An Examination of Iconic Memory in Children with Autism Spectrum Disorders / Carly A. MCMORRIS in Journal of Autism and Developmental Disorders, 43-8 (August 2013)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 43-8 (August 2013) . - p.1956-1966 Titre : An Examination of Iconic Memory in Children with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Carly A. MCMORRIS, Auteur ; Stephanie M. BROWN, Auteur ; James M. BEBKO, Auteur Article en page(s) : p.1956-1966 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Visual memory  Information processing  Iconic memory  Recall  Speed of processing Index. décimale : PER Périodiques Résumé : Iconic memory is the ability to accurately recall a number of items after a very brief visual exposure. Previous research has examined these capabilities in typically developing (TD) children and individuals with intellectual disabilities (ID); however, there is limited research on these abilities in children with Autism Spectrum Disorders (ASD). Twenty-one TD and eighteen ASD children were presented with circular visual arrays of letters for 100 ms and were asked to recall as many letters as possible or a single letter that was cued for recall. Groups did not differ in the number of items recalled, the rate of information decay, or speed of information processing. These findings suggest that iconic memory is an intact skill for children with ASD, a result that has implications for subsequent information processing. En ligne : http://dx.doi.org/10.1007/s10803-012-1748-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=206 [article] An Examination of Iconic Memory in Children with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Carly A. MCMORRIS, Auteur ; Stephanie M. BROWN, Auteur ; James M. BEBKO, Auteur . - p.1956-1966. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 43-8 (August 2013) . - p.1956-1966 Mots-clés : Autism spectrum disorder  Visual memory  Information processing  Iconic memory  Recall  Speed of processing Index. décimale : PER Périodiques Résumé : Iconic memory is the ability to accurately recall a number of items after a very brief visual exposure. Previous research has examined these capabilities in typically developing (TD) children and individuals with intellectual disabilities (ID); however, there is limited research on these abilities in children with Autism Spectrum Disorders (ASD). Twenty-one TD and eighteen ASD children were presented with circular visual arrays of letters for 100 ms and were asked to recall as many letters as possible or a single letter that was cued for recall. Groups did not differ in the number of items recalled, the rate of information decay, or speed of information processing. These findings suggest that iconic memory is an intact skill for children with ASD, a result that has implications for subsequent information processing. En ligne : http://dx.doi.org/10.1007/s10803-012-1748-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=206

An exploration of diagnostic identity for autistic individuals: A systematic review of existing literature / Carly A. MCMORRIS ; Tanya E. MUDRY ; Adam W. MCCRIMMON in Research in Autism Spectrum Disorders, 114 (June 2024)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 114 (June 2024) . - p.102394 Titre : An exploration of diagnostic identity for autistic individuals: A systematic review of existing literature Type de document : Texte imprimé et/ou numérique Auteurs : Carly A. MCMORRIS, Auteur ; Tanya E. MUDRY, Auteur ; Adam W. MCCRIMMON, Auteur Année de publication : 2024 Article en page(s) : p.102394 Langues : Anglais (eng) Mots-clés : Autism  Diagnostic identity  Systematic review Index. décimale : PER Périodiques Résumé : Researchers have explored long-term outcomes for those diagnosed on the autism spectrum, including how autistic individuals come to develop a diagnostic identity. Establishing an identity around a diagnostic label may lead to positive impacts, including a sense of community for those who experience stigma. The topic of autistic diagnostic identity is relatively new and, as such, a synthesized understanding of this literature has yet to be conducted. This systematic review gathered peer-reviewed literature related to autistic diagnostic identity; 20 articles were included. Data were extracted based on design, funding, location, participant age/demographics, age of diagnosis, and definition, description, and impacts of autistic diagnostic identity. Findings highlight that autistic diagnostic identity formation is a time-sensitive process influenced by factors such as age at reporting and societal considerations. Impacts of autistic diagnostic identity, gaps in the literature, and implications for clinicians and professionals working with autistic individuals are discussed. En ligne : https://doi.org/10.1016/j.rasd.2024.102394 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=529 [article] An exploration of diagnostic identity for autistic individuals: A systematic review of existing literature [Texte imprimé et/ou numérique] / Carly A. MCMORRIS, Auteur ; Tanya E. MUDRY, Auteur ; Adam W. MCCRIMMON, Auteur . - 2024 . - p.102394. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 114 (June 2024) . - p.102394 Mots-clés : Autism  Diagnostic identity  Systematic review Index. décimale : PER Périodiques Résumé : Researchers have explored long-term outcomes for those diagnosed on the autism spectrum, including how autistic individuals come to develop a diagnostic identity. Establishing an identity around a diagnostic label may lead to positive impacts, including a sense of community for those who experience stigma. The topic of autistic diagnostic identity is relatively new and, as such, a synthesized understanding of this literature has yet to be conducted. This systematic review gathered peer-reviewed literature related to autistic diagnostic identity; 20 articles were included. Data were extracted based on design, funding, location, participant age/demographics, age of diagnosis, and definition, description, and impacts of autistic diagnostic identity. Findings highlight that autistic diagnostic identity formation is a time-sensitive process influenced by factors such as age at reporting and societal considerations. Impacts of autistic diagnostic identity, gaps in the literature, and implications for clinicians and professionals working with autistic individuals are discussed. En ligne : https://doi.org/10.1016/j.rasd.2024.102394 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=529

Autistic characteristics and mental health symptoms in autistic youth during the first COVID-19 wave in Canada / Kailyn M. TURNER in Autism Research, 16-5 (May 2023)  

Public ISBD [article]  inAutism Research > 16-5 (May 2023) . - p.1009-1023 Titre : Autistic characteristics and mental health symptoms in autistic youth during the first COVID-19 wave in Canada Type de document : Texte imprimé et/ou numérique Auteurs : Kailyn M. TURNER, Auteur ; Jonathan A. WEISS, Auteur ; Stephanie J. HOWE, Auteur ; Hangsel SANGUINO, Auteur ; Connor M. KERNS, Auteur ; Megan E. AMES, Auteur ; Carly A. MCMORRIS, Auteur Article en page(s) : p.1009-1023 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Abstract Autistic youth are at heightened risk for mental health issues, and pandemic-related stressors may exacerbate this risk. This study (1) described caregiver-reported youth mental health prior to and during the pandemic; and (2) explored individual, caregiver, and environmental factors associated with changes in autistic characteristics, social-emotional symptoms, and overall mental health. 582 caregivers of autistic children (2-18?years old) completed an online survey between June and July 2020 in which they provided demographic information, their child's pre-COVID and current mental health, autistic characteristics, and social-emotional symptoms. Caregivers also rated their own perceived stress, and COVID-related household and service disruption. According to caregivers, youth experienced more autistic characteristics and social-emotional concerns during the pandemic. Autistic youth were also reported to experience poorer overall mental health during the pandemic than before the pandemic. Older youth whose caregiver's indicated higher perceived stress and greater household disruption were reported to experience more autistic traits during pandemic. Caregiver-reported increases in youth social-emotional symptoms (i.e., behavior problems, anxiety, and low mood) was associated with being older, the presence of a pre-existing mental health condition, higher caregiver stress, and greater household and service disruption. Finally, experiencing less household financial hardship prior to COVID-19, absence of a pre-existing psychiatric condition, less caregiver stress, and less service disruption were associated with better youth pandemic mental health. Strategies to support the autistic community during and following the pandemic need to be developed. The developmental-ecological factors identified in this study could help target support strategies to those autistic youth who are most vulnerable to mental health problems. En ligne : http://dx.doi.org/https://doi.org/10.1002/aur.2914 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=503 [article] Autistic characteristics and mental health symptoms in autistic youth during the first COVID-19 wave in Canada [Texte imprimé et/ou numérique] / Kailyn M. TURNER, Auteur ; Jonathan A. WEISS, Auteur ; Stephanie J. HOWE, Auteur ; Hangsel SANGUINO, Auteur ; Connor M. KERNS, Auteur ; Megan E. AMES, Auteur ; Carly A. MCMORRIS, Auteur . - p.1009-1023. Langues : Anglais (eng) in Autism Research > 16-5 (May 2023) . - p.1009-1023 Index. décimale : PER Périodiques Résumé : Abstract Autistic youth are at heightened risk for mental health issues, and pandemic-related stressors may exacerbate this risk. This study (1) described caregiver-reported youth mental health prior to and during the pandemic; and (2) explored individual, caregiver, and environmental factors associated with changes in autistic characteristics, social-emotional symptoms, and overall mental health. 582 caregivers of autistic children (2-18?years old) completed an online survey between June and July 2020 in which they provided demographic information, their child's pre-COVID and current mental health, autistic characteristics, and social-emotional symptoms. Caregivers also rated their own perceived stress, and COVID-related household and service disruption. According to caregivers, youth experienced more autistic characteristics and social-emotional concerns during the pandemic. Autistic youth were also reported to experience poorer overall mental health during the pandemic than before the pandemic. Older youth whose caregiver's indicated higher perceived stress and greater household disruption were reported to experience more autistic traits during pandemic. Caregiver-reported increases in youth social-emotional symptoms (i.e., behavior problems, anxiety, and low mood) was associated with being older, the presence of a pre-existing mental health condition, higher caregiver stress, and greater household and service disruption. Finally, experiencing less household financial hardship prior to COVID-19, absence of a pre-existing psychiatric condition, less caregiver stress, and less service disruption were associated with better youth pandemic mental health. Strategies to support the autistic community during and following the pandemic need to be developed. The developmental-ecological factors identified in this study could help target support strategies to those autistic youth who are most vulnerable to mental health problems. En ligne : http://dx.doi.org/https://doi.org/10.1002/aur.2914 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=503

Barriers and facilitators to supporting Canadian autistic postsecondary students: Experiences of accessible learning staff and administrators / Jonathan VINCENT ; Carly A. MCMORRIS ; Megan E. AMES in Research in Autism Spectrum Disorders, 109 (November 2023)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 109 (November 2023) . - 102260 Titre : Barriers and facilitators to supporting Canadian autistic postsecondary students: Experiences of accessible learning staff and administrators Type de document : Texte imprimé et/ou numérique Auteurs : Jonathan VINCENT, Auteur ; Carly A. MCMORRIS, Auteur ; Megan E. AMES, Auteur Article en page(s) : 102260 Langues : Anglais (eng) Mots-clés : Autism  Higher education  Postsecondary education  Supports  Academic staff Index. décimale : PER Périodiques Résumé : Background Specific supports like social skills training, support groups, and mentorship programs can improve autistic postsecondary students' chances of success. To improve inclusion practices, it is vital to understand the experiences of key staff and administrators who support autistic students during their postsecondary education. This mixed-methods study provides insight into the scope, strengths, and weaknesses of autism-specific services among Canadian universities from the perspective of university staff and administrators associated with accessibility services. Method Thirty-six staff and administrators (N = 36) from publicly-funded Canadian universities responded to an online survey, and eight participated in a follow-up semi-structured interview. Descriptive statistics and reflexive thematic analysis were conducted. Results Half of the participants endorsed having support for autistic students; the most common being for transition to university. Main obstacles to providing autism-specific supports included a need for more funding, knowledgeable staff, and institutional support. In the interviews, participants reported a strong desire to support autistic students; however, noted several barriers, including under-resourced challenges faced by staff and limitations to funding. Conclusions Findings highlight financial and practical challenges to supporting autistic students on postsecondary campuses. We advocate for the implementation and evaluation of wrap-around services for autistic students to enhance their success and promote social inclusion. Achieving this will require changes at all levels of the university system, including leadership and policy decisions involving autistic advocates' perspectives. En ligne : https://doi.org/10.1016/j.rasd.2023.102260 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=517 [article] Barriers and facilitators to supporting Canadian autistic postsecondary students: Experiences of accessible learning staff and administrators [Texte imprimé et/ou numérique] / Jonathan VINCENT, Auteur ; Carly A. MCMORRIS, Auteur ; Megan E. AMES, Auteur . - 102260. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 109 (November 2023) . - 102260 Mots-clés : Autism  Higher education  Postsecondary education  Supports  Academic staff Index. décimale : PER Périodiques Résumé : Background Specific supports like social skills training, support groups, and mentorship programs can improve autistic postsecondary students' chances of success. To improve inclusion practices, it is vital to understand the experiences of key staff and administrators who support autistic students during their postsecondary education. This mixed-methods study provides insight into the scope, strengths, and weaknesses of autism-specific services among Canadian universities from the perspective of university staff and administrators associated with accessibility services. Method Thirty-six staff and administrators (N = 36) from publicly-funded Canadian universities responded to an online survey, and eight participated in a follow-up semi-structured interview. Descriptive statistics and reflexive thematic analysis were conducted. Results Half of the participants endorsed having support for autistic students; the most common being for transition to university. Main obstacles to providing autism-specific supports included a need for more funding, knowledgeable staff, and institutional support. In the interviews, participants reported a strong desire to support autistic students; however, noted several barriers, including under-resourced challenges faced by staff and limitations to funding. Conclusions Findings highlight financial and practical challenges to supporting autistic students on postsecondary campuses. We advocate for the implementation and evaluation of wrap-around services for autistic students to enhance their success and promote social inclusion. Achieving this will require changes at all levels of the university system, including leadership and policy decisions involving autistic advocates' perspectives. En ligne : https://doi.org/10.1016/j.rasd.2023.102260 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=517

Canadian mapping of autism-specific supports for postsecondary students / Megan E. AMES in Research in Autism Spectrum Disorders, 90 (February 2022)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 90 (February 2022) . - 101899 Titre : Canadian mapping of autism-specific supports for postsecondary students Type de document : Texte imprimé et/ou numérique Auteurs : Megan E. AMES, Auteur ; Courtney E. M. COOMBS, Auteur ; Kari N. DUERKSEN, Auteur ; Jonathan VINCENT, Auteur ; Carly A. MCMORRIS, Auteur Article en page(s) : 101899 Langues : Anglais (eng) Mots-clés : Autism  Postsecondary  University  College  Support(s)  Environmental scan Index. décimale : PER Périodiques Résumé : Background Many autistic students have a variety of strengths and the desire to succeed in postsecondary education. Nonetheless, most autistic students report not receiving adequate support in postsecondary education to ensure their success. Students also report difficulty in navigating complex institutional systems. We conducted an environmental scan of autism-specific supports (e.g., website information, transition programs, peer mentoring) available to autistic students within Canada’s publicly-funded postsecondary institutions. We also examined distribution of autism-specific supports across institutional type (i.e., university, junior college, technical/vocational) and geographic region. Method A Boolean search strategy was used to collect data from institutional websites. Results Of the 258 publicly-funded postsecondary institutions in Canada, only 15 institutions (6%) had at least one support. Of the 15 institutions identified, the most common autism-specific support included information on the institution’s website (67%), followed by transition to university support (47%), social group(s) (33%), peer mentoring (27%), specialist tutoring and support with daily living (20%), transition to employment support (13%), and student-led societies and autistic student advocate (7%). In general, universities and institutions in Central Canada (i.e., Ontario) had a disproportionate number of provisions. Conclusions There are promising advances with respect to autism-specific supports in postsecondary institutions across Canada. We recommend further research to better understand how students access these supports and more comprehensive evaluations of such supports, specifically informed by collaborations with autistic students. En ligne : https://doi.org/10.1016/j.rasd.2021.101899 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458 [article] Canadian mapping of autism-specific supports for postsecondary students [Texte imprimé et/ou numérique] / Megan E. AMES, Auteur ; Courtney E. M. COOMBS, Auteur ; Kari N. DUERKSEN, Auteur ; Jonathan VINCENT, Auteur ; Carly A. MCMORRIS, Auteur . - 101899. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 90 (February 2022) . - 101899 Mots-clés : Autism  Postsecondary  University  College  Support(s)  Environmental scan Index. décimale : PER Périodiques Résumé : Background Many autistic students have a variety of strengths and the desire to succeed in postsecondary education. Nonetheless, most autistic students report not receiving adequate support in postsecondary education to ensure their success. Students also report difficulty in navigating complex institutional systems. We conducted an environmental scan of autism-specific supports (e.g., website information, transition programs, peer mentoring) available to autistic students within Canada’s publicly-funded postsecondary institutions. We also examined distribution of autism-specific supports across institutional type (i.e., university, junior college, technical/vocational) and geographic region. Method A Boolean search strategy was used to collect data from institutional websites. Results Of the 258 publicly-funded postsecondary institutions in Canada, only 15 institutions (6%) had at least one support. Of the 15 institutions identified, the most common autism-specific support included information on the institution’s website (67%), followed by transition to university support (47%), social group(s) (33%), peer mentoring (27%), specialist tutoring and support with daily living (20%), transition to employment support (13%), and student-led societies and autistic student advocate (7%). In general, universities and institutions in Central Canada (i.e., Ontario) had a disproportionate number of provisions. Conclusions There are promising advances with respect to autism-specific supports in postsecondary institutions across Canada. We recommend further research to better understand how students access these supports and more comprehensive evaluations of such supports, specifically informed by collaborations with autistic students. En ligne : https://doi.org/10.1016/j.rasd.2021.101899 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458

COVID-19 and Neurodevelopmental Disabilities: Examining the Impact of the First 2 Years of the Pandemic on the Demand for Pediatric Inpatient Care / Chris A. CLARK in Journal of Autism and Developmental Disorders, 54-11 (November)  

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Examining the criterion-related validity of the Pervasive Developmental Disorder Behavior Inventory / Carly A. MCMORRIS in Autism, 19-3 (April 2015)  

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Feeding and eating problems in children and adolescents with autism: A scoping review / Jessica BARASKEWICH in Autism, 26-6 (August 2022)  

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Mental Health and Resilient Coping in Caregivers of Autistic Individuals during the COVID-19 Pandemic: Findings from the Families Facing COVID Study / Kelsey A. FRIESEN in Journal of Autism and Developmental Disorders, 52-7 (July 2022)  

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Overview and Evaluation of a Mentorship Program for University Students With ASD / Megan E. AMES in Focus on Autism and Other Developmental Disabilities, 31-1 (March 2016)  

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Perceptions of implementing facing your fears in hospital and community organizations / Laura BERLANDA in Research in Autism Spectrum Disorders, 80 (February 2021)  

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Processing of Ironic Language in Children with High-Functioning Autism Spectrum Disorder / Penny M. PEXMAN in Journal of Autism and Developmental Disorders, 41-8 (August 2011)  

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Understanding camouflaging and identity in autistic children and adolescents using photo-elicitation / Stephanie J. HOWE in Research in Autism Spectrum Disorders, 108 (October 2023)  

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