Dépouillements

Pediatric allied healthcare professionals’ knowledge and self-efficacy regarding ASD / Osnat ATUN-EINY in Research in Autism Spectrum Disorders, 47 (March 2018)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 47 (March 2018) . - p.1-13 Titre : Pediatric allied healthcare professionals’ knowledge and self-efficacy regarding ASD Type de document : Texte imprimé et/ou numérique Auteurs : Osnat ATUN-EINY, Auteur ; Ayelet BEN-SASSON, Auteur Article en page(s) : p.1-13 Langues : Anglais (eng) Mots-clés : ASD  Knowledge  Clinical self-efficacy  Allied health-care professionals  Clinicians  Survey Index. décimale : PER Périodiques Résumé : Background Outdated knowledge regarding autism spectrum disorder (ASD) can compromise service providers’ ability to address this population’s needs. An adapted ASD knowledge and self-efficacy questionnaire was developed, validated, and used to assess clinicians’ ASD knowledge and self-efficacy as a function of ASD experience and profession. Method 234 clinicians including 82 physical therapists, 85 occupational therapists, and 67 speech-language pathologists completed the survey. Thirty-five professionals had ASD experience. Results The questionnaire showed high internal and test-retest reliability. Factor analysis demonstrated good construct validity. Clinicians demonstrated adequate knowledge of basic assumptions related to the course and nature of ASD, and its phenotypic heterogeneity. Clinicians generally rejected statements describing misconceptions about the etiology, prognosis, and treatment of ASD. Knowledge gaps were found with regards to comorbid conditions and specific interventions. Knowledge about early ASD markers was independent of pediatric or ASD experience. Clinicians appeared to have more accurate knowledge about the core diagnostic features than they did about the helpful and irrelevant features. A moderate level of clinical self-efficacy regarding the ability to screen, and treat children with ASD was reported. The ASD experienced professionals had significantly higher mean knowledge and self-efficacy scores, apart from confidence in parent communication, than the inexperienced professionals. No substantial differences in ASD knowledge were found between professions. Conclusions The questionnaire developed showed promising psychometric properties for measuring both current ASD knowledge pertaining to a broad range of areas and clinical self-efficacy in the field. Knowledge gaps should be addressed in the professional training of clinicians who treat children with ASD and encounter children who are at risk of developing ASD. En ligne : https://doi.org/10.1016/j.rasd.2017.12.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=339 [article] Pediatric allied healthcare professionals’ knowledge and self-efficacy regarding ASD [Texte imprimé et/ou numérique] / Osnat ATUN-EINY, Auteur ; Ayelet BEN-SASSON, Auteur . - p.1-13. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 47 (March 2018) . - p.1-13 Mots-clés : ASD  Knowledge  Clinical self-efficacy  Allied health-care professionals  Clinicians  Survey Index. décimale : PER Périodiques Résumé : Background Outdated knowledge regarding autism spectrum disorder (ASD) can compromise service providers’ ability to address this population’s needs. An adapted ASD knowledge and self-efficacy questionnaire was developed, validated, and used to assess clinicians’ ASD knowledge and self-efficacy as a function of ASD experience and profession. Method 234 clinicians including 82 physical therapists, 85 occupational therapists, and 67 speech-language pathologists completed the survey. Thirty-five professionals had ASD experience. Results The questionnaire showed high internal and test-retest reliability. Factor analysis demonstrated good construct validity. Clinicians demonstrated adequate knowledge of basic assumptions related to the course and nature of ASD, and its phenotypic heterogeneity. Clinicians generally rejected statements describing misconceptions about the etiology, prognosis, and treatment of ASD. Knowledge gaps were found with regards to comorbid conditions and specific interventions. Knowledge about early ASD markers was independent of pediatric or ASD experience. Clinicians appeared to have more accurate knowledge about the core diagnostic features than they did about the helpful and irrelevant features. A moderate level of clinical self-efficacy regarding the ability to screen, and treat children with ASD was reported. The ASD experienced professionals had significantly higher mean knowledge and self-efficacy scores, apart from confidence in parent communication, than the inexperienced professionals. No substantial differences in ASD knowledge were found between professions. Conclusions The questionnaire developed showed promising psychometric properties for measuring both current ASD knowledge pertaining to a broad range of areas and clinical self-efficacy in the field. Knowledge gaps should be addressed in the professional training of clinicians who treat children with ASD and encounter children who are at risk of developing ASD. En ligne : https://doi.org/10.1016/j.rasd.2017.12.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=339

An analysis of reading abilities in children with autism spectrum disorders / Amanda NALLY in Research in Autism Spectrum Disorders, 47 (March 2018)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 47 (March 2018) . - p.14-25 Titre : An analysis of reading abilities in children with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Amanda NALLY, Auteur ; Olive HEALY, Auteur ; Jennifer HOLLOWAY, Auteur ; Helena LYDON, Auteur Article en page(s) : p.14-25 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Reading  Reading comprehension  Emergent literacy Index. décimale : PER Périodiques Résumé : Background This study examined the reading performance of a nationally representative sample of 110 children with autism spectrum disorder (ASD). Method The sample was divided into two groups by age; 3:10–5:10 years (Group 1) and 6:00–17:3 years (Group 2). Core reading components were assessed across both groups, which included: word reading, comprehension, phonological awareness, phonemic awareness, reading rate, vocabulary, accuracy and non-word reading. Results The data demonstrated impaired reading skills across reading components in both groups, with the exception of word reading pre-requisites for Group 1 and reading rate for Group 2. An analysis of the full sample found that many participants performed within the lowest possible range on standardized tests (standard score ?55) in particular, comprehension (82%) and phonemic awareness (62%). Language abilities and autism symptomatology severity were assessed for relationships with reading outcomes. The largest relationships were in autism severity and vocabulary and multiple regression analyses indicated that autism severity was predictive of language scores suggesting that individuals presenting with more severe symptoms of autism demonstrated the most reading deficits. Conclusion These findings highlight the severe reading deficits present in this population and the need for reading assessments as well as the design of highly individualized reading interventions. En ligne : https://doi.org/10.1016/j.rasd.2017.12.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=340 [article] An analysis of reading abilities in children with autism spectrum disorders [Texte imprimé et/ou numérique] / Amanda NALLY, Auteur ; Olive HEALY, Auteur ; Jennifer HOLLOWAY, Auteur ; Helena LYDON, Auteur . - p.14-25. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 47 (March 2018) . - p.14-25 Mots-clés : Autism spectrum disorder  Reading  Reading comprehension  Emergent literacy Index. décimale : PER Périodiques Résumé : Background This study examined the reading performance of a nationally representative sample of 110 children with autism spectrum disorder (ASD). Method The sample was divided into two groups by age; 3:10–5:10 years (Group 1) and 6:00–17:3 years (Group 2). Core reading components were assessed across both groups, which included: word reading, comprehension, phonological awareness, phonemic awareness, reading rate, vocabulary, accuracy and non-word reading. Results The data demonstrated impaired reading skills across reading components in both groups, with the exception of word reading pre-requisites for Group 1 and reading rate for Group 2. An analysis of the full sample found that many participants performed within the lowest possible range on standardized tests (standard score ?55) in particular, comprehension (82%) and phonemic awareness (62%). Language abilities and autism symptomatology severity were assessed for relationships with reading outcomes. The largest relationships were in autism severity and vocabulary and multiple regression analyses indicated that autism severity was predictive of language scores suggesting that individuals presenting with more severe symptoms of autism demonstrated the most reading deficits. Conclusion These findings highlight the severe reading deficits present in this population and the need for reading assessments as well as the design of highly individualized reading interventions. En ligne : https://doi.org/10.1016/j.rasd.2017.12.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=340

Effects of repeated food exposure on increasing vegetable consumption in preschool children with autism spectrum disorder / Soo Youn KIM in Research in Autism Spectrum Disorders, 47 (March 2018)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 47 (March 2018) . - p.26-35 Titre : Effects of repeated food exposure on increasing vegetable consumption in preschool children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Soo Youn KIM, Auteur ; Kyong-Mee CHUNG, Auteur ; Sungsim JUNG, Auteur Article en page(s) : p.26-35 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  Food selectivity  Exposure  Children  Feeding problems Index. décimale : PER Périodiques Résumé : Food selectivity is common among children with autism spectrum disorder (ASD), and repeated exposure to food is considered a key component of treating this problem. This study investigated the effects of a preventive program using repeated exposure of vegetables on vegetable consumption, both in an experimental setting and during mealtime among preschoolers with ASD showing no severe food selectivity. A total of 27 preschoolers with ASD were assigned to either a 6-month-long exposure program (n?=?13, mean age?=?4.42?years) or a control group (n?=?14, mean age?=?4.04?years). The training program was developed to facilitate visual and tactile contact with various vegetables and consisted of 24 activities, which were repeated four times using different vegetables. The training was conducted four times a week at the children’s early intervention agency by their therapists. Changes in vegetable consumption in the experimental setting as well as nutritional intake during regular mealtime were compared between the exposure and control groups, before and after the exposure program. Significant group differences were found in vegetable consumption, but not in nutritional intake during regular mealtime. The limitations and direction for future research are further discussed. En ligne : https://doi.org/10.1016/j.rasd.2018.01.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=340 [article] Effects of repeated food exposure on increasing vegetable consumption in preschool children with autism spectrum disorder [Texte imprimé et/ou numérique] / Soo Youn KIM, Auteur ; Kyong-Mee CHUNG, Auteur ; Sungsim JUNG, Auteur . - p.26-35. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 47 (March 2018) . - p.26-35 Mots-clés : Autism spectrum disorders  Food selectivity  Exposure  Children  Feeding problems Index. décimale : PER Périodiques Résumé : Food selectivity is common among children with autism spectrum disorder (ASD), and repeated exposure to food is considered a key component of treating this problem. This study investigated the effects of a preventive program using repeated exposure of vegetables on vegetable consumption, both in an experimental setting and during mealtime among preschoolers with ASD showing no severe food selectivity. A total of 27 preschoolers with ASD were assigned to either a 6-month-long exposure program (n?=?13, mean age?=?4.42?years) or a control group (n?=?14, mean age?=?4.04?years). The training program was developed to facilitate visual and tactile contact with various vegetables and consisted of 24 activities, which were repeated four times using different vegetables. The training was conducted four times a week at the children’s early intervention agency by their therapists. Changes in vegetable consumption in the experimental setting as well as nutritional intake during regular mealtime were compared between the exposure and control groups, before and after the exposure program. Significant group differences were found in vegetable consumption, but not in nutritional intake during regular mealtime. The limitations and direction for future research are further discussed. En ligne : https://doi.org/10.1016/j.rasd.2018.01.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=340

Assessing published articles in Research in Developmental Disabilities (RIDD) and Research in Autism Spectrum Disorders (RASD), 2012-2014: A Status Report, November 2017 in Research in Autism Spectrum Disorders, 47 (March 2018)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 47 (March 2018) . - p.A1-A2 Titre : Assessing published articles in Research in Developmental Disabilities (RIDD) and Research in Autism Spectrum Disorders (RASD), 2012-2014: A Status Report, November 2017 Type de document : Texte imprimé et/ou numérique Article en page(s) : p.A1-A2 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : https://doi.org/10.1016/j.rasd.2017.11.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=340 [article] Assessing published articles in Research in Developmental Disabilities (RIDD) and Research in Autism Spectrum Disorders (RASD), 2012-2014: A Status Report, November 2017 [Texte imprimé et/ou numérique] . - p.A1-A2. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 47 (March 2018) . - p.A1-A2 Index. décimale : PER Périodiques En ligne : https://doi.org/10.1016/j.rasd.2017.11.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=340