Dépouillements

The International Journal of Research and Practice celebrates 20 years / David MANDELL in Autism, 20-1 (January 2016)  

Public ISBD [article]  inAutism > 20-1 (January 2016) . - p.3-4 Titre : The International Journal of Research and Practice celebrates 20 years Type de document : Texte imprimé et/ou numérique Auteurs : David MANDELL, Auteur ; Patricia HOWLIN, Auteur Article en page(s) : p.3-4 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1362361315621004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=277 [article] The International Journal of Research and Practice celebrates 20 years [Texte imprimé et/ou numérique] / David MANDELL, Auteur ; Patricia HOWLIN, Auteur . - p.3-4. Langues : Anglais (eng) in Autism > 20-1 (January 2016) . - p.3-4 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1362361315621004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=277

The transition from primary to secondary school in mainstream education for children with autism spectrum disorder / William MANDY in Autism, 20-1 (January 2016)  

Public ISBD [article]  inAutism > 20-1 (January 2016) . - p.5-13 Titre : The transition from primary to secondary school in mainstream education for children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : William MANDY, Auteur ; Marianna MURIN, Auteur ; Ozlem BAYKANER, Auteur ; Sara STAUNTON, Auteur ; Josselyn HELLRIEGEL, Auteur ; Seonaid ANDERSON, Auteur ; David SKUSE, Auteur Article en page(s) : p.5-13 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  education  longitudinal  school transition Index. décimale : PER Périodiques Résumé : The transition from primary to secondary education (hereafter ‘school transition’) is a major ecological shift that poses considerable social, emotional, academic and organisational challenges. It is commonly assumed that this school transition is especially difficult for children with autism spectrum disorder, but that idea is mainly based on anecdotal evidence and requires systematic investigation. We describe change and continuity for children with autism spectrum disorder (N?=?28, mean age?=?11.29?years, mean full-scale IQ?=?87.86) transitioning in mainstream education from primary to secondary school. Levels of psychopathology, adaptive functioning and peer victimisation were measured by parent, self and teacher report in the last year of primary school, and again after one term of secondary school. At follow-up, all participants were still in their secondary school, and there was no evidence for a marked escalation of difficulties during the transition. Instead, we observed high levels of psychopathology and maladaption at baseline which persisted across the transition and were in some cases under-recognised. By parent report, levels of bullying fell from primary to secondary school. Future research should investigate factors, such as school characteristics, that influence the move to secondary education in autism spectrum disorder, to inform the development of interventions to promote successful school transition. En ligne : http://dx.doi.org/10.1177/1362361314562616 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=277 [article] The transition from primary to secondary school in mainstream education for children with autism spectrum disorder [Texte imprimé et/ou numérique] / William MANDY, Auteur ; Marianna MURIN, Auteur ; Ozlem BAYKANER, Auteur ; Sara STAUNTON, Auteur ; Josselyn HELLRIEGEL, Auteur ; Seonaid ANDERSON, Auteur ; David SKUSE, Auteur . - p.5-13. Langues : Anglais (eng) in Autism > 20-1 (January 2016) . - p.5-13 Mots-clés : autism spectrum disorder  education  longitudinal  school transition Index. décimale : PER Périodiques Résumé : The transition from primary to secondary education (hereafter ‘school transition’) is a major ecological shift that poses considerable social, emotional, academic and organisational challenges. It is commonly assumed that this school transition is especially difficult for children with autism spectrum disorder, but that idea is mainly based on anecdotal evidence and requires systematic investigation. We describe change and continuity for children with autism spectrum disorder (N?=?28, mean age?=?11.29?years, mean full-scale IQ?=?87.86) transitioning in mainstream education from primary to secondary school. Levels of psychopathology, adaptive functioning and peer victimisation were measured by parent, self and teacher report in the last year of primary school, and again after one term of secondary school. At follow-up, all participants were still in their secondary school, and there was no evidence for a marked escalation of difficulties during the transition. Instead, we observed high levels of psychopathology and maladaption at baseline which persisted across the transition and were in some cases under-recognised. By parent report, levels of bullying fell from primary to secondary school. Future research should investigate factors, such as school characteristics, that influence the move to secondary education in autism spectrum disorder, to inform the development of interventions to promote successful school transition. En ligne : http://dx.doi.org/10.1177/1362361314562616 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=277

Evaluating the appropriateness of a new computer-administered measure of adaptive function for children and youth with autism spectrum disorders / Wendy J. COSTER in Autism, 20-1 (January 2016)  

Public ISBD [article]  inAutism > 20-1 (January 2016) . - p.14-25 Titre : Evaluating the appropriateness of a new computer-administered measure of adaptive function for children and youth with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Wendy J. COSTER, Auteur ; Jessica M. KRAMER, Auteur ; Feng TIAN, Auteur ; Meghan DOOLEY, Auteur ; Kendra LILJENQUIST, Auteur ; Ying-Chia KAO, Auteur ; Pengsheng NI, Auteur Article en page(s) : p.14-25 Langues : Anglais (eng) Mots-clés : adaptive behavior  adolescents  autism spectrum disorders  children  function  measurement Index. décimale : PER Périodiques Résumé : The Pediatric Evaluation of Disability Inventory-Computer Adaptive Test is an alternative method for describing the adaptive function of children and youth with disabilities using a computer-administered assessment. This study evaluated the performance of the Pediatric Evaluation of Disability Inventory-Computer Adaptive Test with a national sample of children and youth with autism spectrum disorders aged 3–21?years. Parents (n?=?365) completed an online survey that included demographics, the Social Communication Questionnaire, and the Pediatric Evaluation of Disability Inventory-Computer Adaptive Test Social/Cognitive, Daily Activities, and Responsibility domains. Item response theory analysis confirmed items in each domain fit a unidimensional model and few items misfit. A large number of items in the Social/Cognitive domain showed differential item functioning, indicating a unique order of item difficulty in this population in this domain. Differences in item difficulty estimates were addressed through a parameter linking (equating) process. Simulations supported the accuracy and precision of the Computer Adaptive Test. Results suggest that the Pediatric Evaluation of Disability Inventory-Computer Adaptive Test, as modified for autism spectrum disorder, is an efficient and sound assessment for this population. En ligne : http://dx.doi.org/10.1177/1362361314564473 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=277 [article] Evaluating the appropriateness of a new computer-administered measure of adaptive function for children and youth with autism spectrum disorders [Texte imprimé et/ou numérique] / Wendy J. COSTER, Auteur ; Jessica M. KRAMER, Auteur ; Feng TIAN, Auteur ; Meghan DOOLEY, Auteur ; Kendra LILJENQUIST, Auteur ; Ying-Chia KAO, Auteur ; Pengsheng NI, Auteur . - p.14-25. Langues : Anglais (eng) in Autism > 20-1 (January 2016) . - p.14-25 Mots-clés : adaptive behavior  adolescents  autism spectrum disorders  children  function  measurement Index. décimale : PER Périodiques Résumé : The Pediatric Evaluation of Disability Inventory-Computer Adaptive Test is an alternative method for describing the adaptive function of children and youth with disabilities using a computer-administered assessment. This study evaluated the performance of the Pediatric Evaluation of Disability Inventory-Computer Adaptive Test with a national sample of children and youth with autism spectrum disorders aged 3–21?years. Parents (n?=?365) completed an online survey that included demographics, the Social Communication Questionnaire, and the Pediatric Evaluation of Disability Inventory-Computer Adaptive Test Social/Cognitive, Daily Activities, and Responsibility domains. Item response theory analysis confirmed items in each domain fit a unidimensional model and few items misfit. A large number of items in the Social/Cognitive domain showed differential item functioning, indicating a unique order of item difficulty in this population in this domain. Differences in item difficulty estimates were addressed through a parameter linking (equating) process. Simulations supported the accuracy and precision of the Computer Adaptive Test. Results suggest that the Pediatric Evaluation of Disability Inventory-Computer Adaptive Test, as modified for autism spectrum disorder, is an efficient and sound assessment for this population. En ligne : http://dx.doi.org/10.1177/1362361314564473 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=277

Maternal exposure to intimate partner abuse before birth is associated with autism spectrum disorder in offspring / Andrea L. ROBERTS in Autism, 20-1 (January 2016)  

Public ISBD [article]  inAutism > 20-1 (January 2016) . - p.26-36 Titre : Maternal exposure to intimate partner abuse before birth is associated with autism spectrum disorder in offspring Type de document : Texte imprimé et/ou numérique Auteurs : Andrea L. ROBERTS, Auteur ; Kristen LYALL, Auteur ; Janet W. RICH-EDWARDS, Auteur ; Alberto ASCHERIO, Auteur ; Marc G. WEISSKOPF, Auteur Article en page(s) : p.26-36 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  environmental factors  risk factor  epidemiology Index. décimale : PER Périodiques Résumé : We sought to determine whether maternal (a) physical harm from intimate partner abuse during pregnancy or (b) sexual, emotional, or physical abuse before birth increased risk of autism spectrum disorder. We calculated risk ratios for autism spectrum disorder associated with abuse in a population-based cohort of women and their children (54,512 controls, 451 cases). Physical harm from abuse during pregnancy was not associated with autism spectrum disorder. However, autism spectrum disorder risk was increased in children of women who reported fear of partner or sexual, emotional, or physical abuse in the 2?years before the birth year (abuse in the year before the birth year: risk ratio?=?1.58, 95% confidence interval?=?1.04, 2.40; abuse in both of the 2?years before the birth year: risk ratio?=?2.16, 95% confidence interval?=?1.33, 3.50). Within-family results were similar, although did not reach statistical significance. Association of intimate partner abuse before the child’s birth year with autism spectrum disorder in the child was not accounted for by gestation length, birth weight, maternal smoking or alcohol consumption during pregnancy, gestational diabetes, preeclampsia, or history of induced abortion. En ligne : http://dx.doi.org/10.1177/1362361314566049 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=277 [article] Maternal exposure to intimate partner abuse before birth is associated with autism spectrum disorder in offspring [Texte imprimé et/ou numérique] / Andrea L. ROBERTS, Auteur ; Kristen LYALL, Auteur ; Janet W. RICH-EDWARDS, Auteur ; Alberto ASCHERIO, Auteur ; Marc G. WEISSKOPF, Auteur . - p.26-36. Langues : Anglais (eng) in Autism > 20-1 (January 2016) . - p.26-36 Mots-clés : autism spectrum disorders  environmental factors  risk factor  epidemiology Index. décimale : PER Périodiques Résumé : We sought to determine whether maternal (a) physical harm from intimate partner abuse during pregnancy or (b) sexual, emotional, or physical abuse before birth increased risk of autism spectrum disorder. We calculated risk ratios for autism spectrum disorder associated with abuse in a population-based cohort of women and their children (54,512 controls, 451 cases). Physical harm from abuse during pregnancy was not associated with autism spectrum disorder. However, autism spectrum disorder risk was increased in children of women who reported fear of partner or sexual, emotional, or physical abuse in the 2?years before the birth year (abuse in the year before the birth year: risk ratio?=?1.58, 95% confidence interval?=?1.04, 2.40; abuse in both of the 2?years before the birth year: risk ratio?=?2.16, 95% confidence interval?=?1.33, 3.50). Within-family results were similar, although did not reach statistical significance. Association of intimate partner abuse before the child’s birth year with autism spectrum disorder in the child was not accounted for by gestation length, birth weight, maternal smoking or alcohol consumption during pregnancy, gestational diabetes, preeclampsia, or history of induced abortion. En ligne : http://dx.doi.org/10.1177/1362361314566049 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=277

Onset of maternal psychiatric disorders after the birth of a child with autism spectrum disorder: A retrospective cohort study / Jenny FAIRTHORNE in Autism, 20-1 (January 2016)  

Public ISBD [article]  inAutism > 20-1 (January 2016) . - p.37-44 Titre : Onset of maternal psychiatric disorders after the birth of a child with autism spectrum disorder: A retrospective cohort study Type de document : Texte imprimé et/ou numérique Auteurs : Jenny FAIRTHORNE, Auteur ; Peter JACOBY, Auteur ; Jenny BOURKE, Auteur ; Nick DE KLERK, Auteur ; Helen LEONARD, Auteur Article en page(s) : p.37-44 Langues : Anglais (eng) Mots-clés : autism  care-giver  health  intellectual disability  linked data  mental population  psychiatric study Index. décimale : PER Périodiques Résumé : Background: Mothers of a child with autism spectrum disorder have more psychiatric disorders after the birth of their child. This might be because they have more psychiatric disorders before the birth, or the increase could be related to the burden of caring for their child.Aims: We aimed to calculate the incidence of a psychiatric diagnosis in women with no psychiatric history after the birth of their eldest child with autism spectrum disorder compared to women with no child with autism spectrum disorder or intellectual disability and no psychiatric history.Methods: By linking datasets from Western Australian population-based registries, we calculated the incidence of a psychiatric disorder in mothers of children with autism spectrum disorder and compared to mothers of children with no autism spectrum disorder or intellectual disability. Negative binomial regression using STATA 13 was used for all analyses.Results: Apart from alcohol and substance abuse, mothers of children with autism spectrum disorder had higher incidences of all categories of psychiatric disorders than other mothers.Conclusion and implications: The increase of psychiatric disorders in mothers of children with autism spectrum disorder and no psychiatric history compared to similar mothers with no child with autism spectrum disorder or intellectual disability might be due to a pre-existing genetic disposition coupled with an environmental trigger provided by the challenges of raising their children with autism spectrum disorder. In addition, the increased burden borne by the mothers of children with autism spectrum disorder might result in a higher incidence of psychiatric disorders in mothers who are not genetically disposed. En ligne : http://dx.doi.org/10.1177/1362361314566048 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=277 [article] Onset of maternal psychiatric disorders after the birth of a child with autism spectrum disorder: A retrospective cohort study [Texte imprimé et/ou numérique] / Jenny FAIRTHORNE, Auteur ; Peter JACOBY, Auteur ; Jenny BOURKE, Auteur ; Nick DE KLERK, Auteur ; Helen LEONARD, Auteur . - p.37-44. Langues : Anglais (eng) in Autism > 20-1 (January 2016) . - p.37-44 Mots-clés : autism  care-giver  health  intellectual disability  linked data  mental population  psychiatric study Index. décimale : PER Périodiques Résumé : Background: Mothers of a child with autism spectrum disorder have more psychiatric disorders after the birth of their child. This might be because they have more psychiatric disorders before the birth, or the increase could be related to the burden of caring for their child.Aims: We aimed to calculate the incidence of a psychiatric diagnosis in women with no psychiatric history after the birth of their eldest child with autism spectrum disorder compared to women with no child with autism spectrum disorder or intellectual disability and no psychiatric history.Methods: By linking datasets from Western Australian population-based registries, we calculated the incidence of a psychiatric disorder in mothers of children with autism spectrum disorder and compared to mothers of children with no autism spectrum disorder or intellectual disability. Negative binomial regression using STATA 13 was used for all analyses.Results: Apart from alcohol and substance abuse, mothers of children with autism spectrum disorder had higher incidences of all categories of psychiatric disorders than other mothers.Conclusion and implications: The increase of psychiatric disorders in mothers of children with autism spectrum disorder and no psychiatric history compared to similar mothers with no child with autism spectrum disorder or intellectual disability might be due to a pre-existing genetic disposition coupled with an environmental trigger provided by the challenges of raising their children with autism spectrum disorder. In addition, the increased burden borne by the mothers of children with autism spectrum disorder might result in a higher incidence of psychiatric disorders in mothers who are not genetically disposed. En ligne : http://dx.doi.org/10.1177/1362361314566048 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=277

Plugged in: Electronics use in youth and young adults with autism spectrum disorder / Jennifer A. MACMULLIN in Autism, 20-1 (January 2016)  

Public ISBD [article]  inAutism > 20-1 (January 2016) . - p.45-54 Titre : Plugged in: Electronics use in youth and young adults with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Jennifer A. MACMULLIN, Auteur ; Yona LUNSKY, Auteur ; Jonathan A. WEISS, Auteur Article en page(s) : p.45-54 Langues : Anglais (eng) Mots-clés : adolescents  autism spectrum disorders  school-age children  technology Index. décimale : PER Périodiques Résumé : Although electronic technology currently plays an integral role for most youth, there are growing concerns of its excessive and compulsive use. This study documents patterns and impact of electronics use in individuals with autism spectrum disorder compared to typically developing peers. Participants included 172 parents of typically developing individuals and 139 parents of individuals with an autism spectrum disorder diagnosis, ranging in age from 6 to 21?years. Parents completed an online survey of demographics and the frequency, duration, and problematic patterns of electronics use in their youth and young adults. Individuals with autism spectrum disorder were reported to use certain electronics more often in the last month and on an average day, and had greater compulsive Internet and video game use than individuals without autism spectrum disorder. Across both samples, males used video games more often than females. Compared to parents of individuals without autism spectrum disorder, parents of individuals with autism spectrum disorder were significantly more likely to report that electronics use was currently having a negative impact. The implications of problematic electronics use for individuals with autism spectrum disorder are discussed. En ligne : http://dx.doi.org/10.1177/1362361314566047 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=277 [article] Plugged in: Electronics use in youth and young adults with autism spectrum disorder [Texte imprimé et/ou numérique] / Jennifer A. MACMULLIN, Auteur ; Yona LUNSKY, Auteur ; Jonathan A. WEISS, Auteur . - p.45-54. Langues : Anglais (eng) in Autism > 20-1 (January 2016) . - p.45-54 Mots-clés : adolescents  autism spectrum disorders  school-age children  technology Index. décimale : PER Périodiques Résumé : Although electronic technology currently plays an integral role for most youth, there are growing concerns of its excessive and compulsive use. This study documents patterns and impact of electronics use in individuals with autism spectrum disorder compared to typically developing peers. Participants included 172 parents of typically developing individuals and 139 parents of individuals with an autism spectrum disorder diagnosis, ranging in age from 6 to 21?years. Parents completed an online survey of demographics and the frequency, duration, and problematic patterns of electronics use in their youth and young adults. Individuals with autism spectrum disorder were reported to use certain electronics more often in the last month and on an average day, and had greater compulsive Internet and video game use than individuals without autism spectrum disorder. Across both samples, males used video games more often than females. Compared to parents of individuals without autism spectrum disorder, parents of individuals with autism spectrum disorder were significantly more likely to report that electronics use was currently having a negative impact. The implications of problematic electronics use for individuals with autism spectrum disorder are discussed. En ligne : http://dx.doi.org/10.1177/1362361314566047 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=277

Problem-solving skills training for mothers of children recently diagnosed with autism spectrum disorder: A pilot feasibility study / Cathina T. NGUYEN in Autism, 20-1 (January 2016)  

Public ISBD [article]  inAutism > 20-1 (January 2016) . - p.55-64 Titre : Problem-solving skills training for mothers of children recently diagnosed with autism spectrum disorder: A pilot feasibility study Type de document : Texte imprimé et/ou numérique Auteurs : Cathina T. NGUYEN, Auteur ; Diane L. FAIRCLOUGH, Auteur ; Robert B. NOLL, Auteur Article en page(s) : p.55-64 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  family intervention  problem-solving skills training Index. décimale : PER Périodiques Résumé : Problem-solving skills training is an intervention designed to teach coping skills that has shown to decrease negative affectivity (depressive symptoms, negative mood, and post-traumatic stress symptoms) in mothers of children with cancer. The objective of this study was to see whether mothers of children recently diagnosed with autism spectrum disorder would be receptive to receiving problem-solving skills training (feasibility trial). Participants were recruited from a local outpatient developmental clinic that is part of a university department of pediatrics. Participants were to receive eight 1-h sessions of problem-solving skills training and were asked to complete assessments prior to beginning problem-solving skills training (T1), immediately after intervention (T2), and 3?months after T2 (T3). Outcome measures assessed problem-solving skills and negative affectivity (i.e. distress). In total, 30 mothers were approached and 24 agreed to participate (80.0%). Of them, 17 mothers completed problem-solving skills training (retention rate: 70.8%). Mothers of children with autism spectrum disorder who completed problem-solving skills training had significant decreases in negative affectivity and increases in problem-solving skills. A comparison to mothers of children with cancer shows that mothers of children with autism spectrum disorder displayed similar levels of depressive symptoms but less negative mood and fewer symptoms of post-traumatic stress. Data suggest that problem-solving skills training may be an effective way to alleviate distress in mothers of children recently diagnosed with autism spectrum disorder. Data also suggest that mothers of children with autism spectrum disorder were moderately receptive to receiving problem-solving skills training. Implications are that problem-solving skills training may be beneficial to parents of children with autism spectrum disorder; modifications to improve retention rates are suggested. En ligne : http://dx.doi.org/10.1177/1362361314567134 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=277 [article] Problem-solving skills training for mothers of children recently diagnosed with autism spectrum disorder: A pilot feasibility study [Texte imprimé et/ou numérique] / Cathina T. NGUYEN, Auteur ; Diane L. FAIRCLOUGH, Auteur ; Robert B. NOLL, Auteur . - p.55-64. Langues : Anglais (eng) in Autism > 20-1 (January 2016) . - p.55-64 Mots-clés : autism spectrum disorder  family intervention  problem-solving skills training Index. décimale : PER Périodiques Résumé : Problem-solving skills training is an intervention designed to teach coping skills that has shown to decrease negative affectivity (depressive symptoms, negative mood, and post-traumatic stress symptoms) in mothers of children with cancer. The objective of this study was to see whether mothers of children recently diagnosed with autism spectrum disorder would be receptive to receiving problem-solving skills training (feasibility trial). Participants were recruited from a local outpatient developmental clinic that is part of a university department of pediatrics. Participants were to receive eight 1-h sessions of problem-solving skills training and were asked to complete assessments prior to beginning problem-solving skills training (T1), immediately after intervention (T2), and 3?months after T2 (T3). Outcome measures assessed problem-solving skills and negative affectivity (i.e. distress). In total, 30 mothers were approached and 24 agreed to participate (80.0%). Of them, 17 mothers completed problem-solving skills training (retention rate: 70.8%). Mothers of children with autism spectrum disorder who completed problem-solving skills training had significant decreases in negative affectivity and increases in problem-solving skills. A comparison to mothers of children with cancer shows that mothers of children with autism spectrum disorder displayed similar levels of depressive symptoms but less negative mood and fewer symptoms of post-traumatic stress. Data suggest that problem-solving skills training may be an effective way to alleviate distress in mothers of children recently diagnosed with autism spectrum disorder. Data also suggest that mothers of children with autism spectrum disorder were moderately receptive to receiving problem-solving skills training. Implications are that problem-solving skills training may be beneficial to parents of children with autism spectrum disorder; modifications to improve retention rates are suggested. En ligne : http://dx.doi.org/10.1177/1362361314567134 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=277

Friendships in preschool children with autism spectrum disorder: What holds them back, child characteristics or teacher behavior? / Ya-Chih CHANG in Autism, 20-1 (January 2016)  

Public ISBD [article]  inAutism > 20-1 (January 2016) . - p.65-74 Titre : Friendships in preschool children with autism spectrum disorder: What holds them back, child characteristics or teacher behavior? Type de document : Texte imprimé et/ou numérique Auteurs : Ya-Chih CHANG, Auteur ; Wendy SHIH, Auteur ; Connie KASARI, Auteur Article en page(s) : p.65-74 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  friendship  joint attention  joint engagement  preschool Index. décimale : PER Périodiques Résumé : Children begin to show preferences for specific playmates as early as the first 2?years of life. Children with autism spectrum disorder have difficulty making friends, even in elementary and middle school. However, very little is known about earlier friendships in children with autism such as preschool friendships. This study examined friendships in preschool children with autism and explored how joint attention contributes to these friendships in mainstream settings. A secondary aim was to determine the extent to which teachers used strategies to facilitate friendship development. The participants were 31 mainstreamed preschool children (ages 2–5?years) with autism spectrum disorder. School observations were conducted individually to capture participants’ interactions with peers and adults during free play. The results indicated that 20% of the participants had friendships at school. Children with friends were more likely than children without friends to be jointly engaged with their peers during free play, and they used higher joint attention skills. Teachers used few friendship facilitating strategies, and more often used behavioral management strategies within the classrooms. Future studies may want to examine the effects of early interventions and/or teacher training on the development of friendships in preschool children with autism spectrum disorder within the school setting. En ligne : http://dx.doi.org/10.1177/1362361314567761 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=277 [article] Friendships in preschool children with autism spectrum disorder: What holds them back, child characteristics or teacher behavior? [Texte imprimé et/ou numérique] / Ya-Chih CHANG, Auteur ; Wendy SHIH, Auteur ; Connie KASARI, Auteur . - p.65-74. Langues : Anglais (eng) in Autism > 20-1 (January 2016) . - p.65-74 Mots-clés : autism spectrum disorders  friendship  joint attention  joint engagement  preschool Index. décimale : PER Périodiques Résumé : Children begin to show preferences for specific playmates as early as the first 2?years of life. Children with autism spectrum disorder have difficulty making friends, even in elementary and middle school. However, very little is known about earlier friendships in children with autism such as preschool friendships. This study examined friendships in preschool children with autism and explored how joint attention contributes to these friendships in mainstream settings. A secondary aim was to determine the extent to which teachers used strategies to facilitate friendship development. The participants were 31 mainstreamed preschool children (ages 2–5?years) with autism spectrum disorder. School observations were conducted individually to capture participants’ interactions with peers and adults during free play. The results indicated that 20% of the participants had friendships at school. Children with friends were more likely than children without friends to be jointly engaged with their peers during free play, and they used higher joint attention skills. Teachers used few friendship facilitating strategies, and more often used behavioral management strategies within the classrooms. Future studies may want to examine the effects of early interventions and/or teacher training on the development of friendships in preschool children with autism spectrum disorder within the school setting. En ligne : http://dx.doi.org/10.1177/1362361314567761 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=277

Sex differences in pre-diagnosis concerns for children later diagnosed with autism spectrum disorder / Rachel M. HILLER in Autism, 20-1 (January 2016)  

Public ISBD [article]  inAutism > 20-1 (January 2016) . - p.75-84 Titre : Sex differences in pre-diagnosis concerns for children later diagnosed with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Rachel M. HILLER, Auteur ; Robyn L. YOUNG, Auteur ; Nathan WEBER, Auteur Article en page(s) : p.75-84 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  girls  diagnosis  sex differences  pre-school Index. décimale : PER Périodiques Résumé : In the absence of intellectual impairment, girls are diagnosed with autism spectrum disorder significantly less and later than boys. This study explored potential reasons for why autism spectrum disorder may be more difficult to identify in girls, based on carer concerns during the pre-diagnosis period. Carers of 92 boys and 60 girls diagnosed with autism spectrum disorder from school age completed an online survey addressing concerns regarding the child’s development during the pre-school years (pre-diagnosis). Significant sex differences were evident in key early concerns, as well as the strategies used to navigate pre-school social situations, and the types of restricted interests. Findings suggest, from carer perspective, that girls who went on to be diagnosed with autism spectrum disorder presented differently when compared to boys, providing insight into why the diagnosis of autism spectrum disorder may be more difficult to make with cognitively able girls. En ligne : http://dx.doi.org/10.1177/1362361314568899 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=277 [article] Sex differences in pre-diagnosis concerns for children later diagnosed with autism spectrum disorder [Texte imprimé et/ou numérique] / Rachel M. HILLER, Auteur ; Robyn L. YOUNG, Auteur ; Nathan WEBER, Auteur . - p.75-84. Langues : Anglais (eng) in Autism > 20-1 (January 2016) . - p.75-84 Mots-clés : autism spectrum disorders  girls  diagnosis  sex differences  pre-school Index. décimale : PER Périodiques Résumé : In the absence of intellectual impairment, girls are diagnosed with autism spectrum disorder significantly less and later than boys. This study explored potential reasons for why autism spectrum disorder may be more difficult to identify in girls, based on carer concerns during the pre-diagnosis period. Carers of 92 boys and 60 girls diagnosed with autism spectrum disorder from school age completed an online survey addressing concerns regarding the child’s development during the pre-school years (pre-diagnosis). Significant sex differences were evident in key early concerns, as well as the strategies used to navigate pre-school social situations, and the types of restricted interests. Findings suggest, from carer perspective, that girls who went on to be diagnosed with autism spectrum disorder presented differently when compared to boys, providing insight into why the diagnosis of autism spectrum disorder may be more difficult to make with cognitively able girls. En ligne : http://dx.doi.org/10.1177/1362361314568899 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=277

Feasibility of an empirically based program for parents of preschoolers with autism spectrum disorder / Sarah DABABNAH in Autism, 20-1 (January 2016)  

Public ISBD [article]  inAutism > 20-1 (January 2016) . - p.85-95 Titre : Feasibility of an empirically based program for parents of preschoolers with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Sarah DABABNAH, Auteur ; Susan L. PARISH, Auteur Article en page(s) : p.85-95 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  early intervention  family functioning and support  interventions—psychosocial/behavioral  parent stress  parent training  preschool children  The Incredible Years Index. décimale : PER Périodiques Résumé : This article reports on the feasibility of implementing an existing empirically based program, The Incredible Years, tailored to parents of young children with autism spectrum disorder. Parents raising preschool-aged children (aged 3–6?years) with autism spectrum disorder (N?=?17) participated in a 15-week pilot trial of the intervention. Quantitative assessments of the program revealed fidelity was generally maintained, with the exception of program-specific videos. Qualitative data from individual post-intervention interviews reported parents benefited most from child emotion regulation strategies, play-based child behavior skills, parent stress management, social support, and visual resources. More work is needed to further refine the program to address parent self-care, partner relationships, and the diverse behavioral and communication challenges of children across the autism spectrum. Furthermore, parent access and retention could potentially be increased by providing in-home childcare vouchers and a range of times and locations in which to offer the program. The findings suggest The Incredible Years is a feasible intervention for parents seeking additional support for child- and family-related challenges and offers guidance to those communities currently using The Incredible Years or other related parenting programs with families of children with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361314568900 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=277 [article] Feasibility of an empirically based program for parents of preschoolers with autism spectrum disorder [Texte imprimé et/ou numérique] / Sarah DABABNAH, Auteur ; Susan L. PARISH, Auteur . - p.85-95. Langues : Anglais (eng) in Autism > 20-1 (January 2016) . - p.85-95 Mots-clés : autism spectrum disorder  early intervention  family functioning and support  interventions—psychosocial/behavioral  parent stress  parent training  preschool children  The Incredible Years Index. décimale : PER Périodiques Résumé : This article reports on the feasibility of implementing an existing empirically based program, The Incredible Years, tailored to parents of young children with autism spectrum disorder. Parents raising preschool-aged children (aged 3–6?years) with autism spectrum disorder (N?=?17) participated in a 15-week pilot trial of the intervention. Quantitative assessments of the program revealed fidelity was generally maintained, with the exception of program-specific videos. Qualitative data from individual post-intervention interviews reported parents benefited most from child emotion regulation strategies, play-based child behavior skills, parent stress management, social support, and visual resources. More work is needed to further refine the program to address parent self-care, partner relationships, and the diverse behavioral and communication challenges of children across the autism spectrum. Furthermore, parent access and retention could potentially be increased by providing in-home childcare vouchers and a range of times and locations in which to offer the program. The findings suggest The Incredible Years is a feasible intervention for parents seeking additional support for child- and family-related challenges and offers guidance to those communities currently using The Incredible Years or other related parenting programs with families of children with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361314568900 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=277

The questions verbal children with autism spectrum disorder encounter in the inclusive preschool classroom / Eric J. SANDERS in Autism, 20-1 (January 2016)  

Public ISBD [article]  inAutism > 20-1 (January 2016) . - p.96-105 Titre : The questions verbal children with autism spectrum disorder encounter in the inclusive preschool classroom Type de document : Texte imprimé et/ou numérique Auteurs : Eric J. SANDERS, Auteur ; Dwight W. IRVIN, Auteur ; Katie BELARDI, Auteur ; Luke MCCUNE, Auteur ; Brian A. BOYD, Auteur ; Samuel L ODOM, Auteur Article en page(s) : p.96-105 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  child characteristics  communication and language  preschool children  questions Index. décimale : PER Périodiques Résumé : This study investigated questions adults asked to children with autism spectrum disorder in inclusive pre-kindergarten classrooms, and whether child (e.g. autism severity) and setting (i.e. adult-to-child ratio) characteristics were related to questions asked during center-time. Videos of verbal children with autism spectrum disorder (n?=?42) were coded based on the following question categories adapted from the work of Massey et al.: management, low cognitive challenging, or cognitively challenging. Results indicated that management questions (mean?=?19.97, standard deviation?=?12.71) were asked more than less cognitively challenging questions (mean?=?14.22, standard deviation?=?8.98) and less cognitively challenging questions were asked more than cognitively challenging questions (mean?=?10.00, standard deviation?=?6.9). Children with higher language levels had a greater likelihood of receiving cognitively challenging questions (odds ratio?=?1.025; p?=?0.007). Cognitively challenging questions had a greater likelihood of being asked in classrooms with more adults relative to children (odds ratio?=?1.176; p?=?0.037). The findings present a first step in identifying the questions directed at preschoolers with autism spectrum disorder in inclusive classrooms. En ligne : http://dx.doi.org/10.1177/1362361315569744 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=277 [article] The questions verbal children with autism spectrum disorder encounter in the inclusive preschool classroom [Texte imprimé et/ou numérique] / Eric J. SANDERS, Auteur ; Dwight W. IRVIN, Auteur ; Katie BELARDI, Auteur ; Luke MCCUNE, Auteur ; Brian A. BOYD, Auteur ; Samuel L ODOM, Auteur . - p.96-105. Langues : Anglais (eng) in Autism > 20-1 (January 2016) . - p.96-105 Mots-clés : autism spectrum disorder  child characteristics  communication and language  preschool children  questions Index. décimale : PER Périodiques Résumé : This study investigated questions adults asked to children with autism spectrum disorder in inclusive pre-kindergarten classrooms, and whether child (e.g. autism severity) and setting (i.e. adult-to-child ratio) characteristics were related to questions asked during center-time. Videos of verbal children with autism spectrum disorder (n?=?42) were coded based on the following question categories adapted from the work of Massey et al.: management, low cognitive challenging, or cognitively challenging. Results indicated that management questions (mean?=?19.97, standard deviation?=?12.71) were asked more than less cognitively challenging questions (mean?=?14.22, standard deviation?=?8.98) and less cognitively challenging questions were asked more than cognitively challenging questions (mean?=?10.00, standard deviation?=?6.9). Children with higher language levels had a greater likelihood of receiving cognitively challenging questions (odds ratio?=?1.025; p?=?0.007). Cognitively challenging questions had a greater likelihood of being asked in classrooms with more adults relative to children (odds ratio?=?1.176; p?=?0.037). The findings present a first step in identifying the questions directed at preschoolers with autism spectrum disorder in inclusive classrooms. En ligne : http://dx.doi.org/10.1177/1362361315569744 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=277

Quality versus quantity: The role of socioeconomic status on parent-reported service knowledge, service use, unmet service needs, and barriers to service use / Katherine E. PICKARD in Autism, 20-1 (January 2016)  

Public ISBD [article]  inAutism > 20-1 (January 2016) . - p.106-115 Titre : Quality versus quantity: The role of socioeconomic status on parent-reported service knowledge, service use, unmet service needs, and barriers to service use Type de document : Texte imprimé et/ou numérique Auteurs : Katherine E. PICKARD, Auteur ; Brooke R. INGERSOLL, Auteur Article en page(s) : p.106-115 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  barriers  disparities  service access  unmet needs Index. décimale : PER Périodiques Résumé : Research within the autism spectrum disorder field has emphasized the role of socioeconomic status in shaping parents’ ability to access services for their child with autism spectrum disorder. However, research has yet to explore the possible mechanisms underlying this relationship. This study sought to address this research gap by examining the following questions: (1) Does parents’ service knowledge mediate the relationship between parent socioeconomic status and parents’ autism spectrum disorder service use? (2) What are parents’ reported service needs and service barriers, and do these needs vary across higher and lower socioeconomic status groups? Quantitative results from 244 parents of a child with autism spectrum disorder indicate that parents’ autism spectrum disorder service knowledge partially mediates the relationship between parent socioeconomic status and parents’ autism spectrum disorder service use. Qualitative findings helped to clarify this relationship by suggesting that both high and low socioeconomic status parents are aware of their child’s basic autism spectrum disorder needs. However, low socioeconomic status parents more often report needing more information about services and more in-home services and emphasize that a number of structural barriers impede their ability to meet their child’s autism spectrum disorder needs. On the other hand, high socioeconomic status parents more often report a need for “higher quality services,” possibly reflecting their better recognition of best practice guidelines. These results highlight the need for a multi-pronged approach to tackling unmet service needs within the autism spectrum disorder field. En ligne : http://dx.doi.org/10.1177/1362361315569745 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=277 [article] Quality versus quantity: The role of socioeconomic status on parent-reported service knowledge, service use, unmet service needs, and barriers to service use [Texte imprimé et/ou numérique] / Katherine E. PICKARD, Auteur ; Brooke R. INGERSOLL, Auteur . - p.106-115. Langues : Anglais (eng) in Autism > 20-1 (January 2016) . - p.106-115 Mots-clés : autism spectrum disorder  barriers  disparities  service access  unmet needs Index. décimale : PER Périodiques Résumé : Research within the autism spectrum disorder field has emphasized the role of socioeconomic status in shaping parents’ ability to access services for their child with autism spectrum disorder. However, research has yet to explore the possible mechanisms underlying this relationship. This study sought to address this research gap by examining the following questions: (1) Does parents’ service knowledge mediate the relationship between parent socioeconomic status and parents’ autism spectrum disorder service use? (2) What are parents’ reported service needs and service barriers, and do these needs vary across higher and lower socioeconomic status groups? Quantitative results from 244 parents of a child with autism spectrum disorder indicate that parents’ autism spectrum disorder service knowledge partially mediates the relationship between parent socioeconomic status and parents’ autism spectrum disorder service use. Qualitative findings helped to clarify this relationship by suggesting that both high and low socioeconomic status parents are aware of their child’s basic autism spectrum disorder needs. However, low socioeconomic status parents more often report needing more information about services and more in-home services and emphasize that a number of structural barriers impede their ability to meet their child’s autism spectrum disorder needs. On the other hand, high socioeconomic status parents more often report a need for “higher quality services,” possibly reflecting their better recognition of best practice guidelines. These results highlight the need for a multi-pronged approach to tackling unmet service needs within the autism spectrum disorder field. En ligne : http://dx.doi.org/10.1177/1362361315569745 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=277

No evidence of reaction time slowing in autism spectrum disorder / F Richard FERRARO in Autism, 20-1 (January 2016)  

Public ISBD [article]  inAutism > 20-1 (January 2016) . - p.116-122 Titre : No evidence of reaction time slowing in autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : F Richard FERRARO, Auteur Article en page(s) : p.116-122 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  simple reaction time/choice reaction time  slowing Index. décimale : PER Périodiques Résumé : A total of 32 studies comprising 238 simple reaction time and choice reaction time conditions were examined in individuals with autism spectrum disorder (n?=?964) and controls (n?=?1032). A Brinley plot/multiple regression analysis was performed on mean reaction times, regressing autism spectrum disorder performance onto the control performance as a way to examine any generalized simple reaction time/choice reaction time slowing exhibited by the autism spectrum disorder group. The resulting regression equation was Y (autism spectrum disorder)?=?0.99 × (control) + 87.93, which accounted for 92.3% of the variance. These results suggest that there are little if any simple reaction time/choice reaction time slowing in this sample of individual with autism spectrum disorder, in comparison with controls. While many cognitive and information processing domains are compromised in autism spectrum disorder, it appears that simple reaction time/choice reaction time remain relatively unaffected in autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361314559986 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=277 [article] No evidence of reaction time slowing in autism spectrum disorder [Texte imprimé et/ou numérique] / F Richard FERRARO, Auteur . - p.116-122. Langues : Anglais (eng) in Autism > 20-1 (January 2016) . - p.116-122 Mots-clés : autism spectrum disorder  simple reaction time/choice reaction time  slowing Index. décimale : PER Périodiques Résumé : A total of 32 studies comprising 238 simple reaction time and choice reaction time conditions were examined in individuals with autism spectrum disorder (n?=?964) and controls (n?=?1032). A Brinley plot/multiple regression analysis was performed on mean reaction times, regressing autism spectrum disorder performance onto the control performance as a way to examine any generalized simple reaction time/choice reaction time slowing exhibited by the autism spectrum disorder group. The resulting regression equation was Y (autism spectrum disorder)?=?0.99 × (control) + 87.93, which accounted for 92.3% of the variance. These results suggest that there are little if any simple reaction time/choice reaction time slowing in this sample of individual with autism spectrum disorder, in comparison with controls. While many cognitive and information processing domains are compromised in autism spectrum disorder, it appears that simple reaction time/choice reaction time remain relatively unaffected in autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361314559986 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=277

Lay abstracts in Autism, 20-1 (January 2016)  

Public ISBD [article]  inAutism > 20-1 (January 2016) . - p.123-127 Titre : Lay abstracts Type de document : Texte imprimé et/ou numérique Article en page(s) : p.123-127 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1362361315619118 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=277 [article] Lay abstracts [Texte imprimé et/ou numérique] . - p.123-127. Langues : Anglais (eng) in Autism > 20-1 (January 2016) . - p.123-127 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1362361315619118 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=277