Dépouillements

Count us in: Addressing gender disparities in autism research / Allison SHEFCYK in Autism, 19-2 (February 2015)  

Public ISBD [article]  inAutism > 19-2 (February 2015) . - p.131-132 Titre : Count us in: Addressing gender disparities in autism research Type de document : Texte imprimé et/ou numérique Auteurs : Allison SHEFCYK, Auteur Article en page(s) : p.131-132 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1362361314566585 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=256 [article] Count us in: Addressing gender disparities in autism research [Texte imprimé et/ou numérique] / Allison SHEFCYK, Auteur . - p.131-132. Langues : Anglais (eng) in Autism > 19-2 (February 2015) . - p.131-132 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1362361314566585 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=256

A systematic review of sensory processing interventions for children with autism spectrum disorders / Jane CASE-SMITH in Autism, 19-2 (February 2015)  

Public ISBD [article]  inAutism > 19-2 (February 2015) . - p.133-148 Titre : A systematic review of sensory processing interventions for children with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Jane CASE-SMITH, Auteur ; Lindy L. WEAVER, Auteur ; Mary A. FRISTAD, Auteur Article en page(s) : p.133-148 Langues : Anglais (eng) Mots-clés : sensory integration therapy  sensory processing  systematic review Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorders often exhibit co-occurring sensory processing problems and receive interventions that target self-regulation. In current practice, sensory interventions apply different theoretic constructs, focus on different goals, use a variety of sensory modalities, and involve markedly disparate procedures. Previous reviews examined the effects of sensory interventions without acknowledging these inconsistencies. This systematic review examined the research evidence (2000–2012) of two forms of sensory interventions, sensory integration therapy and sensory-based intervention, for children with autism spectrum disorders and concurrent sensory processing problems. A total of 19 studies were reviewed: 5 examined the effects of sensory integration therapy and 14 sensory-based intervention. The studies defined sensory integration therapies as clinic-based interventions that use sensory-rich, child-directed activities to improve a child’s adaptive responses to sensory experiences. Two randomized controlled trials found positive effects for sensory integration therapy on child performance using Goal Attainment Scaling (effect sizes ranging from .72 to 1.62); other studies (Levels III–IV) found positive effects on reducing behaviors linked to sensory problems. Sensory-based interventions are characterized as classroom-based interventions that use single-sensory strategies, for example, weighted vests or therapy balls, to influence a child’s state of arousal. Few positive effects were found in sensory-based intervention studies. Studies of sensory-based interventions suggest that they may not be effective; however, they did not follow recommended protocols or target sensory processing problems. Although small randomized controlled trials resulted in positive effects for sensory integration therapies, additional rigorous trials using manualized protocols for sensory integration therapy are needed to evaluate effects for children with autism spectrum disorders and sensory processing problems. En ligne : http://dx.doi.org/10.1177/1362361313517762 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=256 [article] A systematic review of sensory processing interventions for children with autism spectrum disorders [Texte imprimé et/ou numérique] / Jane CASE-SMITH, Auteur ; Lindy L. WEAVER, Auteur ; Mary A. FRISTAD, Auteur . - p.133-148. Langues : Anglais (eng) in Autism > 19-2 (February 2015) . - p.133-148 Mots-clés : sensory integration therapy  sensory processing  systematic review Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorders often exhibit co-occurring sensory processing problems and receive interventions that target self-regulation. In current practice, sensory interventions apply different theoretic constructs, focus on different goals, use a variety of sensory modalities, and involve markedly disparate procedures. Previous reviews examined the effects of sensory interventions without acknowledging these inconsistencies. This systematic review examined the research evidence (2000–2012) of two forms of sensory interventions, sensory integration therapy and sensory-based intervention, for children with autism spectrum disorders and concurrent sensory processing problems. A total of 19 studies were reviewed: 5 examined the effects of sensory integration therapy and 14 sensory-based intervention. The studies defined sensory integration therapies as clinic-based interventions that use sensory-rich, child-directed activities to improve a child’s adaptive responses to sensory experiences. Two randomized controlled trials found positive effects for sensory integration therapy on child performance using Goal Attainment Scaling (effect sizes ranging from .72 to 1.62); other studies (Levels III–IV) found positive effects on reducing behaviors linked to sensory problems. Sensory-based interventions are characterized as classroom-based interventions that use single-sensory strategies, for example, weighted vests or therapy balls, to influence a child’s state of arousal. Few positive effects were found in sensory-based intervention studies. Studies of sensory-based interventions suggest that they may not be effective; however, they did not follow recommended protocols or target sensory processing problems. Although small randomized controlled trials resulted in positive effects for sensory integration therapies, additional rigorous trials using manualized protocols for sensory integration therapy are needed to evaluate effects for children with autism spectrum disorders and sensory processing problems. En ligne : http://dx.doi.org/10.1177/1362361313517762 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=256

Improving emotional face perception in autism with diuretic bumetanide: A proof-of-concept behavioral and functional brain imaging pilot study / Nouchine HADJIKHANI in Autism, 19-2 (February 2015)  

Public ISBD [article]  inAutism > 19-2 (February 2015) . - p.149-157 Titre : Improving emotional face perception in autism with diuretic bumetanide: A proof-of-concept behavioral and functional brain imaging pilot study Type de document : Texte imprimé et/ou numérique Auteurs : Nouchine HADJIKHANI, Auteur ; Nicole R. ZÜRCHER, Auteur ; Ophelie ROGIER, Auteur ; Torsten RUEST, Auteur ; Loyse HIPPOLYTE, Auteur ; Yehezkel BEN-ARI, Auteur ; Eric LEMONNIER, Auteur Article en page(s) : p.149-157 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  bumetanide  emotion  face perception  fMRI  GABA  treatment Index. décimale : PER Périodiques Résumé : Clinical observations have shown that GABA-acting benzodiazepines exert paradoxical excitatory effects in autism, suggesting elevated intracellular chloride (Cl–)i and excitatory action of GABA. In a previous double-blind randomized study, we have shown that the diuretic NKCC1 chloride importer antagonist bumetanide, that decreases (Cl–)i and reinforces GABAergic inhibition, reduces the severity of autism symptoms. Here, we report results from an open-label trial pilot study in which we used functional magnetic resonance imaging and neuropsychological testing to determine the effects of 10 months bumetanide treatment in adolescents and young adults with autism. We show that bumetanide treatment improves emotion recognition and enhances the activation of brain regions involved in social and emotional perception during the perception of emotional faces. The improvement of emotion processing by bumetanide reinforces the usefulness of bumetanide as a promising treatment to improve social interactions in autism. En ligne : http://dx.doi.org/10.1177/1362361313514141 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=256 [article] Improving emotional face perception in autism with diuretic bumetanide: A proof-of-concept behavioral and functional brain imaging pilot study [Texte imprimé et/ou numérique] / Nouchine HADJIKHANI, Auteur ; Nicole R. ZÜRCHER, Auteur ; Ophelie ROGIER, Auteur ; Torsten RUEST, Auteur ; Loyse HIPPOLYTE, Auteur ; Yehezkel BEN-ARI, Auteur ; Eric LEMONNIER, Auteur . - p.149-157. Langues : Anglais (eng) in Autism > 19-2 (February 2015) . - p.149-157 Mots-clés : Autism spectrum disorders  bumetanide  emotion  face perception  fMRI  GABA  treatment Index. décimale : PER Périodiques Résumé : Clinical observations have shown that GABA-acting benzodiazepines exert paradoxical excitatory effects in autism, suggesting elevated intracellular chloride (Cl–)i and excitatory action of GABA. In a previous double-blind randomized study, we have shown that the diuretic NKCC1 chloride importer antagonist bumetanide, that decreases (Cl–)i and reinforces GABAergic inhibition, reduces the severity of autism symptoms. Here, we report results from an open-label trial pilot study in which we used functional magnetic resonance imaging and neuropsychological testing to determine the effects of 10 months bumetanide treatment in adolescents and young adults with autism. We show that bumetanide treatment improves emotion recognition and enhances the activation of brain regions involved in social and emotional perception during the perception of emotional faces. The improvement of emotion processing by bumetanide reinforces the usefulness of bumetanide as a promising treatment to improve social interactions in autism. En ligne : http://dx.doi.org/10.1177/1362361313514141 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=256

Quality of life in autism across the lifespan: A meta-analysis / Barbara F.C. VAN HEIJST in Autism, 19-2 (February 2015)  

Public ISBD [article]  inAutism > 19-2 (February 2015) . - p.158-167 Titre : Quality of life in autism across the lifespan: A meta-analysis Type de document : Texte imprimé et/ou numérique Auteurs : Barbara F.C. VAN HEIJST, Auteur ; Hilde M. GEURTS, Auteur Article en page(s) : p.158-167 Langues : Anglais (eng) Mots-clés : age  autism  meta-analysis  quality of life  review Index. décimale : PER Périodiques Résumé : Autism is a lifelong neurodevelopmental disorder, with a known impact on quality of life. Yet the developmental trajectory of quality of life is not well understood. First, the effect of age on quality of life was studied with a meta-analysis. Our meta-analysis included 10 studies (published between 2004 and 2012) with a combined sample size of 486 people with autism and 17,776 controls. Second, as there were no studies on quality of life of the elderly with autism, we conducted an empirical study on quality of life of the elderly (age range 53–83) with autism (N = 24) and without autism (N = 24). The meta-analysis showed that quality of life is lower for people with autism compared to people without autism, and that the mean effect is large (Cohen’s d = ?0.96). Age did not have an effect on quality of life. The study concerning the elderly with autism showed that the difference in quality of life is similar in the elderly. Age, IQ and symptom severity did not predict quality of life in this sample. Across the lifespan, people with autism experience a much lower quality of life compared to people without autism. Hence, the quality of life seemed to be independent of someone’s age. En ligne : http://dx.doi.org/10.1177/1362361313517053 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=256 [article] Quality of life in autism across the lifespan: A meta-analysis [Texte imprimé et/ou numérique] / Barbara F.C. VAN HEIJST, Auteur ; Hilde M. GEURTS, Auteur . - p.158-167. Langues : Anglais (eng) in Autism > 19-2 (February 2015) . - p.158-167 Mots-clés : age  autism  meta-analysis  quality of life  review Index. décimale : PER Périodiques Résumé : Autism is a lifelong neurodevelopmental disorder, with a known impact on quality of life. Yet the developmental trajectory of quality of life is not well understood. First, the effect of age on quality of life was studied with a meta-analysis. Our meta-analysis included 10 studies (published between 2004 and 2012) with a combined sample size of 486 people with autism and 17,776 controls. Second, as there were no studies on quality of life of the elderly with autism, we conducted an empirical study on quality of life of the elderly (age range 53–83) with autism (N = 24) and without autism (N = 24). The meta-analysis showed that quality of life is lower for people with autism compared to people without autism, and that the mean effect is large (Cohen’s d = ?0.96). Age did not have an effect on quality of life. The study concerning the elderly with autism showed that the difference in quality of life is similar in the elderly. Age, IQ and symptom severity did not predict quality of life in this sample. Across the lifespan, people with autism experience a much lower quality of life compared to people without autism. Hence, the quality of life seemed to be independent of someone’s age. En ligne : http://dx.doi.org/10.1177/1362361313517053 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=256

Is early joint attention associated with school-age pragmatic language? / Kristen GILLESPIE-LYNCH in Autism, 19-2 (February 2015)  

Public ISBD [article]  inAutism > 19-2 (February 2015) . - p.168-177 Titre : Is early joint attention associated with school-age pragmatic language? Type de document : Texte imprimé et/ou numérique Auteurs : Kristen GILLESPIE-LYNCH, Auteur ; Allie KHALULYAN, Auteur ; Mithi DEL ROSARIO, Auteur ; Brigid MCCARTHY, Auteur ; Lovella GOMEZ, Auteur ; Marian SIGMAN, Auteur ; Ted HUTMAN, Auteur Article en page(s) : p.168-177 Langues : Anglais (eng) Mots-clés : Autism  infant siblings  joint attention  pragmatic language  structural language Index. décimale : PER Périodiques Résumé : In order to evaluate evidence for the social–cognitive theory of joint attention, we examined relations between initiation of and response to joint attention at 12 and 18 months of age and pragmatic and structural language approximately 6 years later among children with and without autism spectrum disorder. Initiation of joint attention at 18 months was associated with structural, but not pragmatic, language for children with and without autism spectrum disorder. School-age children with autism exhibited difficulties with structural and pragmatic language relative to non-autistic siblings of children with autism and low-risk controls. No evidence of the broader autism phenotype was observed. These findings do not support the social–cognitive theory of joint attention. En ligne : http://dx.doi.org/10.1177/1362361313515094 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=256 [article] Is early joint attention associated with school-age pragmatic language? [Texte imprimé et/ou numérique] / Kristen GILLESPIE-LYNCH, Auteur ; Allie KHALULYAN, Auteur ; Mithi DEL ROSARIO, Auteur ; Brigid MCCARTHY, Auteur ; Lovella GOMEZ, Auteur ; Marian SIGMAN, Auteur ; Ted HUTMAN, Auteur . - p.168-177. Langues : Anglais (eng) in Autism > 19-2 (February 2015) . - p.168-177 Mots-clés : Autism  infant siblings  joint attention  pragmatic language  structural language Index. décimale : PER Périodiques Résumé : In order to evaluate evidence for the social–cognitive theory of joint attention, we examined relations between initiation of and response to joint attention at 12 and 18 months of age and pragmatic and structural language approximately 6 years later among children with and without autism spectrum disorder. Initiation of joint attention at 18 months was associated with structural, but not pragmatic, language for children with and without autism spectrum disorder. School-age children with autism exhibited difficulties with structural and pragmatic language relative to non-autistic siblings of children with autism and low-risk controls. No evidence of the broader autism phenotype was observed. These findings do not support the social–cognitive theory of joint attention. En ligne : http://dx.doi.org/10.1177/1362361313515094 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=256

Better to be equal? Challenges to equality for cognitively able children with autism spectrum disorders in a social decision game / Eva A. SCHMITZ in Autism, 19-2 (February 2015)  

Public ISBD [article]  inAutism > 19-2 (February 2015) . - p.178-186 Titre : Better to be equal? Challenges to equality for cognitively able children with autism spectrum disorders in a social decision game Type de document : Texte imprimé et/ou numérique Auteurs : Eva A. SCHMITZ, Auteur ; Robin BANERJEE, Auteur ; Lucinda B.C. POUW, Auteur ; Lex STOCKMANN, Auteur ; Carolien RIEFFE, Auteur Article en page(s) : p.178-186 Langues : Anglais (eng) Mots-clés : autism  autism spectrum disorders  developmental  equality  pervasive developmental disorder not otherwise specified  social rules Index. décimale : PER Périodiques Résumé : Much controversy surrounds questions about whether humans have an aversion to inequity and how a commitment to equality might play a role in cooperation and other aspects of social interactions. Examining the social decisions of children with autism spectrum disorders provides a fascinating opportunity to explore these issues. Specifically, we evaluated the possibility that children with autism spectrum disorders may be less likely than typically developing children to show a prioritisation of equality. A total of 69 typically developing (mean age 11;6 years) and 57 cognitively able children with autism spectrum disorders (mean age 11;7 years) played a social decision game in which the equality option was pitted against alternatives that varied in instrumental outcomes. Results showed that both groups were more likely to choose the equality option when there was no cost to the self. However, even though children with autism spectrum disorders appeared to view equality as preferable to causing explicit harm to others, they departed from an equality stance when there was an opportunity to increase instrumental gain without any obvious harm to the self or the other. Typically developing children, in contrast, showed similar prioritisation of equality across these contexts. Future research needs to address the question of how differences in the commitment to equality affect children’s social behaviour and relationships in daily life. En ligne : http://dx.doi.org/10.1177/1362361313516547 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=256 [article] Better to be equal? Challenges to equality for cognitively able children with autism spectrum disorders in a social decision game [Texte imprimé et/ou numérique] / Eva A. SCHMITZ, Auteur ; Robin BANERJEE, Auteur ; Lucinda B.C. POUW, Auteur ; Lex STOCKMANN, Auteur ; Carolien RIEFFE, Auteur . - p.178-186. Langues : Anglais (eng) in Autism > 19-2 (February 2015) . - p.178-186 Mots-clés : autism  autism spectrum disorders  developmental  equality  pervasive developmental disorder not otherwise specified  social rules Index. décimale : PER Périodiques Résumé : Much controversy surrounds questions about whether humans have an aversion to inequity and how a commitment to equality might play a role in cooperation and other aspects of social interactions. Examining the social decisions of children with autism spectrum disorders provides a fascinating opportunity to explore these issues. Specifically, we evaluated the possibility that children with autism spectrum disorders may be less likely than typically developing children to show a prioritisation of equality. A total of 69 typically developing (mean age 11;6 years) and 57 cognitively able children with autism spectrum disorders (mean age 11;7 years) played a social decision game in which the equality option was pitted against alternatives that varied in instrumental outcomes. Results showed that both groups were more likely to choose the equality option when there was no cost to the self. However, even though children with autism spectrum disorders appeared to view equality as preferable to causing explicit harm to others, they departed from an equality stance when there was an opportunity to increase instrumental gain without any obvious harm to the self or the other. Typically developing children, in contrast, showed similar prioritisation of equality across these contexts. Future research needs to address the question of how differences in the commitment to equality affect children’s social behaviour and relationships in daily life. En ligne : http://dx.doi.org/10.1177/1362361313516547 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=256

The added value of the combined use of the Autism Diagnostic Interview–Revised and the Autism Diagnostic Observation Schedule: Diagnostic validity in a clinical Swedish sample of toddlers and young preschoolers / Eric ZANDER in Autism, 19-2 (February 2015)  

Public ISBD [article]  inAutism > 19-2 (February 2015) . - p.187-199 Titre : The added value of the combined use of the Autism Diagnostic Interview–Revised and the Autism Diagnostic Observation Schedule: Diagnostic validity in a clinical Swedish sample of toddlers and young preschoolers Type de document : Texte imprimé et/ou numérique Auteurs : Eric ZANDER, Auteur ; Harald STURM, Auteur ; Sven BÖLTE, Auteur Article en page(s) : p.187-199 Langues : Anglais (eng) Mots-clés : Asperger syndrome  assessment  Diagnostic and Statistical Manual of Mental Disorders (4th ed)  early detection  pervasive developmental disorder  psychometrics Index. décimale : PER Périodiques Résumé : The diagnostic validity of the new research algorithms of the Autism Diagnostic Interview–Revised and the revised algorithms of the Autism Diagnostic Observation Schedule was examined in a clinical sample of children aged 18–47 months. Validity was determined for each instrument separately and their combination against a clinical consensus diagnosis. A total of N = 268 children (n = 171 with autism spectrum disorder) were assessed. The new Autism Diagnostic Interview–Revised algorithms (research cutoff) gave excellent specificities (91%?96%) but low sensitivities (44%?52%). Applying adjusted cutoffs (lower than recommended based on receiver operating characteristics) yielded a better balance between sensitivity (77%?82%) and specificity (60%?62%). Findings for the Autism Diagnostic Observation Schedule were consistent with previous studies showing high sensitivity (94%?100%) and alongside lower specificity (52%?76%) when using the autism spectrum cutoff, but better balanced sensitivity (81%?94%) and specificity (81%?83%) when using the autism cutoff. A combination of both the Autism Diagnostic Interview–Revised (with adjusted cutoff) and the Autism Diagnostic Observation Schedule (autism spectrum cutoff) yielded balanced sensitivity (77%?80%) and specificity (87%?90%). Results favor a combined usage of the Autism Diagnostic Interview–Revised and Autism Diagnostic Observation Schedule in young children with unclear developmental problems, including suspicion of autism spectrum disorder. Evaluated separately, the Autism Diagnostic Observation Schedule (cutoff for autism) provides a better diagnostic accuracy than the Autism Diagnostic Interview–Revised. En ligne : http://dx.doi.org/10.1177/1362361313516199 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=257 [article] The added value of the combined use of the Autism Diagnostic Interview–Revised and the Autism Diagnostic Observation Schedule: Diagnostic validity in a clinical Swedish sample of toddlers and young preschoolers [Texte imprimé et/ou numérique] / Eric ZANDER, Auteur ; Harald STURM, Auteur ; Sven BÖLTE, Auteur . - p.187-199. Langues : Anglais (eng) in Autism > 19-2 (February 2015) . - p.187-199 Mots-clés : Asperger syndrome  assessment  Diagnostic and Statistical Manual of Mental Disorders (4th ed)  early detection  pervasive developmental disorder  psychometrics Index. décimale : PER Périodiques Résumé : The diagnostic validity of the new research algorithms of the Autism Diagnostic Interview–Revised and the revised algorithms of the Autism Diagnostic Observation Schedule was examined in a clinical sample of children aged 18–47 months. Validity was determined for each instrument separately and their combination against a clinical consensus diagnosis. A total of N = 268 children (n = 171 with autism spectrum disorder) were assessed. The new Autism Diagnostic Interview–Revised algorithms (research cutoff) gave excellent specificities (91%?96%) but low sensitivities (44%?52%). Applying adjusted cutoffs (lower than recommended based on receiver operating characteristics) yielded a better balance between sensitivity (77%?82%) and specificity (60%?62%). Findings for the Autism Diagnostic Observation Schedule were consistent with previous studies showing high sensitivity (94%?100%) and alongside lower specificity (52%?76%) when using the autism spectrum cutoff, but better balanced sensitivity (81%?94%) and specificity (81%?83%) when using the autism cutoff. A combination of both the Autism Diagnostic Interview–Revised (with adjusted cutoff) and the Autism Diagnostic Observation Schedule (autism spectrum cutoff) yielded balanced sensitivity (77%?80%) and specificity (87%?90%). Results favor a combined usage of the Autism Diagnostic Interview–Revised and Autism Diagnostic Observation Schedule in young children with unclear developmental problems, including suspicion of autism spectrum disorder. Evaluated separately, the Autism Diagnostic Observation Schedule (cutoff for autism) provides a better diagnostic accuracy than the Autism Diagnostic Interview–Revised. En ligne : http://dx.doi.org/10.1177/1362361313516199 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=257

Reading and math achievement profiles and longitudinal growth trajectories of children with an autism spectrum disorder / Xin WEI in Autism, 19-2 (February 2015)  

Public ISBD [article]  inAutism > 19-2 (February 2015) . - p.200-210 Titre : Reading and math achievement profiles and longitudinal growth trajectories of children with an autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Xin WEI, Auteur ; Elizabeth R.A. CHRISTIANO, Auteur ; Jennifer W YU, Auteur ; Mary WAGNER, Auteur ; Donna SPIKER, Auteur Article en page(s) : p.200-210 Langues : Anglais (eng) Mots-clés : academic achievement  autism  cluster analysis  conversation ability  functional skills  health  Hierarchical Linear Modeling  social skills Index. décimale : PER Périodiques Résumé : This study examined the reading and math achievement profiles and longitudinal growth trajectories of a nationally representative sample of children ages 6 through 9 with an autism spectrum disorder. Four distinct achievement profiles were identified: higher-achieving (39%), hyperlexia (9%), hypercalculia (20%) and lower-achieving (32%). Children with hypercalculia and lower-achieving profiles were more likely to be from low socioeconomic families and had lower functional cognitive skills than the higher-achieving profile. All four profiles lost ground in passage comprehension over time. Slower improvement occurred for the higher-achieving group on letter–word identification, the hyperlexia group on conversation abilities and the hypercalculia group on calculation and functional cognitive skills relative to the lower-achieving group. En ligne : http://dx.doi.org/10.1177/1362361313516549 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=257 [article] Reading and math achievement profiles and longitudinal growth trajectories of children with an autism spectrum disorder [Texte imprimé et/ou numérique] / Xin WEI, Auteur ; Elizabeth R.A. CHRISTIANO, Auteur ; Jennifer W YU, Auteur ; Mary WAGNER, Auteur ; Donna SPIKER, Auteur . - p.200-210. Langues : Anglais (eng) in Autism > 19-2 (February 2015) . - p.200-210 Mots-clés : academic achievement  autism  cluster analysis  conversation ability  functional skills  health  Hierarchical Linear Modeling  social skills Index. décimale : PER Périodiques Résumé : This study examined the reading and math achievement profiles and longitudinal growth trajectories of a nationally representative sample of children ages 6 through 9 with an autism spectrum disorder. Four distinct achievement profiles were identified: higher-achieving (39%), hyperlexia (9%), hypercalculia (20%) and lower-achieving (32%). Children with hypercalculia and lower-achieving profiles were more likely to be from low socioeconomic families and had lower functional cognitive skills than the higher-achieving profile. All four profiles lost ground in passage comprehension over time. Slower improvement occurred for the higher-achieving group on letter–word identification, the hyperlexia group on conversation abilities and the hypercalculia group on calculation and functional cognitive skills relative to the lower-achieving group. En ligne : http://dx.doi.org/10.1177/1362361313516549 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=257

Improving transportability of a cognitive-behavioral treatment intervention for anxiety in youth with autism spectrum disorders: Results from a US–Canada collaboration / Judy REAVEN in Autism, 19-2 (February 2015)  

Public ISBD [article]  inAutism > 19-2 (February 2015) . - p.211-222 Titre : Improving transportability of a cognitive-behavioral treatment intervention for anxiety in youth with autism spectrum disorders: Results from a US–Canada collaboration Type de document : Texte imprimé et/ou numérique Auteurs : Judy REAVEN, Auteur ; Audrey BLAKELEY-SMITH, Auteur ; Tricia L. BEATTIE, Auteur ; April SULLIVAN, Auteur ; Eric J. MOODY, Auteur ; Jessica A. STERN, Auteur ; Susan L. HEPBURN, Auteur ; Isabel M. SMITH, Auteur Article en page(s) : p.211-222 Langues : Anglais (eng) Mots-clés : anxiety  autism  cognitive-behavioral treatments  transportability  treatment dissemination Index. décimale : PER Périodiques Résumé : Anxiety disorders frequently co-occur in youth with autism spectrum disorders. In addition to developing efficacious treatments for anxiety in children with autism spectrum disorders, it is important to examine the transportability of these treatments to real-world settings. Study aims were to (a) train clinicians to deliver Facing Your Fears: Group Therapy for Managing Anxiety in Children with High-Functioning Autism Spectrum Disorders to fidelity and (b) examine feasibility of the program for novel settings. A secondary aim was to examine preliminary youth treatment outcome. Results indicated that clinicians obtained excellent fidelity following a workshop and ongoing consultation. Acceptability ratings indicated that Facing Your Fears Therapy was viewed favorably, and critiques were incorporated into program revisions. Meaningful reductions in anxiety were reported posttreatment for 53% of children. Results support the initial effectiveness and transportability of Facing Your Fears Therapy in new clinical settings. En ligne : http://dx.doi.org/10.1177/1362361313518124 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=257 [article] Improving transportability of a cognitive-behavioral treatment intervention for anxiety in youth with autism spectrum disorders: Results from a US–Canada collaboration [Texte imprimé et/ou numérique] / Judy REAVEN, Auteur ; Audrey BLAKELEY-SMITH, Auteur ; Tricia L. BEATTIE, Auteur ; April SULLIVAN, Auteur ; Eric J. MOODY, Auteur ; Jessica A. STERN, Auteur ; Susan L. HEPBURN, Auteur ; Isabel M. SMITH, Auteur . - p.211-222. Langues : Anglais (eng) in Autism > 19-2 (February 2015) . - p.211-222 Mots-clés : anxiety  autism  cognitive-behavioral treatments  transportability  treatment dissemination Index. décimale : PER Périodiques Résumé : Anxiety disorders frequently co-occur in youth with autism spectrum disorders. In addition to developing efficacious treatments for anxiety in children with autism spectrum disorders, it is important to examine the transportability of these treatments to real-world settings. Study aims were to (a) train clinicians to deliver Facing Your Fears: Group Therapy for Managing Anxiety in Children with High-Functioning Autism Spectrum Disorders to fidelity and (b) examine feasibility of the program for novel settings. A secondary aim was to examine preliminary youth treatment outcome. Results indicated that clinicians obtained excellent fidelity following a workshop and ongoing consultation. Acceptability ratings indicated that Facing Your Fears Therapy was viewed favorably, and critiques were incorporated into program revisions. Meaningful reductions in anxiety were reported posttreatment for 53% of children. Results support the initial effectiveness and transportability of Facing Your Fears Therapy in new clinical settings. En ligne : http://dx.doi.org/10.1177/1362361313518124 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=257

Child and setting characteristics affecting the adult talk directed at preschoolers with autism spectrum disorder in the inclusive classroom / Dwight W. IRVIN in Autism, 19-2 (February 2015)  

Public ISBD [article]  inAutism > 19-2 (February 2015) . - p.223-234 Titre : Child and setting characteristics affecting the adult talk directed at preschoolers with autism spectrum disorder in the inclusive classroom Type de document : Texte imprimé et/ou numérique Auteurs : Dwight W. IRVIN, Auteur ; Brian A. BOYD, Auteur ; Samuel L ODOM, Auteur Article en page(s) : p.223-234 Langues : Anglais (eng) Mots-clés : adult talk  autism  child characteristics  preschoolers  setting features Index. décimale : PER Périodiques Résumé : Difficulty with social competence is a core deficit of autism spectrum disorder. Research on typically developing children and children with disabilities, in general, suggests the adult talk received in the classroom is related to their social development. The aims of this study were to examine (1) the types and amounts of adult talk children with autism spectrum disorder are exposed to in the preschool classroom and (2) the associations between child characteristics (e.g. language), activity area, and adult talk. Kontos’ Teacher Talk classification was used to code videos approximately 30 min in length of 73 children with autism spectrum disorder (ages 3–5) in inclusive classrooms (n = 33) during center time. The results indicated practical/personal assistance was the most common type of adult talk coded, and behavior management talk least often coded. Child characteristics (i.e. age and autism severity) and activity area were found to be related to specific types of adult talk. Given the findings, implications for future research are discussed. En ligne : http://dx.doi.org/10.1177/1362361313517398 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=257 [article] Child and setting characteristics affecting the adult talk directed at preschoolers with autism spectrum disorder in the inclusive classroom [Texte imprimé et/ou numérique] / Dwight W. IRVIN, Auteur ; Brian A. BOYD, Auteur ; Samuel L ODOM, Auteur . - p.223-234. Langues : Anglais (eng) in Autism > 19-2 (February 2015) . - p.223-234 Mots-clés : adult talk  autism  child characteristics  preschoolers  setting features Index. décimale : PER Périodiques Résumé : Difficulty with social competence is a core deficit of autism spectrum disorder. Research on typically developing children and children with disabilities, in general, suggests the adult talk received in the classroom is related to their social development. The aims of this study were to examine (1) the types and amounts of adult talk children with autism spectrum disorder are exposed to in the preschool classroom and (2) the associations between child characteristics (e.g. language), activity area, and adult talk. Kontos’ Teacher Talk classification was used to code videos approximately 30 min in length of 73 children with autism spectrum disorder (ages 3–5) in inclusive classrooms (n = 33) during center time. The results indicated practical/personal assistance was the most common type of adult talk coded, and behavior management talk least often coded. Child characteristics (i.e. age and autism severity) and activity area were found to be related to specific types of adult talk. Given the findings, implications for future research are discussed. En ligne : http://dx.doi.org/10.1177/1362361313517398 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=257

Vocational support approaches in autism spectrum disorder: A synthesis review of the literature / David B NICHOLAS in Autism, 19-2 (February 2015)  

Public ISBD [article]  inAutism > 19-2 (February 2015) . - p.235-245 Titre : Vocational support approaches in autism spectrum disorder: A synthesis review of the literature Type de document : Texte imprimé et/ou numérique Auteurs : David B NICHOLAS, Auteur ; Mark ATTRIDGE, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Margaret CLARKE, Auteur Article en page(s) : p.235-245 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  disability  job coaching  supported employment  vocational support  vocational training Index. décimale : PER Périodiques Résumé : This synthesis-based analysis identifies and reviews studies evaluating vocational resources for adults with autism spectrum disorder. It is based on a larger systematic review of intervention studies in autism spectrum disorder, from which a critical interpretive synthesis was conducted on studies related to vocation and autism spectrum disorder. In total, 10 studies were found that examine employment support for youth and adults with autism spectrum disorder. Two domains of vocational intervention in the literature were found: supported employment including community placement and job coaching and media and technology–based augmentative tools. The literature is limited in volume and quality of methodology, yet emerging constructs are promising in introducing the utility of vocational resources, in particular, supported employment in community settings. These vocational approaches are examined, along with representative studies. Recommendations for advancing practice, community capacity, and research are offered. En ligne : http://dx.doi.org/10.1177/1362361313516548 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=257 [article] Vocational support approaches in autism spectrum disorder: A synthesis review of the literature [Texte imprimé et/ou numérique] / David B NICHOLAS, Auteur ; Mark ATTRIDGE, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Margaret CLARKE, Auteur . - p.235-245. Langues : Anglais (eng) in Autism > 19-2 (February 2015) . - p.235-245 Mots-clés : autism spectrum disorder  disability  job coaching  supported employment  vocational support  vocational training Index. décimale : PER Périodiques Résumé : This synthesis-based analysis identifies and reviews studies evaluating vocational resources for adults with autism spectrum disorder. It is based on a larger systematic review of intervention studies in autism spectrum disorder, from which a critical interpretive synthesis was conducted on studies related to vocation and autism spectrum disorder. In total, 10 studies were found that examine employment support for youth and adults with autism spectrum disorder. Two domains of vocational intervention in the literature were found: supported employment including community placement and job coaching and media and technology–based augmentative tools. The literature is limited in volume and quality of methodology, yet emerging constructs are promising in introducing the utility of vocational resources, in particular, supported employment in community settings. These vocational approaches are examined, along with representative studies. Recommendations for advancing practice, community capacity, and research are offered. En ligne : http://dx.doi.org/10.1177/1362361313516548 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=257

Commentary on employment supports research / Paul T SHATTUCK in Autism, 19-2 (February 2015)  

Public ISBD [article]  inAutism > 19-2 (February 2015) . - p.246-247 Titre : Commentary on employment supports research Type de document : Texte imprimé et/ou numérique Auteurs : Paul T SHATTUCK, Auteur ; Anne M ROUX, Auteur Article en page(s) : p.246-247 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1362361313518996 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=257 [article] Commentary on employment supports research [Texte imprimé et/ou numérique] / Paul T SHATTUCK, Auteur ; Anne M ROUX, Auteur . - p.246-247. Langues : Anglais (eng) in Autism > 19-2 (February 2015) . - p.246-247 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1362361313518996 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=257

Anthropomorphic bias found in typically developing children is not found in children with autistic spectrum disorder / Thierry CHAMINADE in Autism, 19-2 (February 2015)  

Public ISBD [article]  inAutism > 19-2 (February 2015) . - p.248-251 Titre : Anthropomorphic bias found in typically developing children is not found in children with autistic spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Thierry CHAMINADE, Auteur ; Delphine ROSSET, Auteur ; David DA FONSECA, Auteur ; Jessica K. HODGINS, Auteur ; Christine DERUELLE, Auteur Article en page(s) : p.248-251 Langues : Anglais (eng) Mots-clés : Biological motion  computer-animated characters Index. décimale : PER Périodiques Résumé : The anthropomorphic bias describes the finding that the perceived naturalness of a biological motion decreases as the human-likeness of a computer-animated agent increases. To investigate the anthropomorphic bias in autistic children, human or cartoon characters were presented with biological and artificial motions side by side on a touchscreen. Children were required to touch one that would grow while the other would disappear, implicitly rewarding their choice. Only typically developing controls depicted the expected preference for biological motion when rendered with human, but not cartoon, characters. Despite performing the task to report a preference, children with autism depicted neither normal nor reversed anthropomorphic bias, suggesting that they are not sensitive to the congruence of form and motion information when observing computer-animated agents’ actions. En ligne : http://dx.doi.org/10.1177/1362361313512425 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=257 [article] Anthropomorphic bias found in typically developing children is not found in children with autistic spectrum disorder [Texte imprimé et/ou numérique] / Thierry CHAMINADE, Auteur ; Delphine ROSSET, Auteur ; David DA FONSECA, Auteur ; Jessica K. HODGINS, Auteur ; Christine DERUELLE, Auteur . - p.248-251. Langues : Anglais (eng) in Autism > 19-2 (February 2015) . - p.248-251 Mots-clés : Biological motion  computer-animated characters Index. décimale : PER Périodiques Résumé : The anthropomorphic bias describes the finding that the perceived naturalness of a biological motion decreases as the human-likeness of a computer-animated agent increases. To investigate the anthropomorphic bias in autistic children, human or cartoon characters were presented with biological and artificial motions side by side on a touchscreen. Children were required to touch one that would grow while the other would disappear, implicitly rewarding their choice. Only typically developing controls depicted the expected preference for biological motion when rendered with human, but not cartoon, characters. Despite performing the task to report a preference, children with autism depicted neither normal nor reversed anthropomorphic bias, suggesting that they are not sensitive to the congruence of form and motion information when observing computer-animated agents’ actions. En ligne : http://dx.doi.org/10.1177/1362361313512425 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=257

Lay abstracts in Autism, 19-2 (February 2015)  

Public ISBD [article]  inAutism > 19-2 (February 2015) . - p.252-255 Titre : Lay abstracts Type de document : Texte imprimé et/ou numérique Article en page(s) : p.252-255 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1362361314566745 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=257 [article] Lay abstracts [Texte imprimé et/ou numérique] . - p.252-255. Langues : Anglais (eng) in Autism > 19-2 (February 2015) . - p.252-255 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1362361314566745 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=257