Dépouillements

A systematic review of the behavioural outcomes following exercise interventions for children and youth with autism spectrum disorder / Emily BREMER in Autism, 20-8 (November 2016)  

Public ISBD [article]  inAutism > 20-8 (November 2016) . - p.899-915 Titre : A systematic review of the behavioural outcomes following exercise interventions for children and youth with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Emily BREMER, Auteur ; Michael CROZIER, Auteur ; Meghann LLOYD, Auteur Article en page(s) : p.899-915 Langues : Anglais (eng) Mots-clés : children  exercise  intervention  social-emotional functioning  stereotypic behaviour  systematic review  youth Index. décimale : PER Périodiques Résumé : The purpose of this review was to systematically search and critically analyse the literature pertaining to behavioural outcomes of exercise interventions for individuals with autism spectrum disorder aged ?16?years. This systematic review employed a comprehensive peer-reviewed search strategy, two-stage screening process and rigorous critical appraisal, which resulted in the inclusion of 13 studies. Results demonstrated that exercise interventions consisting individually of jogging, horseback riding, martial arts, swimming or yoga/dance can result in improvements to numerous behavioural outcomes including stereotypic behaviours, social-emotional functioning, cognition and attention. Horseback riding and martial arts interventions may produce the greatest results with moderate to large effect sizes, respectively. Future research with well-controlled designs, standardized assessments, larger sample sizes and longitudinal follow-ups is necessary, in addition to a greater focus on early childhood (aged 0–5?years) and adolescence (aged 12–16?years), to better understand the extent of the behavioural benefits that exercise may provide these populations. En ligne : http://dx.doi.org/10.1177/1362361315616002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=294 [article] A systematic review of the behavioural outcomes following exercise interventions for children and youth with autism spectrum disorder [Texte imprimé et/ou numérique] / Emily BREMER, Auteur ; Michael CROZIER, Auteur ; Meghann LLOYD, Auteur . - p.899-915. Langues : Anglais (eng) in Autism > 20-8 (November 2016) . - p.899-915 Mots-clés : children  exercise  intervention  social-emotional functioning  stereotypic behaviour  systematic review  youth Index. décimale : PER Périodiques Résumé : The purpose of this review was to systematically search and critically analyse the literature pertaining to behavioural outcomes of exercise interventions for individuals with autism spectrum disorder aged ?16?years. This systematic review employed a comprehensive peer-reviewed search strategy, two-stage screening process and rigorous critical appraisal, which resulted in the inclusion of 13 studies. Results demonstrated that exercise interventions consisting individually of jogging, horseback riding, martial arts, swimming or yoga/dance can result in improvements to numerous behavioural outcomes including stereotypic behaviours, social-emotional functioning, cognition and attention. Horseback riding and martial arts interventions may produce the greatest results with moderate to large effect sizes, respectively. Future research with well-controlled designs, standardized assessments, larger sample sizes and longitudinal follow-ups is necessary, in addition to a greater focus on early childhood (aged 0–5?years) and adolescence (aged 12–16?years), to better understand the extent of the behavioural benefits that exercise may provide these populations. En ligne : http://dx.doi.org/10.1177/1362361315616002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=294

Obesity and associated factors in youth with an autism spectrum disorder / Joanna GRANICH in Autism, 20-8 (November 2016)  

Public ISBD [article]  inAutism > 20-8 (November 2016) . - p.916-926 Titre : Obesity and associated factors in youth with an autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Joanna GRANICH, Auteur ; Ashleigh LIN, Auteur ; Anna HUNT, Auteur ; John WRAY, Auteur ; Alena DASS, Auteur ; Andrew J. O. WHITEHOUSE, Auteur Article en page(s) : p.916-926 Langues : Anglais (eng) Mots-clés : adolescents  autism  body mass index  children  overweight  parents  youth Index. décimale : PER Périodiques Résumé : Weight status on children and youth with autism spectrum disorder is limited. We examined the prevalence of overweight/obesity in children and youth with autism spectrum disorder, and associations between weight status and range of factors. Children and youth with autism spectrum disorder aged 2–16?years (n?=?208) and their parents participated in this study. Body mass index was calculated using the Centers for Disease Control and Prevention growth charts and the International Obesity Task Force body mass index cut-offs. The Autism Diagnostic Observation Schedule was administered. Parents completed questionnaires about socio-demographics, diagnosed comorbidities, sleep disturbances, social functioning and medication of youth with autism spectrum disorder. The prevalence of overweight/obesity in participants with autism spectrum disorder was 35%. One quarter of obese children and youth (25.6%) had obese parents. There was a significant association between children and youth’s body mass index and maternal body mass index (r?=?0.25, n?=?199, p? En ligne : http://dx.doi.org/10.1177/1362361315616345 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=294 [article] Obesity and associated factors in youth with an autism spectrum disorder [Texte imprimé et/ou numérique] / Joanna GRANICH, Auteur ; Ashleigh LIN, Auteur ; Anna HUNT, Auteur ; John WRAY, Auteur ; Alena DASS, Auteur ; Andrew J. O. WHITEHOUSE, Auteur . - p.916-926. Langues : Anglais (eng) in Autism > 20-8 (November 2016) . - p.916-926 Mots-clés : adolescents  autism  body mass index  children  overweight  parents  youth Index. décimale : PER Périodiques Résumé : Weight status on children and youth with autism spectrum disorder is limited. We examined the prevalence of overweight/obesity in children and youth with autism spectrum disorder, and associations between weight status and range of factors. Children and youth with autism spectrum disorder aged 2–16?years (n?=?208) and their parents participated in this study. Body mass index was calculated using the Centers for Disease Control and Prevention growth charts and the International Obesity Task Force body mass index cut-offs. The Autism Diagnostic Observation Schedule was administered. Parents completed questionnaires about socio-demographics, diagnosed comorbidities, sleep disturbances, social functioning and medication of youth with autism spectrum disorder. The prevalence of overweight/obesity in participants with autism spectrum disorder was 35%. One quarter of obese children and youth (25.6%) had obese parents. There was a significant association between children and youth’s body mass index and maternal body mass index (r?=?0.25, n?=?199, p? En ligne : http://dx.doi.org/10.1177/1362361315616345 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=294

First evidence of the feasibility of gaze-contingent attention training for school children with autism / Georgina POWELL in Autism, 20-8 (November 2016)  

Public ISBD [article]  inAutism > 20-8 (November 2016) . - p.927-937 Titre : First evidence of the feasibility of gaze-contingent attention training for school children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Georgina POWELL, Auteur ; Sam V WASS, Auteur ; Jonathan T ERICHSEN, Auteur ; Susan R LEEKAM, Auteur Article en page(s) : p.927-937 Langues : Anglais (eng) Mots-clés : attention  autism  cognitive training  eye movements Index. décimale : PER Périodiques Résumé : A number of authors have suggested that attention control may be a suitable target for cognitive training in children with autism spectrum disorder. This study provided the first evidence of the feasibility of such training using a battery of tasks intended to target visual attentional control in children with autism spectrum disorder within school-based settings. Twenty-seven children were recruited and randomly assigned to either training or an active control group. Of these, 19 completed the initial assessment, and 17 (9 trained and 8 control) completed all subsequent training sessions. Training of 120?min was administered per participant, spread over six sessions (on average). Compliance with the training tasks was generally high, and evidence of within-task training improvements was found. A number of untrained tasks to assess transfer of training effects were administered pre- and post-training. Changes in the trained group were assessed relative to an active control group. Following training, significant and selective changes in visual sustained attention were observed. Trend training effects were also noted on disengaging visual attention, but no convincing evidence of transfer was found to non-trained assessments of saccadic reaction time and anticipatory looking. Directions for future development and refinement of these new training techniques are discussed. En ligne : http://dx.doi.org/10.1177/1362361315617880 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=294 [article] First evidence of the feasibility of gaze-contingent attention training for school children with autism [Texte imprimé et/ou numérique] / Georgina POWELL, Auteur ; Sam V WASS, Auteur ; Jonathan T ERICHSEN, Auteur ; Susan R LEEKAM, Auteur . - p.927-937. Langues : Anglais (eng) in Autism > 20-8 (November 2016) . - p.927-937 Mots-clés : attention  autism  cognitive training  eye movements Index. décimale : PER Périodiques Résumé : A number of authors have suggested that attention control may be a suitable target for cognitive training in children with autism spectrum disorder. This study provided the first evidence of the feasibility of such training using a battery of tasks intended to target visual attentional control in children with autism spectrum disorder within school-based settings. Twenty-seven children were recruited and randomly assigned to either training or an active control group. Of these, 19 completed the initial assessment, and 17 (9 trained and 8 control) completed all subsequent training sessions. Training of 120?min was administered per participant, spread over six sessions (on average). Compliance with the training tasks was generally high, and evidence of within-task training improvements was found. A number of untrained tasks to assess transfer of training effects were administered pre- and post-training. Changes in the trained group were assessed relative to an active control group. Following training, significant and selective changes in visual sustained attention were observed. Trend training effects were also noted on disengaging visual attention, but no convincing evidence of transfer was found to non-trained assessments of saccadic reaction time and anticipatory looking. Directions for future development and refinement of these new training techniques are discussed. En ligne : http://dx.doi.org/10.1177/1362361315617880 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=294

School-based social skills training for preschool-age children with autism spectrum disorder / Keith C RADLEY in Autism, 20-8 (November 2016)  

Public ISBD [article]  inAutism > 20-8 (November 2016) . - p.938-951 Titre : School-based social skills training for preschool-age children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Keith C RADLEY, Auteur ; Jeanine HANGLEIN, Auteur ; Marisa ARAK, Auteur Article en page(s) : p.938-951 Langues : Anglais (eng) Mots-clés : preschool  social skills training Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorder display impairments in social interactions and communication that appear at early ages and result in short- and long-term negative outcomes. As such, there is a need for effective social skills training programs for young children with autism spectrum disorder—particularly interventions capable of being delivered in educational settings. The study evaluated the effects of the Superheroes Social Skills program on accurate demonstration of social skills in young children with autism spectrum disorder. Two preschool-age children with autism spectrum disorder participated in a weekly social skills intervention. A multiple probe design across skills was used to determine the effects of the intervention. Both participants demonstrated substantial improvements in skill accuracy. Social skills checklists also indicated improvements in social functioning over baseline levels. En ligne : http://dx.doi.org/10.1177/1362361315617361 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=294 [article] School-based social skills training for preschool-age children with autism spectrum disorder [Texte imprimé et/ou numérique] / Keith C RADLEY, Auteur ; Jeanine HANGLEIN, Auteur ; Marisa ARAK, Auteur . - p.938-951. Langues : Anglais (eng) in Autism > 20-8 (November 2016) . - p.938-951 Mots-clés : preschool  social skills training Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorder display impairments in social interactions and communication that appear at early ages and result in short- and long-term negative outcomes. As such, there is a need for effective social skills training programs for young children with autism spectrum disorder—particularly interventions capable of being delivered in educational settings. The study evaluated the effects of the Superheroes Social Skills program on accurate demonstration of social skills in young children with autism spectrum disorder. Two preschool-age children with autism spectrum disorder participated in a weekly social skills intervention. A multiple probe design across skills was used to determine the effects of the intervention. Both participants demonstrated substantial improvements in skill accuracy. Social skills checklists also indicated improvements in social functioning over baseline levels. En ligne : http://dx.doi.org/10.1177/1362361315617361 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=294

Predicting social and communicative ability in school-age children with autism spectrum disorder: A pilot study of the Social Attribution Task, Multiple Choice / R. BURGER-CAPLAN in Autism, 20-8 (November 2016)  

Public ISBD [article]  inAutism > 20-8 (November 2016) . - p.952-962 Titre : Predicting social and communicative ability in school-age children with autism spectrum disorder: A pilot study of the Social Attribution Task, Multiple Choice Type de document : Texte imprimé et/ou numérique Auteurs : R. BURGER-CAPLAN, Auteur ; Celine A. SAULNIER, Auteur ; Warren JONES, Auteur ; Ami KLIN, Auteur Article en page(s) : p.952-962 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  communicative ability  social ability  social attribution  social cognition  Vineland Index. décimale : PER Périodiques Résumé : The Social Attribution Task, Multiple Choice is introduced as a measure of implicit social cognitive ability in children, addressing a key challenge in quantification of social cognitive function in autism spectrum disorder, whereby individuals can often be successful in explicit social scenarios, despite marked social adaptive deficits. The 19-question Social Attribution Task, Multiple Choice, which presents ambiguous stimuli meant to elicit social attribution, was administered to children with autism spectrum disorder (N?=?23) and to age-matched and verbal IQ–matched typically developing children (N?=?57). The Social Attribution Task, Multiple Choice performance differed between autism spectrum disorder and typically developing groups, with typically developing children performing significantly better than children with autism spectrum disorder. The Social Attribution Task, Multiple Choice scores were positively correlated with age (r?=?0.474) while being independent from verbal IQ (r?=?0.236). The Social Attribution Task, Multiple Choice was strongly correlated with Vineland Adaptive Behavior Scales Communication (r?=?0.464) and Socialization (r?=?0.482) scores, but not with Daily Living Skills scores (r?=?0.116), suggesting that the implicit social cognitive ability underlying performance on the Social Attribution Task, Multiple Choice is associated with real-life social adaptive function. En ligne : http://dx.doi.org/10.1177/1362361315617589 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=294 [article] Predicting social and communicative ability in school-age children with autism spectrum disorder: A pilot study of the Social Attribution Task, Multiple Choice [Texte imprimé et/ou numérique] / R. BURGER-CAPLAN, Auteur ; Celine A. SAULNIER, Auteur ; Warren JONES, Auteur ; Ami KLIN, Auteur . - p.952-962. Langues : Anglais (eng) in Autism > 20-8 (November 2016) . - p.952-962 Mots-clés : autism spectrum disorder  communicative ability  social ability  social attribution  social cognition  Vineland Index. décimale : PER Périodiques Résumé : The Social Attribution Task, Multiple Choice is introduced as a measure of implicit social cognitive ability in children, addressing a key challenge in quantification of social cognitive function in autism spectrum disorder, whereby individuals can often be successful in explicit social scenarios, despite marked social adaptive deficits. The 19-question Social Attribution Task, Multiple Choice, which presents ambiguous stimuli meant to elicit social attribution, was administered to children with autism spectrum disorder (N?=?23) and to age-matched and verbal IQ–matched typically developing children (N?=?57). The Social Attribution Task, Multiple Choice performance differed between autism spectrum disorder and typically developing groups, with typically developing children performing significantly better than children with autism spectrum disorder. The Social Attribution Task, Multiple Choice scores were positively correlated with age (r?=?0.474) while being independent from verbal IQ (r?=?0.236). The Social Attribution Task, Multiple Choice was strongly correlated with Vineland Adaptive Behavior Scales Communication (r?=?0.464) and Socialization (r?=?0.482) scores, but not with Daily Living Skills scores (r?=?0.116), suggesting that the implicit social cognitive ability underlying performance on the Social Attribution Task, Multiple Choice is associated with real-life social adaptive function. En ligne : http://dx.doi.org/10.1177/1362361315617589 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=294

Socioeconomic status and intelligence quotient as predictors of psychiatric disorders in children and adolescents with high-functioning autism spectrum disorder and in their siblings / Mireia ROSA in Autism, 20-8 (November 2016)  

Public ISBD [article]  inAutism > 20-8 (November 2016) . - p.963-972 Titre : Socioeconomic status and intelligence quotient as predictors of psychiatric disorders in children and adolescents with high-functioning autism spectrum disorder and in their siblings Type de document : Texte imprimé et/ou numérique Auteurs : Mireia ROSA, Auteur ; Olga PUIG, Auteur ; Luisa LÁZARO, Auteur ; Rosa CALVO, Auteur Article en page(s) : p.963-972 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  comorbidity  intelligence quotient  siblings  socioeconomic status Index. décimale : PER Périodiques Résumé : Previous studies have shown high rates of comorbid disorders in children and adolescents with autism spectrum disorder, but failed to compare them with general population and few of them have identified predictors of comorbidity. This study compared the rates of psychiatric disorders in 50 children and adolescents with autism spectrum disorder, 24 of their siblings, 32 controls from general population and 22 of their siblings. Children and adolescent with autism spectrum disorder and their siblings had higher rates of attention deficit and hyperactivity disorder compared to controls. Lower socioeconomic status and intelligence quotient were the main risk factors. The contribution of socioeconomic status and intelligence quotient to increase the risk of developing comorbidity in autism spectrum disorder and psychopathology in their siblings deserves further study. En ligne : http://dx.doi.org/10.1177/1362361315617881 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=294 [article] Socioeconomic status and intelligence quotient as predictors of psychiatric disorders in children and adolescents with high-functioning autism spectrum disorder and in their siblings [Texte imprimé et/ou numérique] / Mireia ROSA, Auteur ; Olga PUIG, Auteur ; Luisa LÁZARO, Auteur ; Rosa CALVO, Auteur . - p.963-972. Langues : Anglais (eng) in Autism > 20-8 (November 2016) . - p.963-972 Mots-clés : autism spectrum disorder  comorbidity  intelligence quotient  siblings  socioeconomic status Index. décimale : PER Périodiques Résumé : Previous studies have shown high rates of comorbid disorders in children and adolescents with autism spectrum disorder, but failed to compare them with general population and few of them have identified predictors of comorbidity. This study compared the rates of psychiatric disorders in 50 children and adolescents with autism spectrum disorder, 24 of their siblings, 32 controls from general population and 22 of their siblings. Children and adolescent with autism spectrum disorder and their siblings had higher rates of attention deficit and hyperactivity disorder compared to controls. Lower socioeconomic status and intelligence quotient were the main risk factors. The contribution of socioeconomic status and intelligence quotient to increase the risk of developing comorbidity in autism spectrum disorder and psychopathology in their siblings deserves further study. En ligne : http://dx.doi.org/10.1177/1362361315617881 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=294

The impact of maternal, child, and family characteristics on the daily well-being and parenting experiences of mothers of children with autism spectrum disorder / Megan M PRUITT in Autism, 20-8 (November 2016)  

Public ISBD [article]  inAutism > 20-8 (November 2016) . - p.973-985 Titre : The impact of maternal, child, and family characteristics on the daily well-being and parenting experiences of mothers of children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Megan M PRUITT, Auteur ; Kelcie WILLIS, Auteur ; Lisa TIMMONS, Auteur ; Naomi V EKAS, Auteur Article en page(s) : p.973-985 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  daily diaries  family  parenting  well-being Index. décimale : PER Périodiques Résumé : This study utilized a daily diaries method to explore the global factors that impact daily general affect and daily parenting interactions of mothers of children with autism spectrum disorder. Eighty-three mothers of a child with autism spectrum disorder between the ages of 3 and 13?years completed global assessments of maternal depressive symptoms, child autism spectrum disorder symptom severity, and family functioning. Mothers then reported on their daily negative and positive affect as well as their daily positive and frustrating parenting interactions for 14 consecutive days. The results indicated that higher levels of maternal depressive symptoms were related to decreased daily positive affect, whereas greater child social motivation impairments were related to increased daily positive affect. Only maternal depressive symptoms were associated with increased daily negative affect. Furthermore, higher levels of family cohesion were related to increased daily positive parenting interactions. Finally, higher maternal depressive symptoms as well as family rigidity were related to increased daily frustrating parenting interactions. Implications for interventions focused on the family system are discussed. En ligne : http://dx.doi.org/10.1177/1362361315620409 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=294 [article] The impact of maternal, child, and family characteristics on the daily well-being and parenting experiences of mothers of children with autism spectrum disorder [Texte imprimé et/ou numérique] / Megan M PRUITT, Auteur ; Kelcie WILLIS, Auteur ; Lisa TIMMONS, Auteur ; Naomi V EKAS, Auteur . - p.973-985. Langues : Anglais (eng) in Autism > 20-8 (November 2016) . - p.973-985 Mots-clés : autism spectrum disorder  daily diaries  family  parenting  well-being Index. décimale : PER Périodiques Résumé : This study utilized a daily diaries method to explore the global factors that impact daily general affect and daily parenting interactions of mothers of children with autism spectrum disorder. Eighty-three mothers of a child with autism spectrum disorder between the ages of 3 and 13?years completed global assessments of maternal depressive symptoms, child autism spectrum disorder symptom severity, and family functioning. Mothers then reported on their daily negative and positive affect as well as their daily positive and frustrating parenting interactions for 14 consecutive days. The results indicated that higher levels of maternal depressive symptoms were related to decreased daily positive affect, whereas greater child social motivation impairments were related to increased daily positive affect. Only maternal depressive symptoms were associated with increased daily negative affect. Furthermore, higher levels of family cohesion were related to increased daily positive parenting interactions. Finally, higher maternal depressive symptoms as well as family rigidity were related to increased daily frustrating parenting interactions. Implications for interventions focused on the family system are discussed. En ligne : http://dx.doi.org/10.1177/1362361315620409 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=294

Parent and health care provider perspectives related to disclosure of autism spectrum disorder in pediatric emergency departments / Barbara MUSKAT in Autism, 20-8 (November 2016)  

Public ISBD [article]  inAutism > 20-8 (November 2016) . - p.986-994 Titre : Parent and health care provider perspectives related to disclosure of autism spectrum disorder in pediatric emergency departments Type de document : Texte imprimé et/ou numérique Auteurs : Barbara MUSKAT, Auteur ; Andrea GREENBLATT, Auteur ; David B NICHOLAS, Auteur ; Savithiri RATNAPALAN, Auteur ; Justine COHEN-SILVER, Auteur ; Amanda S NEWTON, Auteur ; William R. CRAIG, Auteur ; Christopher KILMER, Auteur ; Lonnie ZWAIGENBAUM, Auteur Article en page(s) : p.986-994 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  disclosure  emergency department  pediatrics Index. décimale : PER Périodiques Résumé : Children and youth with autism spectrum disorder presenting in emergency departments face potential cognitive, sensory, and behavioral challenges, and it is crucial for providers to be aware of their unique needs. However, disclosure of a child’s autism spectrum disorder can be complex for parental caregivers and is not well understood. This qualitative study utilized a grounded theory approach and analyzed data from 28 parents and 16 health care providers related to autism spectrum disorder disclosure within two Canadian pediatric emergency departments. Study results indicated that participants identified benefits and risks of disclosure. Encouraging understanding, expediting service, and preparing health care providers for working with children with autism spectrum disorder were identified as benefits of disclosure. Risks related to disclosure included potential negative attributions toward the children and parental discomfort in disclosing a diagnosis in front of the children. Parents discussed the health care encounters they experienced following disclosure and provided recommendations for improving the disclosure process in the emergency department. It is recommended that future research explore the experiences of parents who choose not to disclose their child’s autism spectrum disorder. Greater awareness of the disclosure experience and the development of resources and tools to support communication between parents and health care providers are also recommended. En ligne : http://dx.doi.org/10.1177/1362361315621520 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=294 [article] Parent and health care provider perspectives related to disclosure of autism spectrum disorder in pediatric emergency departments [Texte imprimé et/ou numérique] / Barbara MUSKAT, Auteur ; Andrea GREENBLATT, Auteur ; David B NICHOLAS, Auteur ; Savithiri RATNAPALAN, Auteur ; Justine COHEN-SILVER, Auteur ; Amanda S NEWTON, Auteur ; William R. CRAIG, Auteur ; Christopher KILMER, Auteur ; Lonnie ZWAIGENBAUM, Auteur . - p.986-994. Langues : Anglais (eng) in Autism > 20-8 (November 2016) . - p.986-994 Mots-clés : autism spectrum disorder  disclosure  emergency department  pediatrics Index. décimale : PER Périodiques Résumé : Children and youth with autism spectrum disorder presenting in emergency departments face potential cognitive, sensory, and behavioral challenges, and it is crucial for providers to be aware of their unique needs. However, disclosure of a child’s autism spectrum disorder can be complex for parental caregivers and is not well understood. This qualitative study utilized a grounded theory approach and analyzed data from 28 parents and 16 health care providers related to autism spectrum disorder disclosure within two Canadian pediatric emergency departments. Study results indicated that participants identified benefits and risks of disclosure. Encouraging understanding, expediting service, and preparing health care providers for working with children with autism spectrum disorder were identified as benefits of disclosure. Risks related to disclosure included potential negative attributions toward the children and parental discomfort in disclosing a diagnosis in front of the children. Parents discussed the health care encounters they experienced following disclosure and provided recommendations for improving the disclosure process in the emergency department. It is recommended that future research explore the experiences of parents who choose not to disclose their child’s autism spectrum disorder. Greater awareness of the disclosure experience and the development of resources and tools to support communication between parents and health care providers are also recommended. En ligne : http://dx.doi.org/10.1177/1362361315621520 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=294

Social skills group training in high-functioning autism: A qualitative responder study / Nora CHOQUE OLSSON in Autism, 20-8 (November 2016)  

Public ISBD [article]  inAutism > 20-8 (November 2016) . - p.995-1010 Titre : Social skills group training in high-functioning autism: A qualitative responder study Type de document : Texte imprimé et/ou numérique Auteurs : Nora CHOQUE OLSSON, Auteur ; Daniel RAUTIO, Auteur ; Jenny ASZTALOS, Auteur ; Ulrich STOETZER, Auteur ; Sven BÖLTE, Auteur Article en page(s) : p.995-1010 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  evidence-based intervention  psychiatry  responder-analysis  thematic analysis  treatment Index. décimale : PER Périodiques Résumé : Systematic reviews show some evidence for the efficacy of group-based social skills group training in children and adolescents with autism spectrum disorder, but more rigorous research is needed to endorse generalizability. In addition, little is known about the perspectives of autistic individuals participating in social skills group training. Using a qualitative approach, the objective of this study was to examine experiences and opinions about social skills group training of children and adolescents with higher functioning autism spectrum disorder and their parents following participation in a manualized social skills group training (“KONTAKT”). Within an ongoing randomized controlled clinical trial (NCT01854346) and based on outcome data from the Social Responsiveness Scale, six high responders and five low-to-non-responders to social skills group training and one parent of each child (N?=?22) were deep interviewed. Interestingly, both high responders and low-to-non-responders (and their parents) reported improvements in social communication and related skills (e.g. awareness of own difficulties, self-confidence, independence in everyday life) and overall treatment satisfaction, although more positive intervention experiences were expressed by responders. These findings highlight the added value of collecting verbal data in addition to quantitative data in a comprehensive evaluation of social skills group training. En ligne : http://dx.doi.org/10.1177/1362361315621885 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=294 [article] Social skills group training in high-functioning autism: A qualitative responder study [Texte imprimé et/ou numérique] / Nora CHOQUE OLSSON, Auteur ; Daniel RAUTIO, Auteur ; Jenny ASZTALOS, Auteur ; Ulrich STOETZER, Auteur ; Sven BÖLTE, Auteur . - p.995-1010. Langues : Anglais (eng) in Autism > 20-8 (November 2016) . - p.995-1010 Mots-clés : Autism spectrum disorder  evidence-based intervention  psychiatry  responder-analysis  thematic analysis  treatment Index. décimale : PER Périodiques Résumé : Systematic reviews show some evidence for the efficacy of group-based social skills group training in children and adolescents with autism spectrum disorder, but more rigorous research is needed to endorse generalizability. In addition, little is known about the perspectives of autistic individuals participating in social skills group training. Using a qualitative approach, the objective of this study was to examine experiences and opinions about social skills group training of children and adolescents with higher functioning autism spectrum disorder and their parents following participation in a manualized social skills group training (“KONTAKT”). Within an ongoing randomized controlled clinical trial (NCT01854346) and based on outcome data from the Social Responsiveness Scale, six high responders and five low-to-non-responders to social skills group training and one parent of each child (N?=?22) were deep interviewed. Interestingly, both high responders and low-to-non-responders (and their parents) reported improvements in social communication and related skills (e.g. awareness of own difficulties, self-confidence, independence in everyday life) and overall treatment satisfaction, although more positive intervention experiences were expressed by responders. These findings highlight the added value of collecting verbal data in addition to quantitative data in a comprehensive evaluation of social skills group training. En ligne : http://dx.doi.org/10.1177/1362361315621885 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=294

Contingent imitation increases verbal interaction in children with autism spectrum disorders / Yuka ISHIZUKA in Autism, 20-8 (November 2016)  

Public ISBD [article]  inAutism > 20-8 (November 2016) . - p.1011-1020 Titre : Contingent imitation increases verbal interaction in children with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Yuka ISHIZUKA, Auteur ; Jun-ichi YAMAMOTO, Auteur Article en page(s) : p.1011-1020 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  communication and language  contingent imitation  development  imitation  verbal interaction  vocal imitation  vocal turn-taking Index. décimale : PER Périodiques Résumé : Several studies have suggested that contingent adult imitation increase nonverbal communication, such as attention and proximity to adults, in children with autism spectrum disorders. However, few studies have shown the effect of contingent imitation on verbal communication. This study examined whether children with autism were able to promote verbal interaction such as vocal imitation, vocalization, and vocal turn-taking via contingent imitation. We used an alternating treatment design composed of the conditions of contingent imitation and control for six children with autism (aged 33–63?months). For contingent imitation condition, adults imitated children’s vocalization immediately. For control condition, adults did not imitate but gave a vocal response immediately. Results showed that in contingent imitation condition, all children increased the number of vocal imitations and vocal turn-takings compared with control condition. The number of vocalizations increased in both condition for all children. Overall, it is suggested that all children promote verbal interaction via contingent imitation. En ligne : http://dx.doi.org/10.1177/1362361315622856 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=294 [article] Contingent imitation increases verbal interaction in children with autism spectrum disorders [Texte imprimé et/ou numérique] / Yuka ISHIZUKA, Auteur ; Jun-ichi YAMAMOTO, Auteur . - p.1011-1020. Langues : Anglais (eng) in Autism > 20-8 (November 2016) . - p.1011-1020 Mots-clés : autism spectrum disorder  communication and language  contingent imitation  development  imitation  verbal interaction  vocal imitation  vocal turn-taking Index. décimale : PER Périodiques Résumé : Several studies have suggested that contingent adult imitation increase nonverbal communication, such as attention and proximity to adults, in children with autism spectrum disorders. However, few studies have shown the effect of contingent imitation on verbal communication. This study examined whether children with autism were able to promote verbal interaction such as vocal imitation, vocalization, and vocal turn-taking via contingent imitation. We used an alternating treatment design composed of the conditions of contingent imitation and control for six children with autism (aged 33–63?months). For contingent imitation condition, adults imitated children’s vocalization immediately. For control condition, adults did not imitate but gave a vocal response immediately. Results showed that in contingent imitation condition, all children increased the number of vocal imitations and vocal turn-takings compared with control condition. The number of vocalizations increased in both condition for all children. Overall, it is suggested that all children promote verbal interaction via contingent imitation. En ligne : http://dx.doi.org/10.1177/1362361315622856 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=294

Lay abstracts in Autism, 20-8 (November 2016)  

Public ISBD [article]  inAutism > 20-8 (November 2016) . - p.1021-1024 Titre : Lay abstracts Type de document : Texte imprimé et/ou numérique Article en page(s) : p.1021-1024 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1362361316670087 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=294 [article] Lay abstracts [Texte imprimé et/ou numérique] . - p.1021-1024. Langues : Anglais (eng) in Autism > 20-8 (November 2016) . - p.1021-1024 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1362361316670087 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=294