for children with ASD: Associations with behavioral characteristics / Karen A. KUHLTHAU in Research in Autism Spectrum Disorders, 7-9 (September 2013)
[article]
Titre : Health-related quality of life for children with ASD: Associations with behavioral characteristics Type de document : Texte imprimé et/ou numérique Auteurs : Karen A. KUHLTHAU, Auteur ; Erica A. KOVACS, Auteur ; Trevor A. HALL, Auteur ; Traci CLEMMONS, Auteur ; Felice ORLICH, Auteur ; Jennifer DELAHAYE, Auteur ; Darryn SIKORA, Auteur Article en page(s) : p.1035-1042 Langues : Anglais (eng) Mots-clés : Health-related quality of life Behavior Index. décimale : PER Périodiques Résumé : Abstract This paper examines health-related quality of life (HRQoL) of children age 6–11 years with an autism spectrum disorder (ASD) using the Child Health and Illness Profile – Child Edition (CHIP–CE). We further examine associations of HRQoL scores with measures of behavior using regression models. Overall HRQoL scores are lower than those for normative samples. We find that both externalizing and internalizing behaviors (measured with the Child Behavior Checklist) are correlated with HRQoL as are several of the subscales of the aberrant behavior checklist. These results suggest that some potentially modifiable aspects of ASD, in particular ASD-related and aberrant behaviors, are associated with HRQoL. These associations are suggestive of the potential for improvements in behaviors in some domains having the potential to improve HRQoL. Future studies should determine whether improvements in behaviors are associated with improvements in HRQoL. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.04.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=210
in Research in Autism Spectrum Disorders > 7-9 (September 2013) . - p.1035-1042[article] Health-related quality of life for children with ASD: Associations with behavioral characteristics [Texte imprimé et/ou numérique] / Karen A. KUHLTHAU, Auteur ; Erica A. KOVACS, Auteur ; Trevor A. HALL, Auteur ; Traci CLEMMONS, Auteur ; Felice ORLICH, Auteur ; Jennifer DELAHAYE, Auteur ; Darryn SIKORA, Auteur . - p.1035-1042.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 7-9 (September 2013) . - p.1035-1042
Mots-clés : Health-related quality of life Behavior Index. décimale : PER Périodiques Résumé : Abstract This paper examines health-related quality of life (HRQoL) of children age 6–11 years with an autism spectrum disorder (ASD) using the Child Health and Illness Profile – Child Edition (CHIP–CE). We further examine associations of HRQoL scores with measures of behavior using regression models. Overall HRQoL scores are lower than those for normative samples. We find that both externalizing and internalizing behaviors (measured with the Child Behavior Checklist) are correlated with HRQoL as are several of the subscales of the aberrant behavior checklist. These results suggest that some potentially modifiable aspects of ASD, in particular ASD-related and aberrant behaviors, are associated with HRQoL. These associations are suggestive of the potential for improvements in behaviors in some domains having the potential to improve HRQoL. Future studies should determine whether improvements in behaviors are associated with improvements in HRQoL. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.04.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=210 Health-Related Quality of Life in Children with Autism Spectrum Disorders: Results from the Autism Treatment Network / Karen A. KUHLTHAU in Journal of Autism and Developmental Disorders, 40-6 (June 2010)
[article]
Titre : Health-Related Quality of Life in Children with Autism Spectrum Disorders: Results from the Autism Treatment Network Type de document : Texte imprimé et/ou numérique Auteurs : Karen A. KUHLTHAU, Auteur ; Trevor A. HALL, Auteur ; Darryn M. SIKORA, Auteur ; Erica A. KOVACS, Auteur ; Felice ORLICH, Auteur ; Jennifer DELAHAYE, Auteur ; Traci E. CLEMONS, Auteur Année de publication : 2010 Article en page(s) : p.721-729 Langues : Anglais (eng) Mots-clés : Autism Quality-of-life Behavior Adaptive-behavior Index. décimale : PER Périodiques Résumé : We examined data collected as a part of the Autism Treatment Network, a group of 15 autism centers across the United States and Canada. Mean Health-Related Quality of Life (HRQoL) scores of the 286 children assessed were significantly lower than those of healthy populations (according to published norms). When compared to normative data from children with chronic conditions, children with ASD demonstrated worse HRQoL for total, psychosocial, emotional and social functioning, but did not demonstrate differing scores for physical and school functioning. HRQoL was not consistently related to ASD diagnosis or intellectual ability. However, it was consistently related to internalizing and externalizing problems as well as repetitive behaviors, social responsiveness, and adaptive behaviors. Associations among HRQoL and behavioral characteristics suggest that treatments aimed at improvements in these behaviors may improve HRQoL. En ligne : http://dx.doi.org/10.1007/s10803-009-0921-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102
in Journal of Autism and Developmental Disorders > 40-6 (June 2010) . - p.721-729[article] Health-Related Quality of Life in Children with Autism Spectrum Disorders: Results from the Autism Treatment Network [Texte imprimé et/ou numérique] / Karen A. KUHLTHAU, Auteur ; Trevor A. HALL, Auteur ; Darryn M. SIKORA, Auteur ; Erica A. KOVACS, Auteur ; Felice ORLICH, Auteur ; Jennifer DELAHAYE, Auteur ; Traci E. CLEMONS, Auteur . - 2010 . - p.721-729.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 40-6 (June 2010) . - p.721-729
Mots-clés : Autism Quality-of-life Behavior Adaptive-behavior Index. décimale : PER Périodiques Résumé : We examined data collected as a part of the Autism Treatment Network, a group of 15 autism centers across the United States and Canada. Mean Health-Related Quality of Life (HRQoL) scores of the 286 children assessed were significantly lower than those of healthy populations (according to published norms). When compared to normative data from children with chronic conditions, children with ASD demonstrated worse HRQoL for total, psychosocial, emotional and social functioning, but did not demonstrate differing scores for physical and school functioning. HRQoL was not consistently related to ASD diagnosis or intellectual ability. However, it was consistently related to internalizing and externalizing problems as well as repetitive behaviors, social responsiveness, and adaptive behaviors. Associations among HRQoL and behavioral characteristics suggest that treatments aimed at improvements in these behaviors may improve HRQoL. En ligne : http://dx.doi.org/10.1007/s10803-009-0921-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102 Relationship Among Anxiety, Depression, and Family Impact in Adolescents With Autism Spectrum Disorder and Average-Range IQ / Suzannah IADAROLA in Focus on Autism and Other Developmental Disabilities, 33-3 (September 2018)
[article]
Titre : Relationship Among Anxiety, Depression, and Family Impact in Adolescents With Autism Spectrum Disorder and Average-Range IQ Type de document : Texte imprimé et/ou numérique Auteurs : Suzannah IADAROLA, Auteur ; Leona A. OAKES, Auteur ; Wendy SHIH, Auteur ; Michelle DEAN, Auteur ; Tristram SMITH, Auteur ; Felice ORLICH, Auteur Article en page(s) : p.171-181 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Little is known about how internalizing symptoms in autism spectrum disorder (ASD) affect family outcomes, despite the high rates of internalizing disorders in ASD and the dynamic relationships among child, parent, and family variables. We evaluated the predictive value of internalizing symptoms in 69 adolescents with ASD and average-range cognitive abilities on family impact. In addition, we examined the correspondence between parent and child symptom ratings. Results indicated that internalizing symptoms predict family impact above IQ and externalizing symptoms. Depression (but not anxiety) predicted more positive family functioning, and parents rated more internalizing symptoms than adolescents. The results are contrary to our initial predictions, and we offer several explanations for this difference. Differences between parent and child ratings of internalizing symptoms are also explored. En ligne : https://doi.org/10.1177/1088357616672416 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367
in Focus on Autism and Other Developmental Disabilities > 33-3 (September 2018) . - p.171-181[article] Relationship Among Anxiety, Depression, and Family Impact in Adolescents With Autism Spectrum Disorder and Average-Range IQ [Texte imprimé et/ou numérique] / Suzannah IADAROLA, Auteur ; Leona A. OAKES, Auteur ; Wendy SHIH, Auteur ; Michelle DEAN, Auteur ; Tristram SMITH, Auteur ; Felice ORLICH, Auteur . - p.171-181.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 33-3 (September 2018) . - p.171-181
Index. décimale : PER Périodiques Résumé : Little is known about how internalizing symptoms in autism spectrum disorder (ASD) affect family outcomes, despite the high rates of internalizing disorders in ASD and the dynamic relationships among child, parent, and family variables. We evaluated the predictive value of internalizing symptoms in 69 adolescents with ASD and average-range cognitive abilities on family impact. In addition, we examined the correspondence between parent and child symptom ratings. Results indicated that internalizing symptoms predict family impact above IQ and externalizing symptoms. Depression (but not anxiety) predicted more positive family functioning, and parents rated more internalizing symptoms than adolescents. The results are contrary to our initial predictions, and we offer several explanations for this difference. Differences between parent and child ratings of internalizing symptoms are also explored. En ligne : https://doi.org/10.1177/1088357616672416 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367 The peer relationships of girls with ASD at school: comparison to boys and girls with and without ASD / Michelle DEAN in Journal of Child Psychology and Psychiatry, 55-11 (November 2014)
[article]
Titre : The peer relationships of girls with ASD at school: comparison to boys and girls with and without ASD Type de document : Texte imprimé et/ou numérique Auteurs : Michelle DEAN, Auteur ; Connie KASARI, Auteur ; Wendy SHIH, Auteur ; Fred FRANKEL, Auteur ; Rondalyn WHITNEY, Auteur ; Rebecca LANDA, Auteur ; Catherine LORD, Auteur ; Felice ORLICH, Auteur ; Bryan KING, Auteur ; Robin HARWOOD, Auteur Article en page(s) : p.1218-1225 Langues : Anglais (eng) Mots-clés : Gender autism spectrum disorders inclusion schools peer relationships Index. décimale : PER Périodiques Résumé : Background This study examines the social relationships of elementary school children with high-functioning autism, focusing on how gender relates to social preferences and acceptance, social connections, reciprocal friendships, and rejection. Method Peer nomination data were analyzed for girls with and without ASD (n = 50) and boys with and without ASD (n = 50). Girls and boys with ASD were matched by age, gender, and IQ. Each child with ASD was matched by age and gender to a typically developing classmate. Results Consistent with typically developing populations, children with ASD preferred, were accepted by, and primarily socialized with same-gender friends. With fewer nominations and social relationships, girls and boys with ASD appear more socially similar to each other than to the same-gender control group. Additionally, girls and boys with ASD showed higher rates of social exclusion than their typically developing peers. However, boys with ASD were more overtly socially excluded compared to girls with ASD, who seemed to be overlooked, rather than rejected. Conclusions Our data suggest a number of interesting findings in the social relationships of children with ASD in schools. Like typically developing populations, children with ASD identify with their own gender when socializing and choosing friends. But given the social differences between genders, it is likely that girls with ASD are experiencing social challenges that are different from boys with ASD. Therefore, gender is an important environmental factor to consider when planning social skills interventions at school. En ligne : http://dx.doi.org/10.1111/jcpp.12242 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=241
in Journal of Child Psychology and Psychiatry > 55-11 (November 2014) . - p.1218-1225[article] The peer relationships of girls with ASD at school: comparison to boys and girls with and without ASD [Texte imprimé et/ou numérique] / Michelle DEAN, Auteur ; Connie KASARI, Auteur ; Wendy SHIH, Auteur ; Fred FRANKEL, Auteur ; Rondalyn WHITNEY, Auteur ; Rebecca LANDA, Auteur ; Catherine LORD, Auteur ; Felice ORLICH, Auteur ; Bryan KING, Auteur ; Robin HARWOOD, Auteur . - p.1218-1225.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 55-11 (November 2014) . - p.1218-1225
Mots-clés : Gender autism spectrum disorders inclusion schools peer relationships Index. décimale : PER Périodiques Résumé : Background This study examines the social relationships of elementary school children with high-functioning autism, focusing on how gender relates to social preferences and acceptance, social connections, reciprocal friendships, and rejection. Method Peer nomination data were analyzed for girls with and without ASD (n = 50) and boys with and without ASD (n = 50). Girls and boys with ASD were matched by age, gender, and IQ. Each child with ASD was matched by age and gender to a typically developing classmate. Results Consistent with typically developing populations, children with ASD preferred, were accepted by, and primarily socialized with same-gender friends. With fewer nominations and social relationships, girls and boys with ASD appear more socially similar to each other than to the same-gender control group. Additionally, girls and boys with ASD showed higher rates of social exclusion than their typically developing peers. However, boys with ASD were more overtly socially excluded compared to girls with ASD, who seemed to be overlooked, rather than rejected. Conclusions Our data suggest a number of interesting findings in the social relationships of children with ASD in schools. Like typically developing populations, children with ASD identify with their own gender when socializing and choosing friends. But given the social differences between genders, it is likely that girls with ASD are experiencing social challenges that are different from boys with ASD. Therefore, gender is an important environmental factor to consider when planning social skills interventions at school. En ligne : http://dx.doi.org/10.1111/jcpp.12242 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=241 The relationship between family functioning and behavior problems in children with autism spectrum disorders / Darryn M. SIKORA in Research in Autism Spectrum Disorders, 7-2 (February 2013)
PermalinkThe relationship between Health-Related Quality of Life and sleep problems in children with Autism Spectrum Disorders / Jennifer DELAHAYE in Research in Autism Spectrum Disorders, 8-3 (March 2014)
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