Dépouillements

In sync or not in sync? Illusory body ownership in autism spectrum disorder / Silvia GUERRA in Research in Autism Spectrum Disorders, 41-42 (September 2017)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 41-42 (September 2017) . - p.1-7 Titre : In sync or not in sync? Illusory body ownership in autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Silvia GUERRA, Auteur ; Andrea SPOTO, Auteur ; Valentina PARMA, Auteur ; Elisa STRAULINO, Auteur ; Umberto CASTIELLO, Auteur Article en page(s) : p.1-7 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  Body ownership  Numbness illusion  Multisensory temporal integration  Tactile sensory processing Index. décimale : PER Périodiques Résumé : A fundamental aspect of self-consciousness is body ownership, which refers to the experience that our body and its parts belong to us and it is distinct from those of other persons. Body ownership depends on the integration of different sensory stimulations and it is crucial for the development of functional motor and social abilities, which are compromised in individuals with autism spectrum disorder (ASD). Here we examined the multisensory nature of body ownership in individuals with ASD by using a procedure based on tactile conflicts, namely the numbness illusion (NI). Method We induced an illusory feeling of numbness and ownership for another person’s finger by asking participants to hold their palm against another person’s palm and to stroke the two joined index fingers with the index and thumb of their other hand. Results As expected, when the agent self-strokes their finger, healthy participants do not perceive the NI if the stroking is performed asynchronously. Conversely, in individuals with ASD the illusion occurred with both synchronous and asynchronous self-stroking. Conclusions We contend that individuals with ASD are more vulnerable than controls to this illusory tactile experience and we discuss the findings in light of impaired perception of the temporal relationships between tactile and proprioceptive inputs. En ligne : https://doi.org/10.1016/j.rasd.2017.07.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=321 [article] In sync or not in sync? Illusory body ownership in autism spectrum disorder [Texte imprimé et/ou numérique] / Silvia GUERRA, Auteur ; Andrea SPOTO, Auteur ; Valentina PARMA, Auteur ; Elisa STRAULINO, Auteur ; Umberto CASTIELLO, Auteur . - p.1-7. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 41-42 (September 2017) . - p.1-7 Mots-clés : Autism spectrum disorders  Body ownership  Numbness illusion  Multisensory temporal integration  Tactile sensory processing Index. décimale : PER Périodiques Résumé : A fundamental aspect of self-consciousness is body ownership, which refers to the experience that our body and its parts belong to us and it is distinct from those of other persons. Body ownership depends on the integration of different sensory stimulations and it is crucial for the development of functional motor and social abilities, which are compromised in individuals with autism spectrum disorder (ASD). Here we examined the multisensory nature of body ownership in individuals with ASD by using a procedure based on tactile conflicts, namely the numbness illusion (NI). Method We induced an illusory feeling of numbness and ownership for another person’s finger by asking participants to hold their palm against another person’s palm and to stroke the two joined index fingers with the index and thumb of their other hand. Results As expected, when the agent self-strokes their finger, healthy participants do not perceive the NI if the stroking is performed asynchronously. Conversely, in individuals with ASD the illusion occurred with both synchronous and asynchronous self-stroking. Conclusions We contend that individuals with ASD are more vulnerable than controls to this illusory tactile experience and we discuss the findings in light of impaired perception of the temporal relationships between tactile and proprioceptive inputs. En ligne : https://doi.org/10.1016/j.rasd.2017.07.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=321

The relation between text reading fluency and reading comprehension for students with autism spectrum disorders / Emily J. SOLARI in Research in Autism Spectrum Disorders, 41-42 (September 2017)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 41-42 (September 2017) . - p.8-19 Titre : The relation between text reading fluency and reading comprehension for students with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Emily J. SOLARI, Auteur ; Ryan GRIMM, Auteur ; Nancy S. MCINTYRE, Auteur ; Lindsay SWAIN LERRO, Auteur ; Matthew ZAJIC, Auteur ; Peter C. MUNDY, Auteur Article en page(s) : p.8-19 Langues : Anglais (eng) Mots-clés : Higher functioning autism  Reading comprehension  Reading fluency Index. décimale : PER Périodiques Résumé : Abstract Deficits in reading comprehension have been well documented in individuals with autism. Researchers have begun to identify predictors of reading comprehension; we sought to add to this knowledge base by investigating the role of text reading fluency in the prediction of reading comprehension in a sample of individuals with higher functioning autism (HFASD). A comprehensive reading battery was administered to students with HFASD (N = 68) and age- matched typically developing (TD) students (N = 38). Significant differences were detected between the HFASD and TD samples on every reading measure, favoring the TD sample. Structural Equation Models with the HFASD indicates that text reading fluency significantly predicts reading comprehension above and beyond the contribution of other reading variables which have been shown to be significant predictors in previous studies. This finding has important implications for the treatment of reading deficits in individuals with HFASD. En ligne : https://doi.org/10.1016/j.rasd.2017.07.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=321 [article] The relation between text reading fluency and reading comprehension for students with autism spectrum disorders [Texte imprimé et/ou numérique] / Emily J. SOLARI, Auteur ; Ryan GRIMM, Auteur ; Nancy S. MCINTYRE, Auteur ; Lindsay SWAIN LERRO, Auteur ; Matthew ZAJIC, Auteur ; Peter C. MUNDY, Auteur . - p.8-19. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 41-42 (September 2017) . - p.8-19 Mots-clés : Higher functioning autism  Reading comprehension  Reading fluency Index. décimale : PER Périodiques Résumé : Abstract Deficits in reading comprehension have been well documented in individuals with autism. Researchers have begun to identify predictors of reading comprehension; we sought to add to this knowledge base by investigating the role of text reading fluency in the prediction of reading comprehension in a sample of individuals with higher functioning autism (HFASD). A comprehensive reading battery was administered to students with HFASD (N = 68) and age- matched typically developing (TD) students (N = 38). Significant differences were detected between the HFASD and TD samples on every reading measure, favoring the TD sample. Structural Equation Models with the HFASD indicates that text reading fluency significantly predicts reading comprehension above and beyond the contribution of other reading variables which have been shown to be significant predictors in previous studies. This finding has important implications for the treatment of reading deficits in individuals with HFASD. En ligne : https://doi.org/10.1016/j.rasd.2017.07.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=321

Group cognitive behaviour therapy (CBT) for social interaction anxiety in adults with autism spectrum disorders (ASD) / Debbie SPAIN in Research in Autism Spectrum Disorders, 41-42 (September 2017)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 41-42 (September 2017) . - p.20-30 Titre : Group cognitive behaviour therapy (CBT) for social interaction anxiety in adults with autism spectrum disorders (ASD) Type de document : Texte imprimé et/ou numérique Auteurs : Debbie SPAIN, Auteur ; Sarah H. BLAINEY, Auteur ; Kyla VAILLANCOURT, Auteur Article en page(s) : p.20-30 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders (ASD)  Asperger syndrome  Adults  Social anxiety  Social skills  Group cognitive behaviour therapy (CBT) Index. décimale : PER Périodiques Résumé : Group social skills interventions (SSI) are partially effective for addressing the communication and social interaction impairments experienced by individuals with autism spectrum disorders (ASD). Social anxiety has been found to be a moderating mechanism for SSI in young people with ASD. Comparatively few studies have investigated the effectiveness of SSI in the adult ASD population, and none so far have investigated group approaches incorporating SSI and anxiety management techniques. Method The present study describes the design and evaluation of a non-randomised single-arm, 11 week group interaction anxiety and social skills intervention, piloted on three occasions during routine clinical practice at an adult ASD service. The intervention was informed by a cognitive behaviour therapy (CBT) framework. Eighteen cognitively-able adult males with ASD attended. Outcome measures were completed pre- and post-intervention. Results Self-reported social anxiety improved (p = 0.01, d = 0.65). Low mood, general anxiety and functioning did not change significantly (p > 0.05, d < 0.20). Qualitative feedback indicated that participants found the intervention to be acceptable and useful for improving social knowledge and coping strategies, and reducing avoidance behaviours. Attrition was low (n = 2). Conclusions These results suggest that integrating SSI and anxiety management techniques in a group format is acceptable to adults with ASD, and can reduce symptoms of social anxiety. Whether SSI enhance social skills in adults requires further investigation. In clinical practice, consideration should be given to augmenting SSI with CBT techniques designed to target concurrent symptoms of social anxiety. En ligne : https://doi.org/10.1016/j.rasd.2017.07.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=321 [article] Group cognitive behaviour therapy (CBT) for social interaction anxiety in adults with autism spectrum disorders (ASD) [Texte imprimé et/ou numérique] / Debbie SPAIN, Auteur ; Sarah H. BLAINEY, Auteur ; Kyla VAILLANCOURT, Auteur . - p.20-30. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 41-42 (September 2017) . - p.20-30 Mots-clés : Autism spectrum disorders (ASD)  Asperger syndrome  Adults  Social anxiety  Social skills  Group cognitive behaviour therapy (CBT) Index. décimale : PER Périodiques Résumé : Group social skills interventions (SSI) are partially effective for addressing the communication and social interaction impairments experienced by individuals with autism spectrum disorders (ASD). Social anxiety has been found to be a moderating mechanism for SSI in young people with ASD. Comparatively few studies have investigated the effectiveness of SSI in the adult ASD population, and none so far have investigated group approaches incorporating SSI and anxiety management techniques. Method The present study describes the design and evaluation of a non-randomised single-arm, 11 week group interaction anxiety and social skills intervention, piloted on three occasions during routine clinical practice at an adult ASD service. The intervention was informed by a cognitive behaviour therapy (CBT) framework. Eighteen cognitively-able adult males with ASD attended. Outcome measures were completed pre- and post-intervention. Results Self-reported social anxiety improved (p = 0.01, d = 0.65). Low mood, general anxiety and functioning did not change significantly (p > 0.05, d < 0.20). Qualitative feedback indicated that participants found the intervention to be acceptable and useful for improving social knowledge and coping strategies, and reducing avoidance behaviours. Attrition was low (n = 2). Conclusions These results suggest that integrating SSI and anxiety management techniques in a group format is acceptable to adults with ASD, and can reduce symptoms of social anxiety. Whether SSI enhance social skills in adults requires further investigation. In clinical practice, consideration should be given to augmenting SSI with CBT techniques designed to target concurrent symptoms of social anxiety. En ligne : https://doi.org/10.1016/j.rasd.2017.07.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=321

School refusal behaviour: Are children and adolescents with autism spectrum disorder at a higher risk? / Ellen Kathrine MUNKHAUGEN in Research in Autism Spectrum Disorders, 41-42 (September 2017)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 41-42 (September 2017) . - p.31-38 Titre : School refusal behaviour: Are children and adolescents with autism spectrum disorder at a higher risk? Type de document : Texte imprimé et/ou numérique Auteurs : Ellen Kathrine MUNKHAUGEN, Auteur ; Elen GJEVIK, Auteur ; Are Hugo PRIPP, Auteur ; Eili SPONHEIM, Auteur ; Trond H. DISETH, Auteur Article en page(s) : p.31-38 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  School refusal  Frequency  Sociodemographic factors Index. décimale : PER Périodiques Résumé : Abstract School refusal behaviour in students with autism spectrum disorder (ASD) is poorly studied despite being considered a serious problem. This study assessed the frequency, duration, and expression of school refusal behaviour in students with ASD, aged 9–16 years, without intellectual disability. Further, the associations between school refusal behaviour and sociodemographic factors were explored. Teachers and parents assessed this behaviour over 20 days in a cross-sectional study of 216 students, including 78 students with ASD and 138 typically developing (TD) students. School refusal behaviour was significantly higher in students with ASD as compared to TD students. Significant associations were found between school refusal behaviour and illness of other family members. The study concludes that school refusal behaviour is pervasive in students with ASD. En ligne : https://doi.org/10.1016/j.rasd.2017.07.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=321 [article] School refusal behaviour: Are children and adolescents with autism spectrum disorder at a higher risk? [Texte imprimé et/ou numérique] / Ellen Kathrine MUNKHAUGEN, Auteur ; Elen GJEVIK, Auteur ; Are Hugo PRIPP, Auteur ; Eili SPONHEIM, Auteur ; Trond H. DISETH, Auteur . - p.31-38. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 41-42 (September 2017) . - p.31-38 Mots-clés : Autism spectrum disorder  School refusal  Frequency  Sociodemographic factors Index. décimale : PER Périodiques Résumé : Abstract School refusal behaviour in students with autism spectrum disorder (ASD) is poorly studied despite being considered a serious problem. This study assessed the frequency, duration, and expression of school refusal behaviour in students with ASD, aged 9–16 years, without intellectual disability. Further, the associations between school refusal behaviour and sociodemographic factors were explored. Teachers and parents assessed this behaviour over 20 days in a cross-sectional study of 216 students, including 78 students with ASD and 138 typically developing (TD) students. School refusal behaviour was significantly higher in students with ASD as compared to TD students. Significant associations were found between school refusal behaviour and illness of other family members. The study concludes that school refusal behaviour is pervasive in students with ASD. En ligne : https://doi.org/10.1016/j.rasd.2017.07.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=321

Vocational rehabilitation service usage and outcomes for individuals with Autism Spectrum Disorder / Kelly NYE-LENGERMAN in Research in Autism Spectrum Disorders, 41-42 (September 2017)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 41-42 (September 2017) . - p.39-50 Titre : Vocational rehabilitation service usage and outcomes for individuals with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Kelly NYE-LENGERMAN, Auteur Article en page(s) : p.39-50 Langues : Anglais (eng) Mots-clés : Autism  ASD  Vocational rehabilitation  Employment  Disability  Community living Index. décimale : PER Périodiques Résumé : In the pursuit of improving employment outcomes for individuals with Autism Spectrum Disorder (ASD), understanding how participants are using Vocational Rehabilitation (VR), and which services result in competitive integrated employment is of great interest to advocates, families, professionals, and policy makers. The primary objective of this study was to examine the relationships between participant characteristics, service delivery, and employment outcomes for individuals with ASD in state VR programs. Method The Rehabilitation Services Administration's Case Service Report (RSA-911) database for fiscal year 2013 was examined using a binary logistic regression analysis to explore ASD characteristics and service variables. Results Results indicate that ASD characteristics, defined as a source of impairment by VR, had predictive capacity for administrative VR services participants received (e.g. assessment and vocational rehabilitation counseling and guidance (VRCG)), but not for job-related services (e.g. job search, job placement, and on-the-job supports). In addition, job-related VR services were more likely to be associated with integrated employment at closure as compared to administrative VR services. In some cases, additional variables related to gender, race, and state system decreased the likelihood of a VR recipient receivingspecific services or achieving integrated employment. Conclusion Discussion includes how awareness of service access and equity can assist in improving the quality and outcomes of VR services. En ligne : https://doi.org/10.1016/j.rasd.2017.08.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=321 [article] Vocational rehabilitation service usage and outcomes for individuals with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Kelly NYE-LENGERMAN, Auteur . - p.39-50. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 41-42 (September 2017) . - p.39-50 Mots-clés : Autism  ASD  Vocational rehabilitation  Employment  Disability  Community living Index. décimale : PER Périodiques Résumé : In the pursuit of improving employment outcomes for individuals with Autism Spectrum Disorder (ASD), understanding how participants are using Vocational Rehabilitation (VR), and which services result in competitive integrated employment is of great interest to advocates, families, professionals, and policy makers. The primary objective of this study was to examine the relationships between participant characteristics, service delivery, and employment outcomes for individuals with ASD in state VR programs. Method The Rehabilitation Services Administration's Case Service Report (RSA-911) database for fiscal year 2013 was examined using a binary logistic regression analysis to explore ASD characteristics and service variables. Results Results indicate that ASD characteristics, defined as a source of impairment by VR, had predictive capacity for administrative VR services participants received (e.g. assessment and vocational rehabilitation counseling and guidance (VRCG)), but not for job-related services (e.g. job search, job placement, and on-the-job supports). In addition, job-related VR services were more likely to be associated with integrated employment at closure as compared to administrative VR services. In some cases, additional variables related to gender, race, and state system decreased the likelihood of a VR recipient receivingspecific services or achieving integrated employment. Conclusion Discussion includes how awareness of service access and equity can assist in improving the quality and outcomes of VR services. En ligne : https://doi.org/10.1016/j.rasd.2017.08.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=321

ASD concordance of twins across DSM-IV-TR and DSM-5 diagnostic criteria / Elizabeth P. MCKERNAN in Research in Autism Spectrum Disorders, 41-42 (September 2017)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 41-42 (September 2017) . - p.51-56 Titre : ASD concordance of twins across DSM-IV-TR and DSM-5 diagnostic criteria Type de document : Texte imprimé et/ou numérique Auteurs : Elizabeth P. MCKERNAN, Auteur ; Natalie RUSSO, Auteur ; Courtney BURNETTE, Auteur ; Wendy R. KATES, Auteur Article en page(s) : p.51-56 Langues : Anglais (eng) Mots-clés : Concordance  Monozygotic twins  DSM-5 Index. décimale : PER Périodiques Résumé : Previous research has supported a high degree of concordance for ASD among monozygotic twins, but no studies have examined concordance rates using DSM-5 diagnostic criteria for ASD. This pilot study examines monozygotic concordance for ASD from the perspective of both DSM-IV-TR and DSM-5 diagnostic criteria. Method Items of the Autism Diagnostic Interview–Revised (ADI-R) and the Autism Diagnostic Observation Schedule (ADOS) were matched to diagnostic criteria (Huerta et al., 2012). Diagnoses were assigned to 14 pairs of monozygotic twins, among whom at least one twin had an autism diagnosis, using DSM-IV-TR and DSM-5 criteria. McNemar tests were performed to determine whether there was a significant difference in sample pairwise concordance rates between the two diagnostic systems. Results Using strict criteria, which required items endorsed from both the ADI-R and the ADOS, eight of the fourteen twin pairs were concordant using DSM-IV-TR criteria compared to five pairs using DSM-5 criteria, yielding pairwise concordance rates of 57.14% and 35.71%, respectively. The use of either the ADI-R or the ADOS (relaxed criteria) resulted in pairwise concordance rates of 85.71% for DSM-IV-TR criteria and 78.57% for DSM-5 criteria. Pairwise concordance rates were not different across DSM-IV-TR and DSM-5 diagnostic criteria using these two methods, but were significantly greater with the use of relaxed as compared to strict criteria for DSM-5. Conclusions In this pilot study, monozygotic pairwise concordance rates were higher for DSM-5 when using information from either the ADI-R or the ADOS, as opposed to both measures. En ligne : https://doi.org/10.1016/j.rasd.2017.08.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=321 [article] ASD concordance of twins across DSM-IV-TR and DSM-5 diagnostic criteria [Texte imprimé et/ou numérique] / Elizabeth P. MCKERNAN, Auteur ; Natalie RUSSO, Auteur ; Courtney BURNETTE, Auteur ; Wendy R. KATES, Auteur . - p.51-56. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 41-42 (September 2017) . - p.51-56 Mots-clés : Concordance  Monozygotic twins  DSM-5 Index. décimale : PER Périodiques Résumé : Previous research has supported a high degree of concordance for ASD among monozygotic twins, but no studies have examined concordance rates using DSM-5 diagnostic criteria for ASD. This pilot study examines monozygotic concordance for ASD from the perspective of both DSM-IV-TR and DSM-5 diagnostic criteria. Method Items of the Autism Diagnostic Interview–Revised (ADI-R) and the Autism Diagnostic Observation Schedule (ADOS) were matched to diagnostic criteria (Huerta et al., 2012). Diagnoses were assigned to 14 pairs of monozygotic twins, among whom at least one twin had an autism diagnosis, using DSM-IV-TR and DSM-5 criteria. McNemar tests were performed to determine whether there was a significant difference in sample pairwise concordance rates between the two diagnostic systems. Results Using strict criteria, which required items endorsed from both the ADI-R and the ADOS, eight of the fourteen twin pairs were concordant using DSM-IV-TR criteria compared to five pairs using DSM-5 criteria, yielding pairwise concordance rates of 57.14% and 35.71%, respectively. The use of either the ADI-R or the ADOS (relaxed criteria) resulted in pairwise concordance rates of 85.71% for DSM-IV-TR criteria and 78.57% for DSM-5 criteria. Pairwise concordance rates were not different across DSM-IV-TR and DSM-5 diagnostic criteria using these two methods, but were significantly greater with the use of relaxed as compared to strict criteria for DSM-5. Conclusions In this pilot study, monozygotic pairwise concordance rates were higher for DSM-5 when using information from either the ADI-R or the ADOS, as opposed to both measures. En ligne : https://doi.org/10.1016/j.rasd.2017.08.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=321

Comparison of parent report and direct assessment of child skills in toddlers / Lauren E. MILLER in Research in Autism Spectrum Disorders, 41-42 (September 2017)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 41-42 (September 2017) . - p.57-65 Titre : Comparison of parent report and direct assessment of child skills in toddlers Type de document : Texte imprimé et/ou numérique Auteurs : Lauren E. MILLER, Auteur ; Kayla A. PERKINS, Auteur ; Yael G. DAI, Auteur ; Deborah A. FEIN, Auteur Article en page(s) : p.57-65 Langues : Anglais (eng) Mots-clés : Parent report  Direct assessment  Toddlers  Child ability  Autism spectrum disorder Index. décimale : PER Périodiques Résumé : There are unique challenges associated with measuring development in early childhood. Two primary sources of information are used: parent report and direct assessment. Each approach has strengths and weaknesses, particularly when used to identify and diagnose developmental delays. The present study aimed to evaluate consistency between parent report and direct assessment of child skills in toddlers with and without Autism Spectrum Disorder (ASD) across receptive language, expressive language, and fine motor domains. Method 109 children were evaluated at an average age of two years; data on child skills were collected via parent report and direct assessment. Children were classified into three groups (i.e., ASD, Other Developmental Disorder, or Typical Development) based on DSM-IV-TR diagnosis. Mixed design ANOVAs, with data source as a within subjects factor and diagnostic group as a between subjects factor, were used to assess agreement. Chi square tests of agreement were then used to examine correspondence at the item level. Results Results suggested that parent report of language and fine motor skills did not significantly differ from direct assessment, and this finding held across diagnostic groups. Item level analyses revealed that, in most cases of significant disagreement, parents reported a skill as present, but it was not seen on direct testing. Conclusions Results indicate that parents are generally reliable reporters of child language and fine motor abilities in toddlerhood, even when their children have developmental disorders such as ASD. However, the fullest picture may be obtained by using both parent report and direct assessment. En ligne : https://doi.org/10.1016/j.rasd.2017.08.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=321 [article] Comparison of parent report and direct assessment of child skills in toddlers [Texte imprimé et/ou numérique] / Lauren E. MILLER, Auteur ; Kayla A. PERKINS, Auteur ; Yael G. DAI, Auteur ; Deborah A. FEIN, Auteur . - p.57-65. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 41-42 (September 2017) . - p.57-65 Mots-clés : Parent report  Direct assessment  Toddlers  Child ability  Autism spectrum disorder Index. décimale : PER Périodiques Résumé : There are unique challenges associated with measuring development in early childhood. Two primary sources of information are used: parent report and direct assessment. Each approach has strengths and weaknesses, particularly when used to identify and diagnose developmental delays. The present study aimed to evaluate consistency between parent report and direct assessment of child skills in toddlers with and without Autism Spectrum Disorder (ASD) across receptive language, expressive language, and fine motor domains. Method 109 children were evaluated at an average age of two years; data on child skills were collected via parent report and direct assessment. Children were classified into three groups (i.e., ASD, Other Developmental Disorder, or Typical Development) based on DSM-IV-TR diagnosis. Mixed design ANOVAs, with data source as a within subjects factor and diagnostic group as a between subjects factor, were used to assess agreement. Chi square tests of agreement were then used to examine correspondence at the item level. Results Results suggested that parent report of language and fine motor skills did not significantly differ from direct assessment, and this finding held across diagnostic groups. Item level analyses revealed that, in most cases of significant disagreement, parents reported a skill as present, but it was not seen on direct testing. Conclusions Results indicate that parents are generally reliable reporters of child language and fine motor abilities in toddlerhood, even when their children have developmental disorders such as ASD. However, the fullest picture may be obtained by using both parent report and direct assessment. En ligne : https://doi.org/10.1016/j.rasd.2017.08.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=321