Dépouillements

Preface: Special Issue-College Experiences for Students with Autism Spectrum Disorder / Scott L. J. JACKSON in Journal of Autism and Developmental Disorders, 48-3 (March 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.639-642 Titre : Preface: Special Issue-College Experiences for Students with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Scott L. J. JACKSON, Auteur ; L. HART, Auteur ; Fred R. VOLKMAR, Auteur Année de publication : 2018 Article en page(s) : p.639-642 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : https://doi.org/10.1007/s10803-018-3463-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=338 [article] Preface: Special Issue-College Experiences for Students with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Scott L. J. JACKSON, Auteur ; L. HART, Auteur ; Fred R. VOLKMAR, Auteur . - 2018 . - p.639-642. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.639-642 Index. décimale : PER Périodiques En ligne : https://doi.org/10.1007/s10803-018-3463-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=338

Brief Report: Self-Reported Academic, Social, and Mental Health Experiences of Post-Secondary Students with Autism Spectrum Disorder / Scott L. J. JACKSON in Journal of Autism and Developmental Disorders, 48-3 (March 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.643-650 Titre : Brief Report: Self-Reported Academic, Social, and Mental Health Experiences of Post-Secondary Students with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Scott L. J. JACKSON, Auteur ; L. HART, Auteur ; J. T. BROWN, Auteur ; Fred R. VOLKMAR, Auteur Année de publication : 2018 Article en page(s) : p.643-650 Langues : Anglais (eng) Mots-clés : Asperger's  Autism spectrum disorder  College  Mental health  Student  University Index. décimale : PER Périodiques Résumé : Increasing numbers of individuals with autism spectrum disorder (ASD) are enrolling in post-secondary academic institutions. However, research indicates that post-secondary students with ASD are struggling more than their typically developing peers, with high rates of loneliness, anxiety, depression, and an increased incidence of dropping-out before completion of their degrees. The current study utilized an online survey to gain insight into the self-reported academic, social, and mental health experiences of post-secondary students with ASD. Participants reported high levels of academic comfort, but struggled with issues of isolation/loneliness and high levels of stress, anxiety, and depression. Of greatest concern, were the nearly three-quarters of participants who reported lifetime suicidal behaviors. Further analysis on collected data and implications of findings are discussed. En ligne : https://doi.org/10.1007/s10803-017-3315-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=338 [article] Brief Report: Self-Reported Academic, Social, and Mental Health Experiences of Post-Secondary Students with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Scott L. J. JACKSON, Auteur ; L. HART, Auteur ; J. T. BROWN, Auteur ; Fred R. VOLKMAR, Auteur . - 2018 . - p.643-650. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.643-650 Mots-clés : Asperger's  Autism spectrum disorder  College  Mental health  Student  University Index. décimale : PER Périodiques Résumé : Increasing numbers of individuals with autism spectrum disorder (ASD) are enrolling in post-secondary academic institutions. However, research indicates that post-secondary students with ASD are struggling more than their typically developing peers, with high rates of loneliness, anxiety, depression, and an increased incidence of dropping-out before completion of their degrees. The current study utilized an online survey to gain insight into the self-reported academic, social, and mental health experiences of post-secondary students with ASD. Participants reported high levels of academic comfort, but struggled with issues of isolation/loneliness and high levels of stress, anxiety, and depression. Of greatest concern, were the nearly three-quarters of participants who reported lifetime suicidal behaviors. Further analysis on collected data and implications of findings are discussed. En ligne : https://doi.org/10.1007/s10803-017-3315-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=338

Perspectives of University Students with Autism Spectrum Disorder / A. H. ANDERSON in Journal of Autism and Developmental Disorders, 48-3 (March 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.651-665 Titre : Perspectives of University Students with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : A. H. ANDERSON, Auteur ; M. CARTER, Auteur ; J. STEPHENSON, Auteur Année de publication : 2018 Article en page(s) : p.651-665 Langues : Anglais (eng) Mots-clés : Autistic spectrum disorder  Educational supports  Experiences  Higher education  On-line survey  University Index. décimale : PER Périodiques Résumé : Students with autism spectrum disorder (ASD) are at heightened risk of post-secondary educational failure and account for approximately 1% of students in post-secondary education. Findings from an on-line survey of students with ASD attending university in Australian are reported in this study. Respondents indicated high rates of academic and non-academic difficulties but low usage of supports. Ratings for supports were idiosyncratic, and some students indicated discomfort from using supports or disclosing their disability. Those students who delayed their disclosure accessed fewer supports and reported a poorer overall university experience. Recommendations were made including the need for better transition support and alternative strengths based approaches that use more flexible and individualised curriculum designs. En ligne : https://doi.org/10.1007/s10803-017-3257-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=338 [article] Perspectives of University Students with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / A. H. ANDERSON, Auteur ; M. CARTER, Auteur ; J. STEPHENSON, Auteur . - 2018 . - p.651-665. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.651-665 Mots-clés : Autistic spectrum disorder  Educational supports  Experiences  Higher education  On-line survey  University Index. décimale : PER Périodiques Résumé : Students with autism spectrum disorder (ASD) are at heightened risk of post-secondary educational failure and account for approximately 1% of students in post-secondary education. Findings from an on-line survey of students with ASD attending university in Australian are reported in this study. Respondents indicated high rates of academic and non-academic difficulties but low usage of supports. Ratings for supports were idiosyncratic, and some students indicated discomfort from using supports or disclosing their disability. Those students who delayed their disclosure accessed fewer supports and reported a poorer overall university experience. Recommendations were made including the need for better transition support and alternative strengths based approaches that use more flexible and individualised curriculum designs. En ligne : https://doi.org/10.1007/s10803-017-3257-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=338

Bullying and Identity Development: Insights from Autistic and Non-autistic College Students / Danielle DENIGRIS in Journal of Autism and Developmental Disorders, 48-3 (March 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.666-678 Titre : Bullying and Identity Development: Insights from Autistic and Non-autistic College Students Type de document : Texte imprimé et/ou numérique Auteurs : Danielle DENIGRIS, Auteur ; Patricia J. BROOKS, Auteur ; R. OBEID, Auteur ; M. ALARCON, Auteur ; C. SHANE-SIMPSON, Auteur ; K. GILLESPIE-LYNCH, Auteur Année de publication : 2018 Article en page(s) : p.666-678 Langues : Anglais (eng) Mots-clés : Autism  Bullying  College  Identity  Theory of mind  "Double empathy problem" Index. décimale : PER Périodiques Résumé : Reduced cognitive empathy may put autistic people at risk for bullying. We compared interpretations of bullying provided by 22 autistic and 15 non-autistic college students. Autistic (and non-autistic) students reported less severe bullying in college relative to earlier in development. Chronic bullying was associated with improvements in self-descriptions and self-acceptance. Autistic students who were chronically bullied were more likely to self-identify as autistic when asked to explain their disability. Autistic and non-autistic students demonstrated similar levels of cognitive empathy, providing no evidence that a "double empathy problem" contributes to bullying for all autistic individuals. Findings suggest that recovery from bullying can contribute to resilience and that autistic people gain insights about bullying and how to overcome it with development. En ligne : https://doi.org/10.1007/s10803-017-3383-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=338 [article] Bullying and Identity Development: Insights from Autistic and Non-autistic College Students [Texte imprimé et/ou numérique] / Danielle DENIGRIS, Auteur ; Patricia J. BROOKS, Auteur ; R. OBEID, Auteur ; M. ALARCON, Auteur ; C. SHANE-SIMPSON, Auteur ; K. GILLESPIE-LYNCH, Auteur . - 2018 . - p.666-678. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.666-678 Mots-clés : Autism  Bullying  College  Identity  Theory of mind  "Double empathy problem" Index. décimale : PER Périodiques Résumé : Reduced cognitive empathy may put autistic people at risk for bullying. We compared interpretations of bullying provided by 22 autistic and 15 non-autistic college students. Autistic (and non-autistic) students reported less severe bullying in college relative to earlier in development. Chronic bullying was associated with improvements in self-descriptions and self-acceptance. Autistic students who were chronically bullied were more likely to self-identify as autistic when asked to explain their disability. Autistic and non-autistic students demonstrated similar levels of cognitive empathy, providing no evidence that a "double empathy problem" contributes to bullying for all autistic individuals. Findings suggest that recovery from bullying can contribute to resilience and that autistic people gain insights about bullying and how to overcome it with development. En ligne : https://doi.org/10.1007/s10803-017-3383-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=338

Autism and Accommodations in Higher Education: Insights from the Autism Community / J. C. SARRETT in Journal of Autism and Developmental Disorders, 48-3 (March 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.679-693 Titre : Autism and Accommodations in Higher Education: Insights from the Autism Community Type de document : Texte imprimé et/ou numérique Auteurs : J. C. SARRETT, Auteur Année de publication : 2018 Article en page(s) : p.679-693 Langues : Anglais (eng) Mots-clés : Accommodations  Autism  Higher education  Neurodiversity Index. décimale : PER Périodiques Résumé : This article builds on the growing body of research on higher education for autistic students by soliciting input from autistic adults on their higher education experiences and suggestions on making these experiences more 'autism-friendly'. Sixty-six individuals participated in a national exploratory survey and thirty-one participated in follow-up, online focus groups. The article reviews the accommodations individuals received and the accommodations they would have liked to receive. Concrete strategies are provided for institutes of higher education to address the social and sensory needs of autistic students, areas many participants reported being neglected in their academic experience, such as mentors and a neurodiverse space. These suggestions are intended to complement traditional academic accommodations to improve the outcomes of autistic students. En ligne : https://doi.org/10.1007/s10803-017-3353-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=338 [article] Autism and Accommodations in Higher Education: Insights from the Autism Community [Texte imprimé et/ou numérique] / J. C. SARRETT, Auteur . - 2018 . - p.679-693. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.679-693 Mots-clés : Accommodations  Autism  Higher education  Neurodiversity Index. décimale : PER Périodiques Résumé : This article builds on the growing body of research on higher education for autistic students by soliciting input from autistic adults on their higher education experiences and suggestions on making these experiences more 'autism-friendly'. Sixty-six individuals participated in a national exploratory survey and thirty-one participated in follow-up, online focus groups. The article reviews the accommodations individuals received and the accommodations they would have liked to receive. Concrete strategies are provided for institutes of higher education to address the social and sensory needs of autistic students, areas many participants reported being neglected in their academic experience, such as mentors and a neurodiverse space. These suggestions are intended to complement traditional academic accommodations to improve the outcomes of autistic students. En ligne : https://doi.org/10.1007/s10803-017-3353-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=338

An Evaluation of Specialist Mentoring for University Students with Autism Spectrum Disorders and Mental Health Conditions / R. LUCAS in Journal of Autism and Developmental Disorders, 48-3 (March 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.694-707 Titre : An Evaluation of Specialist Mentoring for University Students with Autism Spectrum Disorders and Mental Health Conditions Type de document : Texte imprimé et/ou numérique Auteurs : R. LUCAS, Auteur ; A. I. JAMES, Auteur Année de publication : 2018 Article en page(s) : p.694-707 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Higher education  Mental health conditions  Mentoring  Programme evaluation  University Index. décimale : PER Périodiques Résumé : Mentoring is often recommended to universities as a way of supporting students with Autism Spectrum Disorders (ASD) and/or mental health conditions (MHC), but there is little literature on optimising this support. We used mixed-methods to evaluate mentees' and mentors' experiences of a specialist mentoring programme. Mentees experienced academic, social and emotional support, although subtle group differences emerged between students with ASD and MHC. The quality of the mentee-mentor relationship was especially important. Mentors also reported benefits. Thematic analysis identified that effective mentoring requires a tailored partnership, which involves a personal relationship, empowerment, and building bridges into the university experience. Mentoring can effectively support students with ASD and/or MHC, but this is highly dependent on the development of tailored mentee-mentor partnerships. En ligne : https://doi.org/10.1007/s10803-017-3303-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=338 [article] An Evaluation of Specialist Mentoring for University Students with Autism Spectrum Disorders and Mental Health Conditions [Texte imprimé et/ou numérique] / R. LUCAS, Auteur ; A. I. JAMES, Auteur . - 2018 . - p.694-707. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.694-707 Mots-clés : Autism spectrum disorder  Higher education  Mental health conditions  Mentoring  Programme evaluation  University Index. décimale : PER Périodiques Résumé : Mentoring is often recommended to universities as a way of supporting students with Autism Spectrum Disorders (ASD) and/or mental health conditions (MHC), but there is little literature on optimising this support. We used mixed-methods to evaluate mentees' and mentors' experiences of a specialist mentoring programme. Mentees experienced academic, social and emotional support, although subtle group differences emerged between students with ASD and MHC. The quality of the mentee-mentor relationship was especially important. Mentors also reported benefits. Thematic analysis identified that effective mentoring requires a tailored partnership, which involves a personal relationship, empowerment, and building bridges into the university experience. Mentoring can effectively support students with ASD and/or MHC, but this is highly dependent on the development of tailored mentee-mentor partnerships. En ligne : https://doi.org/10.1007/s10803-017-3303-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=338

Effects of Learning Strategy Training on the Writing Performance of College Students with Asperger's Syndrome / L. G. JACKSON in Journal of Autism and Developmental Disorders, 48-3 (March 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.708-721 Titre : Effects of Learning Strategy Training on the Writing Performance of College Students with Asperger's Syndrome Type de document : Texte imprimé et/ou numérique Auteurs : L. G. JACKSON, Auteur ; M. L. DUFFY, Auteur ; Michael P. BRADY, Auteur ; J. MCCORMICK, Auteur Année de publication : 2018 Article en page(s) : p.708-721 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  College  Learning strategy  Writing Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorders (ASD) are increasingly entering institutions of higher education. However, many are not prepared for the academic and social demands of postsecondary environments. Although studies have evaluated academic and social interventions for children and adolescents with ASD, little research exists on the college population. The current study utilized a multiple baseline across participants design to evaluate the effectiveness of a writing learning strategy on the writing performance of three college students with ASD. Results indicated that the quality of writing performance improved following strategy instruction. In addition, participants were able to generalize strategy use to content specific writing tasks. En ligne : https://doi.org/10.1007/s10803-017-3170-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=338 [article] Effects of Learning Strategy Training on the Writing Performance of College Students with Asperger's Syndrome [Texte imprimé et/ou numérique] / L. G. JACKSON, Auteur ; M. L. DUFFY, Auteur ; Michael P. BRADY, Auteur ; J. MCCORMICK, Auteur . - 2018 . - p.708-721. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.708-721 Mots-clés : Autism spectrum disorders  College  Learning strategy  Writing Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorders (ASD) are increasingly entering institutions of higher education. However, many are not prepared for the academic and social demands of postsecondary environments. Although studies have evaluated academic and social interventions for children and adolescents with ASD, little research exists on the college population. The current study utilized a multiple baseline across participants design to evaluate the effectiveness of a writing learning strategy on the writing performance of three college students with ASD. Results indicated that the quality of writing performance improved following strategy instruction. In addition, participants were able to generalize strategy use to content specific writing tasks. En ligne : https://doi.org/10.1007/s10803-017-3170-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=338

What Works for College Students with Autism Spectrum Disorder / S. J. KUDER in Journal of Autism and Developmental Disorders, 48-3 (March 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.722-731 Titre : What Works for College Students with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : S. J. KUDER, Auteur ; Amy L. ACCARDO, Auteur Année de publication : 2018 Article en page(s) : p.722-731 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  College  Intervention Index. décimale : PER Périodiques Résumé : This article reports the results of a systematic review of the emerging research on programs and services designed to meet the needs of students with ASD. For the purposes of this review, only articles that included data on program outcomes were included. A total of eight studies that met this criterion were identified. These studies included three that examined the effects of cognitive-behavioral interventions, three that reported the results of methods to enhance social communication skills, one study of a transition to college program, and one evaluation of a variety of widely used accommodations. This review identifies methods that have been found to be effective supporting students with ASD in higher education settings as well as needs for future research. En ligne : https://doi.org/10.1007/s10803-017-3434-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=338 [article] What Works for College Students with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / S. J. KUDER, Auteur ; Amy L. ACCARDO, Auteur . - 2018 . - p.722-731. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.722-731 Mots-clés : Autism spectrum disorder  College  Intervention Index. décimale : PER Périodiques Résumé : This article reports the results of a systematic review of the emerging research on programs and services designed to meet the needs of students with ASD. For the purposes of this review, only articles that included data on program outcomes were included. A total of eight studies that met this criterion were identified. These studies included three that examined the effects of cognitive-behavioral interventions, three that reported the results of methods to enhance social communication skills, one study of a transition to college program, and one evaluation of a variety of widely used accommodations. This review identifies methods that have been found to be effective supporting students with ASD in higher education settings as well as needs for future research. En ligne : https://doi.org/10.1007/s10803-017-3434-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=338

Autism Goes to College: Understanding the Needs of a Student Population on the Rise / R. ELIAS in Journal of Autism and Developmental Disorders, 48-3 (March 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.732-746 Titre : Autism Goes to College: Understanding the Needs of a Student Population on the Rise Type de document : Texte imprimé et/ou numérique Auteurs : R. ELIAS, Auteur ; Susan W. WHITE, Auteur Année de publication : 2018 Article en page(s) : p.732-746 Langues : Anglais (eng) Mots-clés : Autism  Emerging adult  Postsecondary  Transition Index. décimale : PER Périodiques Résumé : Understanding the needs of adolescents and emerging adults with Autism Spectrum Disorder (ASD) with respect to transition to postsecondary education is critical to development of user-informed transition programming. Parents of adolescents and emerging adults with ASD (n = 52) and ADHD (n = 47) completed an online survey. Social interaction training and independent living training were services frequently requested by parents in the ASD group. Additionally, parents of postsecondary students with ASD endorsed distinct challenges with self-advocacy, managing emotions, and managing personal/adaptive skills relative to postsecondary students with ADHD. The profile of parent-reported difficulties and needed services compared to transition to postsecondary education for students with ASD is distinguishable from that for ADHD, suggesting individualized transition planning and in-college supports. En ligne : https://doi.org/10.1007/s10803-017-3075-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=338 [article] Autism Goes to College: Understanding the Needs of a Student Population on the Rise [Texte imprimé et/ou numérique] / R. ELIAS, Auteur ; Susan W. WHITE, Auteur . - 2018 . - p.732-746. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.732-746 Mots-clés : Autism  Emerging adult  Postsecondary  Transition Index. décimale : PER Périodiques Résumé : Understanding the needs of adolescents and emerging adults with Autism Spectrum Disorder (ASD) with respect to transition to postsecondary education is critical to development of user-informed transition programming. Parents of adolescents and emerging adults with ASD (n = 52) and ADHD (n = 47) completed an online survey. Social interaction training and independent living training were services frequently requested by parents in the ASD group. Additionally, parents of postsecondary students with ASD endorsed distinct challenges with self-advocacy, managing emotions, and managing personal/adaptive skills relative to postsecondary students with ADHD. The profile of parent-reported difficulties and needed services compared to transition to postsecondary education for students with ASD is distinguishable from that for ADHD, suggesting individualized transition planning and in-college supports. En ligne : https://doi.org/10.1007/s10803-017-3075-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=338

Broadening the Scope of Peer-Mediated Intervention for Individuals with Autism Spectrum Disorders / M. PLATOS in Journal of Autism and Developmental Disorders, 48-3 (March 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.747-750 Titre : Broadening the Scope of Peer-Mediated Intervention for Individuals with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : M. PLATOS, Auteur ; K. WOJACZEK, Auteur Année de publication : 2018 Article en page(s) : p.747-750 Langues : Anglais (eng) Mots-clés : Adolescent  Adult  Autism spectrum disorders  Befriending  Friendship  Peer-mediated intervention Index. décimale : PER Périodiques Résumé : Peer-mediated intervention (PMI) is most commonly defined as a treatment approach that engages typically developing peers to teach children with autism spectrum disorders (ASD) social skills and increase their social interactions, mainly in a school setting. In this letter, we address the limitations of such understanding of PMI and review the arguments for broadening its scope. In particular, we argue that there is a critical need for research on PMI that focuses on friendship, social participation, and well-being of adolescents and adults with ASD, as well as engages peers in the community settings. In conclusion, we provide a description of a befriending scheme for individuals with ASD to inspire future research and guidelines on PMI. En ligne : https://doi.org/10.1007/s10803-017-3429-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=338 [article] Broadening the Scope of Peer-Mediated Intervention for Individuals with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / M. PLATOS, Auteur ; K. WOJACZEK, Auteur . - 2018 . - p.747-750. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.747-750 Mots-clés : Adolescent  Adult  Autism spectrum disorders  Befriending  Friendship  Peer-mediated intervention Index. décimale : PER Périodiques Résumé : Peer-mediated intervention (PMI) is most commonly defined as a treatment approach that engages typically developing peers to teach children with autism spectrum disorders (ASD) social skills and increase their social interactions, mainly in a school setting. In this letter, we address the limitations of such understanding of PMI and review the arguments for broadening its scope. In particular, we argue that there is a critical need for research on PMI that focuses on friendship, social participation, and well-being of adolescents and adults with ASD, as well as engages peers in the community settings. In conclusion, we provide a description of a befriending scheme for individuals with ASD to inspire future research and guidelines on PMI. En ligne : https://doi.org/10.1007/s10803-017-3429-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=338

The Relationship Between Social Affect and Restricted and Repetitive Behaviors Measured on the ADOS-2 and Maternal Stress / C. SCHUTTE in Journal of Autism and Developmental Disorders, 48-3 (March 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.751-758 Titre : The Relationship Between Social Affect and Restricted and Repetitive Behaviors Measured on the ADOS-2 and Maternal Stress Type de document : Texte imprimé et/ou numérique Auteurs : C. SCHUTTE, Auteur ; W. RICHARDSON, Auteur ; M. DEVLIN, Auteur ; J. HILL, Auteur ; M. GHOSSAINY, Auteur ; L. HEWITSON, Auteur Année de publication : 2018 Article en page(s) : p.751-758 Langues : Anglais (eng) Mots-clés : Autism Diagnostic Observation Schedule-Second Edition  Autism spectrum disorder  Parent stress  Parenting Stress Index  Restricted and repetitive behaviors  Social affect Index. décimale : PER Périodiques Résumé : This study investigated categories of autism spectrum disorder (ASD) symptoms measured by the Autism Diagnostic Observation Schedule-Second Edition and their association with maternal stress. Social affect and restricted and repetitive behaviors were compared with levels of maternal stress, measured by the Parenting Stress Index, in 102 children with ASD ages 2-12 years of age. Results indicated that social affect and restricted and repetitive behaviors were associated with the mother's stress regarding acceptability of the child's condition. Additionally, restricted and repetitive behaviors were significantly related to stress involving the child's hyperactivity and impulsivity. These findings highlight specific areas of stress experienced by mothers of children with ASD that are related to the child's symptoms, providing information for caregiver support and intervention. En ligne : https://doi.org/10.1007/s10803-017-3453-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=338 [article] The Relationship Between Social Affect and Restricted and Repetitive Behaviors Measured on the ADOS-2 and Maternal Stress [Texte imprimé et/ou numérique] / C. SCHUTTE, Auteur ; W. RICHARDSON, Auteur ; M. DEVLIN, Auteur ; J. HILL, Auteur ; M. GHOSSAINY, Auteur ; L. HEWITSON, Auteur . - 2018 . - p.751-758. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.751-758 Mots-clés : Autism Diagnostic Observation Schedule-Second Edition  Autism spectrum disorder  Parent stress  Parenting Stress Index  Restricted and repetitive behaviors  Social affect Index. décimale : PER Périodiques Résumé : This study investigated categories of autism spectrum disorder (ASD) symptoms measured by the Autism Diagnostic Observation Schedule-Second Edition and their association with maternal stress. Social affect and restricted and repetitive behaviors were compared with levels of maternal stress, measured by the Parenting Stress Index, in 102 children with ASD ages 2-12 years of age. Results indicated that social affect and restricted and repetitive behaviors were associated with the mother's stress regarding acceptability of the child's condition. Additionally, restricted and repetitive behaviors were significantly related to stress involving the child's hyperactivity and impulsivity. These findings highlight specific areas of stress experienced by mothers of children with ASD that are related to the child's symptoms, providing information for caregiver support and intervention. En ligne : https://doi.org/10.1007/s10803-017-3453-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=338

Parent Perceptions of Psychosocial Outcomes of Equine-Assisted Interventions for Children with Autism Spectrum Disorder / V. X. TAN in Journal of Autism and Developmental Disorders, 48-3 (March 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.759-769 Titre : Parent Perceptions of Psychosocial Outcomes of Equine-Assisted Interventions for Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : V. X. TAN, Auteur ; J. G. SIMMONDS, Auteur Année de publication : 2018 Article en page(s) : p.759-769 Langues : Anglais (eng) Mots-clés : Animal-assisted therapy  Autism spectrum disorder  Equine-assisted intervention  Equine-assisted therapy  Psychosocial functioning Index. décimale : PER Périodiques Résumé : This research explored parents' perceptions of the psychosocial outcomes of their children's experience of receiving equine-assisted interventions (EAI). Participants were the parents of six children (aged 3-14) diagnosed with autism spectrum disorder. Five semi-structured interviews were conducted and the transcript data was analysed using Interpretative phenomenological analysis. Four super-ordinate themes emerged from the analysis: (1) child's improved self-concept and enhanced emotional well-being, (2) child's improved self-regulatory ability, (3) social benefits for the child, and (4) unexpected outcomes. EAI was perceived by the parents as having several levels of psychosocial benefits for their children. These benefits may also extend to parents and family through ecopsychological and "flow on" effects associated with the children's involvement in EAI programs. En ligne : https://doi.org/10.1007/s10803-017-3399-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=338 [article] Parent Perceptions of Psychosocial Outcomes of Equine-Assisted Interventions for Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / V. X. TAN, Auteur ; J. G. SIMMONDS, Auteur . - 2018 . - p.759-769. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.759-769 Mots-clés : Animal-assisted therapy  Autism spectrum disorder  Equine-assisted intervention  Equine-assisted therapy  Psychosocial functioning Index. décimale : PER Périodiques Résumé : This research explored parents' perceptions of the psychosocial outcomes of their children's experience of receiving equine-assisted interventions (EAI). Participants were the parents of six children (aged 3-14) diagnosed with autism spectrum disorder. Five semi-structured interviews were conducted and the transcript data was analysed using Interpretative phenomenological analysis. Four super-ordinate themes emerged from the analysis: (1) child's improved self-concept and enhanced emotional well-being, (2) child's improved self-regulatory ability, (3) social benefits for the child, and (4) unexpected outcomes. EAI was perceived by the parents as having several levels of psychosocial benefits for their children. These benefits may also extend to parents and family through ecopsychological and "flow on" effects associated with the children's involvement in EAI programs. En ligne : https://doi.org/10.1007/s10803-017-3399-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=338

Psychometric Properties of the Spanish Version of the Broad Autism Phenotype Questionnaire: Strengths, Weaknesses, and Future Improvements / M. GODOY-GIMENEZ in Journal of Autism and Developmental Disorders, 48-3 (March 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.770-783 Titre : Psychometric Properties of the Spanish Version of the Broad Autism Phenotype Questionnaire: Strengths, Weaknesses, and Future Improvements Type de document : Texte imprimé et/ou numérique Auteurs : M. GODOY-GIMENEZ, Auteur ; A. GONZALEZ-RODRIGUEZ, Auteur ; F. CANADAS, Auteur ; A. F. ESTEVEZ, Auteur ; P. SAYANS-JIMENEZ, Auteur Année de publication : 2018 Article en page(s) : p.770-783 Langues : Anglais (eng) Mots-clés : Broad autism phenotype (BAP)  Confirmatory factor analysis (CFA)  Spanish version of the broad autism phenotype questionnaire (BAPQ-SP)  Validity evidences Index. décimale : PER Périodiques Résumé : The Broad autism phenotype (BAP) refers to a set of subclinical behavioural characteristics qualitatively similar to those presented in Autism spectrum disorders (ASDs). The BAP questionnaire (BAPQ) has been widely used to assess the BAP both in relatives of ASD people and within the general population. The current study presents the first Spanish version of the BAPQ (BAPQ-SP) and analyses its psychometric properties, including validity evidences based on the BAPQ scores relationship with other variables. Our results only support the use of the Aloof and Rigid sub-scales to assess this phenotype, whereas Pragmatic Language sub-scale seems to be the main source of misfit. This research represents a first step in the study of the BAP features in the Spanish population. En ligne : https://doi.org/10.1007/s10803-017-3438-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=338 [article] Psychometric Properties of the Spanish Version of the Broad Autism Phenotype Questionnaire: Strengths, Weaknesses, and Future Improvements [Texte imprimé et/ou numérique] / M. GODOY-GIMENEZ, Auteur ; A. GONZALEZ-RODRIGUEZ, Auteur ; F. CANADAS, Auteur ; A. F. ESTEVEZ, Auteur ; P. SAYANS-JIMENEZ, Auteur . - 2018 . - p.770-783. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.770-783 Mots-clés : Broad autism phenotype (BAP)  Confirmatory factor analysis (CFA)  Spanish version of the broad autism phenotype questionnaire (BAPQ-SP)  Validity evidences Index. décimale : PER Périodiques Résumé : The Broad autism phenotype (BAP) refers to a set of subclinical behavioural characteristics qualitatively similar to those presented in Autism spectrum disorders (ASDs). The BAP questionnaire (BAPQ) has been widely used to assess the BAP both in relatives of ASD people and within the general population. The current study presents the first Spanish version of the BAPQ (BAPQ-SP) and analyses its psychometric properties, including validity evidences based on the BAPQ scores relationship with other variables. Our results only support the use of the Aloof and Rigid sub-scales to assess this phenotype, whereas Pragmatic Language sub-scale seems to be the main source of misfit. This research represents a first step in the study of the BAP features in the Spanish population. En ligne : https://doi.org/10.1007/s10803-017-3438-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=338

Functional but Inefficient Kinesthetic Motor Imagery in Adolescents with Autism Spectrum Disorder / Y. T. CHEN in Journal of Autism and Developmental Disorders, 48-3 (March 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.784-795 Titre : Functional but Inefficient Kinesthetic Motor Imagery in Adolescents with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Y. T. CHEN, Auteur ; K. S. TSOU, Auteur ; H. L. CHEN, Auteur ; C. C. WONG, Auteur ; Y. T. FAN, Auteur ; C. T. WU, Auteur Année de publication : 2018 Article en page(s) : p.784-795 Langues : Anglais (eng) Mots-clés : Action representation  Autism spectrum disorder  Motor cognition  Motor imagery Index. décimale : PER Périodiques Résumé : Whether action representation in individuals with autism spectrum disorder (ASD) is deficient remains controversial, as previous studies of action observation or imitation report conflicting results. Here we investigated the characteristics of action representation in adolescents with ASD through motor imagery (MI) using a hand rotation and an object rotation task. Comparable with the typically-developing group, the individuals with ASD were able to spontaneously use kinesthetic MI to perform the hand rotation task, as manifested by the significant biomechanical effects. However, the ASD group performed significantly slower only in the hand rotation task, but not in the object rotation task. The findings suggest that the adolescents with ASD showed inefficient but functional kinesthetic MI, implicating that their action representation might be preserved. En ligne : https://doi.org/10.1007/s10803-017-3367-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=338 [article] Functional but Inefficient Kinesthetic Motor Imagery in Adolescents with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Y. T. CHEN, Auteur ; K. S. TSOU, Auteur ; H. L. CHEN, Auteur ; C. C. WONG, Auteur ; Y. T. FAN, Auteur ; C. T. WU, Auteur . - 2018 . - p.784-795. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.784-795 Mots-clés : Action representation  Autism spectrum disorder  Motor cognition  Motor imagery Index. décimale : PER Périodiques Résumé : Whether action representation in individuals with autism spectrum disorder (ASD) is deficient remains controversial, as previous studies of action observation or imitation report conflicting results. Here we investigated the characteristics of action representation in adolescents with ASD through motor imagery (MI) using a hand rotation and an object rotation task. Comparable with the typically-developing group, the individuals with ASD were able to spontaneously use kinesthetic MI to perform the hand rotation task, as manifested by the significant biomechanical effects. However, the ASD group performed significantly slower only in the hand rotation task, but not in the object rotation task. The findings suggest that the adolescents with ASD showed inefficient but functional kinesthetic MI, implicating that their action representation might be preserved. En ligne : https://doi.org/10.1007/s10803-017-3367-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=338

Anxiety in Williams Syndrome: The Role of Social Behaviour, Executive Functions and Change Over Time / E. NG-CORDELL in Journal of Autism and Developmental Disorders, 48-3 (March 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.796-808 Titre : Anxiety in Williams Syndrome: The Role of Social Behaviour, Executive Functions and Change Over Time Type de document : Texte imprimé et/ou numérique Auteurs : E. NG-CORDELL, Auteur ; M. HANLEY, Auteur ; A. KELLY, Auteur ; D. M. RIBY, Auteur Année de publication : 2018 Article en page(s) : p.796-808 Langues : Anglais (eng) Mots-clés : Anxiety  Executive function  Longitudinal  Social functioning  Williams syndrome Index. décimale : PER Périodiques Résumé : Anxiety is a prevalent mental health issue for individuals with Williams syndrome (WS). Relatively little is known about the developmental course of anxiety, or how it links with core features of WS, namely social and executive functioning (EF). In this study, parent-reports of anxiety were compared across a 4-year period (N = 17), and links between anxiety, social and EF were explored from concurrent parent-reports (N = 26). Results indicated that high anxiety persisted over time, and anxiety was related to impairments in both social and executive functioning. Importantly, results indicated that impairments in EFs may drive the links between anxiety and social functioning. This timely investigation provides new insights into anxiety in WS and highlights potential areas for intervention. En ligne : https://doi.org/10.1007/s10803-017-3357-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=338 [article] Anxiety in Williams Syndrome: The Role of Social Behaviour, Executive Functions and Change Over Time [Texte imprimé et/ou numérique] / E. NG-CORDELL, Auteur ; M. HANLEY, Auteur ; A. KELLY, Auteur ; D. M. RIBY, Auteur . - 2018 . - p.796-808. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.796-808 Mots-clés : Anxiety  Executive function  Longitudinal  Social functioning  Williams syndrome Index. décimale : PER Périodiques Résumé : Anxiety is a prevalent mental health issue for individuals with Williams syndrome (WS). Relatively little is known about the developmental course of anxiety, or how it links with core features of WS, namely social and executive functioning (EF). In this study, parent-reports of anxiety were compared across a 4-year period (N = 17), and links between anxiety, social and EF were explored from concurrent parent-reports (N = 26). Results indicated that high anxiety persisted over time, and anxiety was related to impairments in both social and executive functioning. Importantly, results indicated that impairments in EFs may drive the links between anxiety and social functioning. This timely investigation provides new insights into anxiety in WS and highlights potential areas for intervention. En ligne : https://doi.org/10.1007/s10803-017-3357-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=338

What Are You Doing With That Object? Comparing the Neural Responses of Action Understanding in Adolescents With and Without Autism / J. J. POKORNY in Journal of Autism and Developmental Disorders, 48-3 (March 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.809-823 Titre : What Are You Doing With That Object? Comparing the Neural Responses of Action Understanding in Adolescents With and Without Autism Type de document : Texte imprimé et/ou numérique Auteurs : J. J. POKORNY, Auteur ; N. V. HATT, Auteur ; Sally J ROGERS, Auteur ; S. M. RIVERA, Auteur Année de publication : 2018 Article en page(s) : p.809-823 Langues : Anglais (eng) Mots-clés : Action understanding  Autism  Intention  Mentalizing  fMRI Index. décimale : PER Périodiques Résumé : Understanding another's actions, including what they are doing and why they are doing it, can be difficult for individuals with autism spectrum disorder (ASD). This understanding is supported by the action observation (AON) and mentalizing (MZN) networks, as well as the superior temporal sulcus. We examined these areas in children with ASD and typically developing controls by having participants view eating and placing actions performed in conventional and unconventional ways while functional magnetic resonance images were collected. We found an effect of action-type, but not conventionality, in both groups, and a between groups difference only when viewing conventional eating actions. Findings suggest there are not global AON/MZN deficits in ASD, and observing unconventional actions may not spontaneously activate the MZN. En ligne : https://doi.org/10.1007/s10803-017-3338-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=338 [article] What Are You Doing With That Object? Comparing the Neural Responses of Action Understanding in Adolescents With and Without Autism [Texte imprimé et/ou numérique] / J. J. POKORNY, Auteur ; N. V. HATT, Auteur ; Sally J ROGERS, Auteur ; S. M. RIVERA, Auteur . - 2018 . - p.809-823. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.809-823 Mots-clés : Action understanding  Autism  Intention  Mentalizing  fMRI Index. décimale : PER Périodiques Résumé : Understanding another's actions, including what they are doing and why they are doing it, can be difficult for individuals with autism spectrum disorder (ASD). This understanding is supported by the action observation (AON) and mentalizing (MZN) networks, as well as the superior temporal sulcus. We examined these areas in children with ASD and typically developing controls by having participants view eating and placing actions performed in conventional and unconventional ways while functional magnetic resonance images were collected. We found an effect of action-type, but not conventionality, in both groups, and a between groups difference only when viewing conventional eating actions. Findings suggest there are not global AON/MZN deficits in ASD, and observing unconventional actions may not spontaneously activate the MZN. En ligne : https://doi.org/10.1007/s10803-017-3338-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=338

Structure Mapping in Autism Spectrum Disorder: Levels of Information Processing and Relations to Executive Functions / O. E. HETZRONI in Journal of Autism and Developmental Disorders, 48-3 (March 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.824-833 Titre : Structure Mapping in Autism Spectrum Disorder: Levels of Information Processing and Relations to Executive Functions Type de document : Texte imprimé et/ou numérique Auteurs : O. E. HETZRONI, Auteur ; K. SHALAHEVICH, Auteur Année de publication : 2018 Article en page(s) : p.824-833 Langues : Anglais (eng) Mots-clés : Asd  Level of processing  Perceptual relations  Structure mapping  Systematicity principle Index. décimale : PER Périodiques Résumé : Analogical reasoning was investigated among children with autism spectrum disorders (ASD) without intellectual disabilities and typical development (TD). Children were asked to select one of two targets in two conditions: (1) with and without spatial structure similarity; (2) with and without a perceptual distractor. Results demonstrate that children with ASD were able to select targets based on structural similarity, but this ability decreased to chance level when presented with a perceptual distractor. Everyday executive functions were positively correlated with structural selections among children with ASD. Results suggest that although children with ASD were able to select based on systematicity principle, perceptual distractor decreased their selection so that their cognitive system produced less structure similarities, that negatively affects spatial analogical reasoning. En ligne : https://doi.org/10.1007/s10803-017-3376-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=338 [article] Structure Mapping in Autism Spectrum Disorder: Levels of Information Processing and Relations to Executive Functions [Texte imprimé et/ou numérique] / O. E. HETZRONI, Auteur ; K. SHALAHEVICH, Auteur . - 2018 . - p.824-833. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.824-833 Mots-clés : Asd  Level of processing  Perceptual relations  Structure mapping  Systematicity principle Index. décimale : PER Périodiques Résumé : Analogical reasoning was investigated among children with autism spectrum disorders (ASD) without intellectual disabilities and typical development (TD). Children were asked to select one of two targets in two conditions: (1) with and without spatial structure similarity; (2) with and without a perceptual distractor. Results demonstrate that children with ASD were able to select targets based on structural similarity, but this ability decreased to chance level when presented with a perceptual distractor. Everyday executive functions were positively correlated with structural selections among children with ASD. Results suggest that although children with ASD were able to select based on systematicity principle, perceptual distractor decreased their selection so that their cognitive system produced less structure similarities, that negatively affects spatial analogical reasoning. En ligne : https://doi.org/10.1007/s10803-017-3376-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=338

Changes in Depressive Symptoms Among Adolescents with ASD Completing the PEERS((R)) Social Skills Intervention / H. K. SCHILTZ in Journal of Autism and Developmental Disorders, 48-3 (March 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.834-843 Titre : Changes in Depressive Symptoms Among Adolescents with ASD Completing the PEERS((R)) Social Skills Intervention Type de document : Texte imprimé et/ou numérique Auteurs : H. K. SCHILTZ, Auteur ; A. J. MCVEY, Auteur ; B. K. DOLAN, Auteur ; K. S. WILLAR, Auteur ; S. PLEISS, Auteur ; J. S. KARST, Auteur ; Audrey M. CARSON, Auteur ; Christina CAIOZZO, Auteur ; E. M. VOGT, Auteur ; B. D. YUND, Auteur ; A. V. VAN HECKE, Auteur Année de publication : 2018 Article en page(s) : p.834-843 Langues : Anglais (eng) Mots-clés : Adolescence  Autism spectrum disorder  Depression  Social skills intervention  Suicidality Index. décimale : PER Périodiques Résumé : Depression is a common concern among people with autism spectrum disorder (ASD) and is often associated with social skills and relationship challenges. The present data, from a randomized controlled trial, examined the effect of PEERS((R)) on self-reported depressive symptoms via the Children's Depression Inventory (CDI) among 49 adolescents with ASD. Findings revealed that many CDI subscale scores declined (p's < 0.05) and were related to direct social contact on the Quality of Socialization Questionnaire at posttest (p's < 0.05). Exploratory analyses uncovered that suicidality was less evident following PEERS((R)). Findings support the notion that social functioning and depression may be intimately intertwined in ASD; therefore, bolstering social skills in ASD may positively influence other domains of functioning, including mental health. En ligne : https://doi.org/10.1007/s10803-017-3396-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=338 [article] Changes in Depressive Symptoms Among Adolescents with ASD Completing the PEERS((R)) Social Skills Intervention [Texte imprimé et/ou numérique] / H. K. SCHILTZ, Auteur ; A. J. MCVEY, Auteur ; B. K. DOLAN, Auteur ; K. S. WILLAR, Auteur ; S. PLEISS, Auteur ; J. S. KARST, Auteur ; Audrey M. CARSON, Auteur ; Christina CAIOZZO, Auteur ; E. M. VOGT, Auteur ; B. D. YUND, Auteur ; A. V. VAN HECKE, Auteur . - 2018 . - p.834-843. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.834-843 Mots-clés : Adolescence  Autism spectrum disorder  Depression  Social skills intervention  Suicidality Index. décimale : PER Périodiques Résumé : Depression is a common concern among people with autism spectrum disorder (ASD) and is often associated with social skills and relationship challenges. The present data, from a randomized controlled trial, examined the effect of PEERS((R)) on self-reported depressive symptoms via the Children's Depression Inventory (CDI) among 49 adolescents with ASD. Findings revealed that many CDI subscale scores declined (p's < 0.05) and were related to direct social contact on the Quality of Socialization Questionnaire at posttest (p's < 0.05). Exploratory analyses uncovered that suicidality was less evident following PEERS((R)). Findings support the notion that social functioning and depression may be intimately intertwined in ASD; therefore, bolstering social skills in ASD may positively influence other domains of functioning, including mental health. En ligne : https://doi.org/10.1007/s10803-017-3396-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=338

Specific Patterns of Emotion Recognition from Faces in Children with ASD: Results of a Cross-Modal Matching Paradigm / O. GOLAN in Journal of Autism and Developmental Disorders, 48-3 (March 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.844-852 Titre : Specific Patterns of Emotion Recognition from Faces in Children with ASD: Results of a Cross-Modal Matching Paradigm Type de document : Texte imprimé et/ou numérique Auteurs : O. GOLAN, Auteur ; I. GORDON, Auteur ; K. FICHMAN, Auteur ; G. KEINAN, Auteur Année de publication : 2018 Article en page(s) : p.844-852 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Cross-modal integration  Facial emotion recognition Index. décimale : PER Périodiques Résumé : Children with ASD show emotion recognition difficulties, as part of their social communication deficits. We examined facial emotion recognition (FER) in intellectually disabled children with ASD and in younger typically developing (TD) controls, matched on mental age. Our emotion-matching paradigm employed three different modalities: facial, vocal and verbal. Results confirmed overall FER deficits in ASD. Compared to the TD group, children with ASD had the poorest performance in recognizing surprise and anger in comparison to happiness and sadness, and struggled with face-face matching, compared to voice-face and word-face combinations. Performance in the voice-face cross-modal recognition task was related to adaptive communication. These findings highlight the specific face processing deficit, and the relative merit of cross-modal integration in children with ASD. En ligne : https://doi.org/10.1007/s10803-017-3389-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=338 [article] Specific Patterns of Emotion Recognition from Faces in Children with ASD: Results of a Cross-Modal Matching Paradigm [Texte imprimé et/ou numérique] / O. GOLAN, Auteur ; I. GORDON, Auteur ; K. FICHMAN, Auteur ; G. KEINAN, Auteur . - 2018 . - p.844-852. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.844-852 Mots-clés : Autism spectrum disorder  Cross-modal integration  Facial emotion recognition Index. décimale : PER Périodiques Résumé : Children with ASD show emotion recognition difficulties, as part of their social communication deficits. We examined facial emotion recognition (FER) in intellectually disabled children with ASD and in younger typically developing (TD) controls, matched on mental age. Our emotion-matching paradigm employed three different modalities: facial, vocal and verbal. Results confirmed overall FER deficits in ASD. Compared to the TD group, children with ASD had the poorest performance in recognizing surprise and anger in comparison to happiness and sadness, and struggled with face-face matching, compared to voice-face and word-face combinations. Performance in the voice-face cross-modal recognition task was related to adaptive communication. These findings highlight the specific face processing deficit, and the relative merit of cross-modal integration in children with ASD. En ligne : https://doi.org/10.1007/s10803-017-3389-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=338

Mediating Parent Learning to Promote Social Communication for Toddlers with Autism: Effects from a Randomized Controlled Trial / Hannah H. SCHERTZ in Journal of Autism and Developmental Disorders, 48-3 (March 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.853-867 Titre : Mediating Parent Learning to Promote Social Communication for Toddlers with Autism: Effects from a Randomized Controlled Trial Type de document : Texte imprimé et/ou numérique Auteurs : Hannah H. SCHERTZ, Auteur ; Samuel L ODOM, Auteur ; Kathleen M. BAGGETT, Auteur ; J. H. SIDERIS, Auteur Année de publication : 2018 Article en page(s) : p.853-867 Langues : Anglais (eng) Mots-clés : Joint attention  Parent-mediated intervention  Social communication  Toddlers Index. décimale : PER Périodiques Résumé : A randomized controlled trial was conducted to evaluate effects of the Joint Attention Mediated Learning (JAML) intervention. Toddlers with autism spectrum disorders (ASD) aged 16-30 months (n = 144) were randomized to intervention and community control conditions. Parents, who participated in 32 weekly home-based sessions, followed a mediated learning process to target preverbal social communication outcomes (social visual synchrony, reciprocity, and responding and initiating forms of joint attention) throughout daily interactions. The analysis found post-intervention effects for all outcomes, with all except initiating joint attention sustaining 6 months post-intervention. Findings support the value of very early intervention targeting explicitly social functions of preverbal communication and of promoting active engagement in the learning process for both toddlers and parents. En ligne : https://doi.org/10.1007/s10803-017-3386-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=338 [article] Mediating Parent Learning to Promote Social Communication for Toddlers with Autism: Effects from a Randomized Controlled Trial [Texte imprimé et/ou numérique] / Hannah H. SCHERTZ, Auteur ; Samuel L ODOM, Auteur ; Kathleen M. BAGGETT, Auteur ; J. H. SIDERIS, Auteur . - 2018 . - p.853-867. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.853-867 Mots-clés : Joint attention  Parent-mediated intervention  Social communication  Toddlers Index. décimale : PER Périodiques Résumé : A randomized controlled trial was conducted to evaluate effects of the Joint Attention Mediated Learning (JAML) intervention. Toddlers with autism spectrum disorders (ASD) aged 16-30 months (n = 144) were randomized to intervention and community control conditions. Parents, who participated in 32 weekly home-based sessions, followed a mediated learning process to target preverbal social communication outcomes (social visual synchrony, reciprocity, and responding and initiating forms of joint attention) throughout daily interactions. The analysis found post-intervention effects for all outcomes, with all except initiating joint attention sustaining 6 months post-intervention. Findings support the value of very early intervention targeting explicitly social functions of preverbal communication and of promoting active engagement in the learning process for both toddlers and parents. En ligne : https://doi.org/10.1007/s10803-017-3386-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=338

Written Expression in Individuals with Autism Spectrum Disorder: A Meta-Analysis / E. FINNEGAN in Journal of Autism and Developmental Disorders, 48-3 (March 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.868-882 Titre : Written Expression in Individuals with Autism Spectrum Disorder: A Meta-Analysis Type de document : Texte imprimé et/ou numérique Auteurs : E. FINNEGAN, Auteur ; Amy L. ACCARDO, Auteur Année de publication : 2018 Article en page(s) : p.868-882 Langues : Anglais (eng) Mots-clés : Autism  Autism spectrum disorder  Composition  Meta-analysis  Writing Index. décimale : PER Périodiques Résumé : Although studies exist measuring the effectiveness of writing interventions for students with autism spectrum disorder (ASD), research assessing the writing skills for this group is sparse. The present study identified differences in the written expression of individuals with ASD compared to typically developing (TD) peers, using variables selected from 13 different studies. Using Pearson Product Moment-correlation the relationship between the quality of research studies and the magnitude of the effect sizes was examined. Findings indicate significant differences in the following components of written expression; length, legibility, handwriting size, speed, spelling, and overall structure, highlighting the need for future research to determine if the characteristics of written expression in individuals with ASD are similar to other struggling writers. En ligne : https://doi.org/10.1007/s10803-017-3385-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=338 [article] Written Expression in Individuals with Autism Spectrum Disorder: A Meta-Analysis [Texte imprimé et/ou numérique] / E. FINNEGAN, Auteur ; Amy L. ACCARDO, Auteur . - 2018 . - p.868-882. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.868-882 Mots-clés : Autism  Autism spectrum disorder  Composition  Meta-analysis  Writing Index. décimale : PER Périodiques Résumé : Although studies exist measuring the effectiveness of writing interventions for students with autism spectrum disorder (ASD), research assessing the writing skills for this group is sparse. The present study identified differences in the written expression of individuals with ASD compared to typically developing (TD) peers, using variables selected from 13 different studies. Using Pearson Product Moment-correlation the relationship between the quality of research studies and the magnitude of the effect sizes was examined. Findings indicate significant differences in the following components of written expression; length, legibility, handwriting size, speed, spelling, and overall structure, highlighting the need for future research to determine if the characteristics of written expression in individuals with ASD are similar to other struggling writers. En ligne : https://doi.org/10.1007/s10803-017-3385-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=338

School Discipline, Hospitalization, and Police Contact Overlap Among Individuals with Autism Spectrum Disorder / P. TURCOTTE in Journal of Autism and Developmental Disorders, 48-3 (March 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.883-891 Titre : School Discipline, Hospitalization, and Police Contact Overlap Among Individuals with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : P. TURCOTTE, Auteur ; L. L. SHEA, Auteur ; D. MANDELL, Auteur Année de publication : 2018 Article en page(s) : p.883-891 Langues : Anglais (eng) Mots-clés : Hospital  Police  School Index. décimale : PER Périodiques Résumé : The objective was to examine the frequency, correlates, and overlap of school disciplinary actions, psychiatric hospitalizations, and police contact among children and adolescents with autism. Survey results from 2525 caregivers of individuals with autism in elementary through high school were examined. Logistic regression was used to examine predictors of each outcome. Youth with autism most frequently experienced school disciplinary action (15.0%), followed by police contact (7.9%) and hospitalization (7.8%). Experiencing any one of the three events increased risk of experiencing either of the other events. Strong associations between traumatic experiences such as police contact and hospitalizations (OR 9.2), need to be explored to determine risk factors for potential intervention. Further research is needed to determine the temporal ordering of these outcomes. En ligne : https://doi.org/10.1007/s10803-017-3359-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=339 [article] School Discipline, Hospitalization, and Police Contact Overlap Among Individuals with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / P. TURCOTTE, Auteur ; L. L. SHEA, Auteur ; D. MANDELL, Auteur . - 2018 . - p.883-891. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.883-891 Mots-clés : Hospital  Police  School Index. décimale : PER Périodiques Résumé : The objective was to examine the frequency, correlates, and overlap of school disciplinary actions, psychiatric hospitalizations, and police contact among children and adolescents with autism. Survey results from 2525 caregivers of individuals with autism in elementary through high school were examined. Logistic regression was used to examine predictors of each outcome. Youth with autism most frequently experienced school disciplinary action (15.0%), followed by police contact (7.9%) and hospitalization (7.8%). Experiencing any one of the three events increased risk of experiencing either of the other events. Strong associations between traumatic experiences such as police contact and hospitalizations (OR 9.2), need to be explored to determine risk factors for potential intervention. Further research is needed to determine the temporal ordering of these outcomes. En ligne : https://doi.org/10.1007/s10803-017-3359-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=339

A Randomized Controlled Trial of the Social Tools And Rules for Teens (START) Program: An Immersive Socialization Intervention for Adolescents with Autism Spectrum Disorder / Ty W. VERNON in Journal of Autism and Developmental Disorders, 48-3 (March 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.892-904 Titre : A Randomized Controlled Trial of the Social Tools And Rules for Teens (START) Program: An Immersive Socialization Intervention for Adolescents with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Ty W. VERNON, Auteur ; Amber R. MILLER, Auteur ; A. Ko J, Auteur ; Amy C. BARRETT, Auteur ; S. McGarry E, Auteur Année de publication : 2018 Article en page(s) : p.892-904 Langues : Anglais (eng) Mots-clés : Adolescents with autism spectrum disorder  START program  Social competence  Social motivation  Social readiness  Social skills group Index. décimale : PER Périodiques Résumé : Adolescents with ASD face numerous personal and contextual barriers that impede the development of social motivation and core competencies, warranting the need for targeted intervention. A randomized controlled trial was conducted with 40 adolescents to evaluate the merits of a multi-component socialization intervention that places emphasis on experiential learning. This investigation evaluated the impact of the 20-week START program on the social functioning of adolescents with ASD. Significant Group x Time differences between START and waitlist control groups were found across multiple measures. Secondary analyses of the entire program cohort also yielded significant improvement trends across all measures. These findings may be an important step in identifying optimal strategies to target the complex factors limiting optimal social development in ASD. En ligne : https://doi.org/10.1007/s10803-017-3380-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=339 [article] A Randomized Controlled Trial of the Social Tools And Rules for Teens (START) Program: An Immersive Socialization Intervention for Adolescents with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Ty W. VERNON, Auteur ; Amber R. MILLER, Auteur ; A. Ko J, Auteur ; Amy C. BARRETT, Auteur ; S. McGarry E, Auteur . - 2018 . - p.892-904. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.892-904 Mots-clés : Adolescents with autism spectrum disorder  START program  Social competence  Social motivation  Social readiness  Social skills group Index. décimale : PER Périodiques Résumé : Adolescents with ASD face numerous personal and contextual barriers that impede the development of social motivation and core competencies, warranting the need for targeted intervention. A randomized controlled trial was conducted with 40 adolescents to evaluate the merits of a multi-component socialization intervention that places emphasis on experiential learning. This investigation evaluated the impact of the 20-week START program on the social functioning of adolescents with ASD. Significant Group x Time differences between START and waitlist control groups were found across multiple measures. Secondary analyses of the entire program cohort also yielded significant improvement trends across all measures. These findings may be an important step in identifying optimal strategies to target the complex factors limiting optimal social development in ASD. En ligne : https://doi.org/10.1007/s10803-017-3380-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=339

Using Virtual Interactive Training Agents (ViTA) with Adults with Autism and Other Developmental Disabilities / S. L. BURKE in Journal of Autism and Developmental Disorders, 48-3 (March 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.905-912 Titre : Using Virtual Interactive Training Agents (ViTA) with Adults with Autism and Other Developmental Disabilities Type de document : Texte imprimé et/ou numérique Auteurs : S. L. BURKE, Auteur ; T. BRESNAHAN, Auteur ; T. LI, Auteur ; K. EPNERE, Auteur ; A. RIZZO, Auteur ; M. PARTIN, Auteur ; R. M. AHLNESS, Auteur ; M. TRIMMER, Auteur Année de publication : 2018 Article en page(s) : p.905-912 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  Developmental disability  Employment interviews  Intellectual disability  Virtual human  Virtual interactive training agent Index. décimale : PER Périodiques Résumé : Conversational virtual human (VH) agents are increasingly used to support role-play experiential learning. This project examined whether a Virtual Interactive Training Agent (ViTA) system would improve job interviewing skills in individuals with autism and developmental disabilities (N = 32). A linear mixed model was employed to evaluate adjusted least square mean differences of means scores on the Marino Interview Assessment Scale (MIAS) across different time points. The mean score of MIAS over all questions increased between the first ViTA session and the final face-to-face interview. Participants developed the ability to identify strengths, self-promote, self-advocate, answer situational questions, and respond to behavioral/social questions as measured by multiple evaluations using the MIAS. En ligne : https://doi.org/10.1007/s10803-017-3374-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=339 [article] Using Virtual Interactive Training Agents (ViTA) with Adults with Autism and Other Developmental Disabilities [Texte imprimé et/ou numérique] / S. L. BURKE, Auteur ; T. BRESNAHAN, Auteur ; T. LI, Auteur ; K. EPNERE, Auteur ; A. RIZZO, Auteur ; M. PARTIN, Auteur ; R. M. AHLNESS, Auteur ; M. TRIMMER, Auteur . - 2018 . - p.905-912. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.905-912 Mots-clés : Autism spectrum disorders  Developmental disability  Employment interviews  Intellectual disability  Virtual human  Virtual interactive training agent Index. décimale : PER Périodiques Résumé : Conversational virtual human (VH) agents are increasingly used to support role-play experiential learning. This project examined whether a Virtual Interactive Training Agent (ViTA) system would improve job interviewing skills in individuals with autism and developmental disabilities (N = 32). A linear mixed model was employed to evaluate adjusted least square mean differences of means scores on the Marino Interview Assessment Scale (MIAS) across different time points. The mean score of MIAS over all questions increased between the first ViTA session and the final face-to-face interview. Participants developed the ability to identify strengths, self-promote, self-advocate, answer situational questions, and respond to behavioral/social questions as measured by multiple evaluations using the MIAS. En ligne : https://doi.org/10.1007/s10803-017-3374-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=339

Assessing Quality of Program Environments for Children and Youth with Autism: Autism Program Environment Rating Scale (APERS) / Samuel L ODOM in Journal of Autism and Developmental Disorders, 48-3 (March 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.913-924 Titre : Assessing Quality of Program Environments for Children and Youth with Autism: Autism Program Environment Rating Scale (APERS) Type de document : Texte imprimé et/ou numérique Auteurs : Samuel L ODOM, Auteur ; A. COX, Auteur ; J. SIDERIS, Auteur ; K. A. HUME, Auteur ; S. HEDGES, Auteur ; S. KUCHARCZYK, Auteur ; E. SHAW, Auteur ; Brian A. BOYD, Auteur ; S. RESZKA, Auteur ; J. NEITZEL, Auteur Année de publication : 2018 Article en page(s) : p.913-924 Langues : Anglais (eng) Mots-clés : Autism  Psychometrics  Quality  Rating scale Index. décimale : PER Périodiques Résumé : The purpose of this study was to examine the psychometric properties of the Autism Program Environment Rating Scale (APERS), an instrument designed to assess quality of program environments for students with autism spectrum disorder. Data sets from two samples of public school programs that provided services to children and youth with autism spectrum disorder were utilized. Cronbach alpha analyses indicated high coefficients of internal consistency for the total APERS and moderate levels for item domains for the first data set, which was replicated with the second data set. A factor analysis of the first data set indicated that all domain scores loaded on one main factor, in alignment with the conceptual model, with this finding being replicated in the second data set. Also, the APERS was sensitive to changes resulting from a professional development program designed to promote program quality. En ligne : https://doi.org/10.1007/s10803-017-3379-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=339 [article] Assessing Quality of Program Environments for Children and Youth with Autism: Autism Program Environment Rating Scale (APERS) [Texte imprimé et/ou numérique] / Samuel L ODOM, Auteur ; A. COX, Auteur ; J. SIDERIS, Auteur ; K. A. HUME, Auteur ; S. HEDGES, Auteur ; S. KUCHARCZYK, Auteur ; E. SHAW, Auteur ; Brian A. BOYD, Auteur ; S. RESZKA, Auteur ; J. NEITZEL, Auteur . - 2018 . - p.913-924. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.913-924 Mots-clés : Autism  Psychometrics  Quality  Rating scale Index. décimale : PER Périodiques Résumé : The purpose of this study was to examine the psychometric properties of the Autism Program Environment Rating Scale (APERS), an instrument designed to assess quality of program environments for students with autism spectrum disorder. Data sets from two samples of public school programs that provided services to children and youth with autism spectrum disorder were utilized. Cronbach alpha analyses indicated high coefficients of internal consistency for the total APERS and moderate levels for item domains for the first data set, which was replicated with the second data set. A factor analysis of the first data set indicated that all domain scores loaded on one main factor, in alignment with the conceptual model, with this finding being replicated in the second data set. Also, the APERS was sensitive to changes resulting from a professional development program designed to promote program quality. En ligne : https://doi.org/10.1007/s10803-017-3379-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=339

Priorities for Advancing Research on Youth with Autism Spectrum Disorder and Co-occurring Anxiety / R. A. VASA in Journal of Autism and Developmental Disorders, 48-3 (March 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.925-934 Titre : Priorities for Advancing Research on Youth with Autism Spectrum Disorder and Co-occurring Anxiety Type de document : Texte imprimé et/ou numérique Auteurs : R. A. VASA, Auteur ; A. KEEFER, Auteur ; J. REAVEN, Auteur ; M. SOUTH, Auteur ; Susan W. WHITE, Auteur Année de publication : 2018 Article en page(s) : p.925-934 Langues : Anglais (eng) Mots-clés : Anxiety  Autism  Children and adolescents  Research priorities Index. décimale : PER Périodiques Résumé : Research on anxiety disorders in youth with autism spectrum disorder (ASD) has burgeoned in the past two decades. Yet, critical gaps exist with respect to measuring and treating anxiety in this population. This study used the nominal group technique to identify the most important research priorities on co-occurring anxiety in ASD. An international group of researchers and clinicians with experience in ASD and anxiety participated in the process. Topics ranked as most important focused on understanding how ASD symptoms affect treatment response, implementing treatments in real world settings, developing methods to disentangle overlapping symptoms between anxiety and ASD, and developing objective measures to assess anxiety. Collectively, these priorities can lead to collaborative studies to accelerate research in the field. En ligne : https://doi.org/10.1007/s10803-017-3320-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=339 [article] Priorities for Advancing Research on Youth with Autism Spectrum Disorder and Co-occurring Anxiety [Texte imprimé et/ou numérique] / R. A. VASA, Auteur ; A. KEEFER, Auteur ; J. REAVEN, Auteur ; M. SOUTH, Auteur ; Susan W. WHITE, Auteur . - 2018 . - p.925-934. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.925-934 Mots-clés : Anxiety  Autism  Children and adolescents  Research priorities Index. décimale : PER Périodiques Résumé : Research on anxiety disorders in youth with autism spectrum disorder (ASD) has burgeoned in the past two decades. Yet, critical gaps exist with respect to measuring and treating anxiety in this population. This study used the nominal group technique to identify the most important research priorities on co-occurring anxiety in ASD. An international group of researchers and clinicians with experience in ASD and anxiety participated in the process. Topics ranked as most important focused on understanding how ASD symptoms affect treatment response, implementing treatments in real world settings, developing methods to disentangle overlapping symptoms between anxiety and ASD, and developing objective measures to assess anxiety. Collectively, these priorities can lead to collaborative studies to accelerate research in the field. En ligne : https://doi.org/10.1007/s10803-017-3320-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=339

Brief Report: Checklist for Autism Spectrum Disorder: Most Discriminating Items for Diagnosing Autism / S. D. MAYES in Journal of Autism and Developmental Disorders, 48-3 (March 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.935-939 Titre : Brief Report: Checklist for Autism Spectrum Disorder: Most Discriminating Items for Diagnosing Autism Type de document : Texte imprimé et/ou numérique Auteurs : S. D. MAYES, Auteur Année de publication : 2018 Article en page(s) : p.935-939 Langues : Anglais (eng) Mots-clés : Autism diagnosis  Checklist for Autism Spectrum Disorder  Short form validity Index. décimale : PER Périodiques Résumé : The smallest subset of items from the 30-item Checklist for Autism Spectrum Disorder (CASD) that differentiated 607 referred children (3-17 years) with and without autism with 100% accuracy was identified. This 6-item subset (CASD-Short Form) was cross-validated on an independent sample of 397 referred children (1-18 years) with and without autism and on data from 1417 children in the CASD standardization sample and 1052 children in the CASD normative sample, resulting in 98.5, 97.6, and 99.8% diagnostic accuracy, respectively. Diagnostic agreement was high between the CASD-Short Form and the Autism Diagnostic Interview-Revised (96%), and the Child Autism Rating Scale (98%). Diagnostic accuracy for the CASD-SF was similar to accuracy for the 30-item CASD full form. En ligne : https://doi.org/10.1007/s10803-017-3401-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=339 [article] Brief Report: Checklist for Autism Spectrum Disorder: Most Discriminating Items for Diagnosing Autism [Texte imprimé et/ou numérique] / S. D. MAYES, Auteur . - 2018 . - p.935-939. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.935-939 Mots-clés : Autism diagnosis  Checklist for Autism Spectrum Disorder  Short form validity Index. décimale : PER Périodiques Résumé : The smallest subset of items from the 30-item Checklist for Autism Spectrum Disorder (CASD) that differentiated 607 referred children (3-17 years) with and without autism with 100% accuracy was identified. This 6-item subset (CASD-Short Form) was cross-validated on an independent sample of 397 referred children (1-18 years) with and without autism and on data from 1417 children in the CASD standardization sample and 1052 children in the CASD normative sample, resulting in 98.5, 97.6, and 99.8% diagnostic accuracy, respectively. Diagnostic agreement was high between the CASD-Short Form and the Autism Diagnostic Interview-Revised (96%), and the Child Autism Rating Scale (98%). Diagnostic accuracy for the CASD-SF was similar to accuracy for the 30-item CASD full form. En ligne : https://doi.org/10.1007/s10803-017-3401-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=339

Brief Report: Mapping Systems of Support and Psychological Well-Being of Mothers of Adolescents with Autism Spectrum Disorders / J. KUHN in Journal of Autism and Developmental Disorders, 48-3 (March 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.940-946 Titre : Brief Report: Mapping Systems of Support and Psychological Well-Being of Mothers of Adolescents with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : J. KUHN, Auteur ; K. FORD, Auteur ; Leann S. DAWALT, Auteur Année de publication : 2018 Article en page(s) : p.940-946 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Ecological systems  Ecomaps  Parent psychological well-being  Service systems  Social supports Index. décimale : PER Périodiques Résumé : Parents of children with autism spectrum disorders are generally known to experience elevated levels of stress and poorer psychological well-being. To provide treatments and resources that most effectively support parent mental health, it is critical to understand how parents' connections with various networks and systems impact their well-being. This study examined the relationship between the psychological well-being of mothers of adolescents with ASD (n = 20) and their systems of support from an ecological systems theoretical framework. Findings indicated that most connections across mothers' ecosystems were strong in nature. However, the presence of strong connections was not significantly related to psychological well-being. In contrast, stressful/weak connections were significantly related to elevated levels of depressive symptoms, perceived stress, and sense of burden. En ligne : https://doi.org/10.1007/s10803-017-3381-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=339 [article] Brief Report: Mapping Systems of Support and Psychological Well-Being of Mothers of Adolescents with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / J. KUHN, Auteur ; K. FORD, Auteur ; Leann S. DAWALT, Auteur . - 2018 . - p.940-946. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.940-946 Mots-clés : Autism spectrum disorder  Ecological systems  Ecomaps  Parent psychological well-being  Service systems  Social supports Index. décimale : PER Périodiques Résumé : Parents of children with autism spectrum disorders are generally known to experience elevated levels of stress and poorer psychological well-being. To provide treatments and resources that most effectively support parent mental health, it is critical to understand how parents' connections with various networks and systems impact their well-being. This study examined the relationship between the psychological well-being of mothers of adolescents with ASD (n = 20) and their systems of support from an ecological systems theoretical framework. Findings indicated that most connections across mothers' ecosystems were strong in nature. However, the presence of strong connections was not significantly related to psychological well-being. In contrast, stressful/weak connections were significantly related to elevated levels of depressive symptoms, perceived stress, and sense of burden. En ligne : https://doi.org/10.1007/s10803-017-3381-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=339

Brief Report: Major Depressive Disorder with Psychotic Features in Williams Syndrome: A Case Series / F. VALDES in Journal of Autism and Developmental Disorders, 48-3 (March 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.947-952 Titre : Brief Report: Major Depressive Disorder with Psychotic Features in Williams Syndrome: A Case Series Type de document : Texte imprimé et/ou numérique Auteurs : F. VALDES, Auteur ; Christopher J. KEARY, Auteur ; J. E. MULLETT, Auteur ; M. L. PALUMBO, Auteur ; Jessica L. WAXLER, Auteur ; B. R. POBER, Auteur ; C. J. MCDOUGLE, Auteur Année de publication : 2018 Article en page(s) : p.947-952 Langues : Anglais (eng) Mots-clés : Co-morbidity  Major depressive disorder  Psychopharmacology  Psychosis  Williams syndrome Index. décimale : PER Périodiques Résumé : Descriptions of individuals with Williams syndrome (WS) and co-morbid major depressive disorder (MDD) with psychotic features have not appeared in the literature. In addition to reviewing previous reports of psychotic symptoms in persons with WS, this paper introduces clinical histories and therapeutic management strategies for three previously unreported adults with WS diagnosed with co-morbid MDD with psychotic features. Co-morbid medical disorders common in WS are highlighted with regard to safe and appropriate pharmacological treatment. The importance of assessment for co-morbid MDD with psychotic features in individuals with WS is emphasized. En ligne : https://doi.org/10.1007/s10803-017-3384-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=339 [article] Brief Report: Major Depressive Disorder with Psychotic Features in Williams Syndrome: A Case Series [Texte imprimé et/ou numérique] / F. VALDES, Auteur ; Christopher J. KEARY, Auteur ; J. E. MULLETT, Auteur ; M. L. PALUMBO, Auteur ; Jessica L. WAXLER, Auteur ; B. R. POBER, Auteur ; C. J. MCDOUGLE, Auteur . - 2018 . - p.947-952. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.947-952 Mots-clés : Co-morbidity  Major depressive disorder  Psychopharmacology  Psychosis  Williams syndrome Index. décimale : PER Périodiques Résumé : Descriptions of individuals with Williams syndrome (WS) and co-morbid major depressive disorder (MDD) with psychotic features have not appeared in the literature. In addition to reviewing previous reports of psychotic symptoms in persons with WS, this paper introduces clinical histories and therapeutic management strategies for three previously unreported adults with WS diagnosed with co-morbid MDD with psychotic features. Co-morbid medical disorders common in WS are highlighted with regard to safe and appropriate pharmacological treatment. The importance of assessment for co-morbid MDD with psychotic features in individuals with WS is emphasized. En ligne : https://doi.org/10.1007/s10803-017-3384-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=339

Commentary on Social Skills Training Curricula for Individuals with ASD: Social Interaction, Authenticity, and Stigma / Kristen BOTTEMA-BEUTEL in Journal of Autism and Developmental Disorders, 48-3 (March 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.953-964 Titre : Commentary on Social Skills Training Curricula for Individuals with ASD: Social Interaction, Authenticity, and Stigma Type de document : Texte imprimé et/ou numérique Auteurs : Kristen BOTTEMA-BEUTEL, Auteur ; H. PARK, Auteur ; S. Y. KIM, Auteur Année de publication : 2018 Article en page(s) : p.953-964 Langues : Anglais (eng) Mots-clés : Authenticity  Autism spectrum disorder  Conversation analysis  Social skills  Social-cognitive interventions  Stigma Index. décimale : PER Périodiques Résumé : By teaching social rules thought to be necessary for social competence, social skills training (SST) curricula aim to improve indicators of well-being for individuals with autism spectrum disorder (ASD), such as the attainment of meaningful friendships. However, several recent meta-analyses indicate that SST curricula may fall short of these goals. We offer an explanation for these potentially null effects by illustrating how the content of these curricula diverge from empirical evidence derived from disciplines that take social interaction as their object of study. Next, we argue that employing the social rules advocated for by SST curricula may work counterproductively by inhibiting authenticity, while at the same time increasing stigma associated with ASD. We close with suggestions for future intervention research. En ligne : https://doi.org/10.1007/s10803-017-3400-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=339 [article] Commentary on Social Skills Training Curricula for Individuals with ASD: Social Interaction, Authenticity, and Stigma [Texte imprimé et/ou numérique] / Kristen BOTTEMA-BEUTEL, Auteur ; H. PARK, Auteur ; S. Y. KIM, Auteur . - 2018 . - p.953-964. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.953-964 Mots-clés : Authenticity  Autism spectrum disorder  Conversation analysis  Social skills  Social-cognitive interventions  Stigma Index. décimale : PER Périodiques Résumé : By teaching social rules thought to be necessary for social competence, social skills training (SST) curricula aim to improve indicators of well-being for individuals with autism spectrum disorder (ASD), such as the attainment of meaningful friendships. However, several recent meta-analyses indicate that SST curricula may fall short of these goals. We offer an explanation for these potentially null effects by illustrating how the content of these curricula diverge from empirical evidence derived from disciplines that take social interaction as their object of study. Next, we argue that employing the social rules advocated for by SST curricula may work counterproductively by inhibiting authenticity, while at the same time increasing stigma associated with ASD. We close with suggestions for future intervention research. En ligne : https://doi.org/10.1007/s10803-017-3400-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=339