Early indicators of autism spectrum disorders at 12 and 24 months of age: A prospective, longitudinal comparative study / Carly VENESS in Autism, 16-2 (March 2012)  

Public ISBD [article]  inAutism > 16-2 (March 2012) . - p.163-177 Titre : Early indicators of autism spectrum disorders at 12 and 24 months of age: A prospective, longitudinal comparative study Type de document : Texte imprimé et/ou numérique Auteurs : Carly VENESS, Auteur ; Margot PRIOR, Auteur ; Edith L. BAVIN, Auteur ; Patricia EADIE, Auteur ; Eileen CINI, Auteur ; Sheena REILLY, Auteur Année de publication : 2012 Article en page(s) : p.163-177 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  communication  early identification  gesture  infant behaviour Index. décimale : PER Périodiques Résumé : Prospective questionnaire data from a longitudinal population sample on children with autism spectrum disorders (ASD), developmental delay, specific language impairment, or typical development (TD), were collected at ages eight, 12 and 24 months, via the Communication and Symbolic Behavior Scale Developmental Profile (CSBS) – Infant Toddler Checklist, and the Actions and Gesture section of the MacArthur-Bates Communicative Development Inventory (CDI):Words and Gestures. The four groups were compared at four years of age to identify whether any early behaviours differentiated the groups. While children with ASD differed from TD children on most social communicative measures by 12 months of age, the only social communication characteristic which could differentiate the children with ASD from the other groups were gesture scores on the CDI at 12 months and the CSBS at 24 months. Significant markers of ASD were identifiable in this community sample at an early age, although discrimination between clinical groups was rarely evident. En ligne : http://dx.doi.org/10.1177/1362361311399936 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=155 [article] Early indicators of autism spectrum disorders at 12 and 24 months of age: A prospective, longitudinal comparative study [Texte imprimé et/ou numérique] / Carly VENESS, Auteur ; Margot PRIOR, Auteur ; Edith L. BAVIN, Auteur ; Patricia EADIE, Auteur ; Eileen CINI, Auteur ; Sheena REILLY, Auteur . - 2012 . - p.163-177. Langues : Anglais (eng) in Autism > 16-2 (March 2012) . - p.163-177 Mots-clés : autism spectrum disorders  communication  early identification  gesture  infant behaviour Index. décimale : PER Périodiques Résumé : Prospective questionnaire data from a longitudinal population sample on children with autism spectrum disorders (ASD), developmental delay, specific language impairment, or typical development (TD), were collected at ages eight, 12 and 24 months, via the Communication and Symbolic Behavior Scale Developmental Profile (CSBS) – Infant Toddler Checklist, and the Actions and Gesture section of the MacArthur-Bates Communicative Development Inventory (CDI):Words and Gestures. The four groups were compared at four years of age to identify whether any early behaviours differentiated the groups. While children with ASD differed from TD children on most social communicative measures by 12 months of age, the only social communication characteristic which could differentiate the children with ASD from the other groups were gesture scores on the CDI at 12 months and the CSBS at 24 months. Significant markers of ASD were identifiable in this community sample at an early age, although discrimination between clinical groups was rarely evident. En ligne : http://dx.doi.org/10.1177/1362361311399936 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=155

Editorial Perspective: Maximising the benefits of intervention research for children and young people with developmental language disorder (DLD) - a call for international consensus on standards of reporting in intervention studies for children with and at risk for DLD / Pauline FRIZELLE in Journal of Child Psychology and Psychiatry, 64-3 (March 2023)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 64-3 (March 2023) . - p.474-479 Titre : Editorial Perspective: Maximising the benefits of intervention research for children and young people with developmental language disorder (DLD) - a call for international consensus on standards of reporting in intervention studies for children with and at risk for DLD Type de document : Texte imprimé et/ou numérique Auteurs : Pauline FRIZELLE, Auteur ; Cristina MCKEAN, Auteur ; Patricia EADIE, Auteur ; Susan EBBELS, Auteur ; Silke FRICKE, Auteur ; Laura M. JUSTICE, Auteur ; Sari KUNNARI, Auteur ; Suze LEITAO, Auteur ; Angela T. MORGAN, Auteur ; Natalie MUNRO, Auteur ; Carol-Anne MURPHY, Auteur ; Holly L. STORKEL, Auteur ; Amanda Owen VAN HORNE, Auteur Article en page(s) : p.474-479 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Current methods for reporting interventions do not allow key questions of importance to practitioners, service providers, policy-makers and people with DLD to be answered, and hence limit the implementation of effective interventions in the real world. To extend the existing EQUATOR guidelines to the context of speech language therapy/pathology for children with language disorder and to provide more specific guidance on participants, interventions and outcomes within the CONSORT checklist (used to improve the reporting of randomised controlled trials) and TIDieR (Template for Intervention Description and Replication) to ensure consistency of reporting. We will develop a core team to include representatives from each of the key groups who will either use or be influenced by the final reporting guidance across different countries. To achieve each set of aims, we will conduct reviews of the literature (which present typologies of intervention characteristics in (D)LD and related disorders); carry out focus groups; and use systematic consensus methods such as the Delphi technique, nominal group technique or consensus development conferences. Through the development and adoption of standard intervention reporting criteria, we anticipate that we will overcome the numerous barriers for practitioners, services and policy-makers in applying intervention evidence to practice. We believe that establishing international consensus on reporting guidelines would significantly accelerate progress in DLD research and the ease with which it can be used in clinical practice, by capitalising on the growth in intervention studies to enable international collaboration and new methodologies of data pooling, meta-analyses and cross-study comparisons. En ligne : https://doi.org/10.1111/jcpp.13694 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=493 [article] Editorial Perspective: Maximising the benefits of intervention research for children and young people with developmental language disorder (DLD) - a call for international consensus on standards of reporting in intervention studies for children with and at risk for DLD [Texte imprimé et/ou numérique] / Pauline FRIZELLE, Auteur ; Cristina MCKEAN, Auteur ; Patricia EADIE, Auteur ; Susan EBBELS, Auteur ; Silke FRICKE, Auteur ; Laura M. JUSTICE, Auteur ; Sari KUNNARI, Auteur ; Suze LEITAO, Auteur ; Angela T. MORGAN, Auteur ; Natalie MUNRO, Auteur ; Carol-Anne MURPHY, Auteur ; Holly L. STORKEL, Auteur ; Amanda Owen VAN HORNE, Auteur . - p.474-479. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 64-3 (March 2023) . - p.474-479 Index. décimale : PER Périodiques Résumé : Current methods for reporting interventions do not allow key questions of importance to practitioners, service providers, policy-makers and people with DLD to be answered, and hence limit the implementation of effective interventions in the real world. To extend the existing EQUATOR guidelines to the context of speech language therapy/pathology for children with language disorder and to provide more specific guidance on participants, interventions and outcomes within the CONSORT checklist (used to improve the reporting of randomised controlled trials) and TIDieR (Template for Intervention Description and Replication) to ensure consistency of reporting. We will develop a core team to include representatives from each of the key groups who will either use or be influenced by the final reporting guidance across different countries. To achieve each set of aims, we will conduct reviews of the literature (which present typologies of intervention characteristics in (D)LD and related disorders); carry out focus groups; and use systematic consensus methods such as the Delphi technique, nominal group technique or consensus development conferences. Through the development and adoption of standard intervention reporting criteria, we anticipate that we will overcome the numerous barriers for practitioners, services and policy-makers in applying intervention evidence to practice. We believe that establishing international consensus on reporting guidelines would significantly accelerate progress in DLD research and the ease with which it can be used in clinical practice, by capitalising on the growth in intervention studies to enable international collaboration and new methodologies of data pooling, meta-analyses and cross-study comparisons. En ligne : https://doi.org/10.1111/jcpp.13694 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=493

Health-related quality of life of children with low language from early childhood to adolescence: results from an Australian longitudinal population-based study / Ha N. D. LE in Journal of Child Psychology and Psychiatry, 62-3 (March 2021)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 62-3 (March 2021) . - p.349-356 Titre : Health-related quality of life of children with low language from early childhood to adolescence: results from an Australian longitudinal population-based study Type de document : Texte imprimé et/ou numérique Auteurs : Ha N. D. LE, Auteur ; Fiona MENSAH, Auteur ; Patricia EADIE, Auteur ; Cristina MCKEAN, Auteur ; Emma SCIBERRAS, Auteur ; Edith L. BAVIN, Auteur ; Sheena REILLY, Auteur ; Lisa GOLD, Auteur Article en page(s) : p.349-356 Langues : Anglais (eng) Mots-clés : HRQoL  children  low language Index. décimale : PER Périodiques Résumé : BACKGROUND: Low language abilities are known to be associated with significant adverse long-term outcomes. However, associations between low language and health-related quality of life (HRQoL) are unclear. We aimed to (a) examine the association between low language and HRQoL from 4 to 13 years and (b) classify the children's trajectories of HRQoL and language and examine the association between language and HRQoL trajectories. METHODS: Data were from an Australian community-based cohort of children. HRQoL was measured at ages 4-13 years using the parent-reported Pediatric Quality of Life Inventory 4.0. Language was assessed using the Clinical Evaluation of Language Fundamentals (CELF)-Preschool 2nd edition at 4 years and the CELF-4th edition at 5, 7 and 11 years. Multivariable linear regression and mixed effect modelling were used to estimate cross-sectional and longitudinal associations between low language and HRQoL from 4 to 13 years. A joint group-based trajectory model was used to characterize associations between HRQoL and language trajectories over childhood. RESULTS: Children with low language had substantially lower HRQoL than children with typical language from 4 to 13 years. Higher language scores were associated with better HRQoL, particularly in social and school functioning. Three HRQoL trajectories were identified: stable-high (51% of children), reduced with slow decline (40%) and low with rapid decline (9%). Children with low language were less likely to follow a stable-high HRQoL trajectory (40%) while 26% and 34% followed the reduced with slow decline and low with rapid decline trajectories, respectively. CONCLUSIONS: Children with low language experienced reduced HRQoL from 4 to 13 years. More than half had declining trajectories in HRQoL highlighting the need to monitor these children over time. Interventions should not only aim to improve children's language ability but also address the wider functional impacts of low language. En ligne : http://dx.doi.org/10.1111/jcpp.13277 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=443 [article] Health-related quality of life of children with low language from early childhood to adolescence: results from an Australian longitudinal population-based study [Texte imprimé et/ou numérique] / Ha N. D. LE, Auteur ; Fiona MENSAH, Auteur ; Patricia EADIE, Auteur ; Cristina MCKEAN, Auteur ; Emma SCIBERRAS, Auteur ; Edith L. BAVIN, Auteur ; Sheena REILLY, Auteur ; Lisa GOLD, Auteur . - p.349-356. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 62-3 (March 2021) . - p.349-356 Mots-clés : HRQoL  children  low language Index. décimale : PER Périodiques Résumé : BACKGROUND: Low language abilities are known to be associated with significant adverse long-term outcomes. However, associations between low language and health-related quality of life (HRQoL) are unclear. We aimed to (a) examine the association between low language and HRQoL from 4 to 13 years and (b) classify the children's trajectories of HRQoL and language and examine the association between language and HRQoL trajectories. METHODS: Data were from an Australian community-based cohort of children. HRQoL was measured at ages 4-13 years using the parent-reported Pediatric Quality of Life Inventory 4.0. Language was assessed using the Clinical Evaluation of Language Fundamentals (CELF)-Preschool 2nd edition at 4 years and the CELF-4th edition at 5, 7 and 11 years. Multivariable linear regression and mixed effect modelling were used to estimate cross-sectional and longitudinal associations between low language and HRQoL from 4 to 13 years. A joint group-based trajectory model was used to characterize associations between HRQoL and language trajectories over childhood. RESULTS: Children with low language had substantially lower HRQoL than children with typical language from 4 to 13 years. Higher language scores were associated with better HRQoL, particularly in social and school functioning. Three HRQoL trajectories were identified: stable-high (51% of children), reduced with slow decline (40%) and low with rapid decline (9%). Children with low language were less likely to follow a stable-high HRQoL trajectory (40%) while 26% and 34% followed the reduced with slow decline and low with rapid decline trajectories, respectively. CONCLUSIONS: Children with low language experienced reduced HRQoL from 4 to 13 years. More than half had declining trajectories in HRQoL highlighting the need to monitor these children over time. Interventions should not only aim to improve children's language ability but also address the wider functional impacts of low language. En ligne : http://dx.doi.org/10.1111/jcpp.13277 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=443

Parent perceptions of a group telepractice communication intervention for autism / Robyn GARNETT in Autism & Developmental Language Impairments, 7 (January-December 2022)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 7 (January-December 2022) . - 23969415211070127 Titre : Parent perceptions of a group telepractice communication intervention for autism Type de document : Texte imprimé et/ou numérique Auteurs : Robyn GARNETT, Auteur ; Bronwyn DAVIDSON, Auteur ; Patricia EADIE, Auteur Article en page(s) : 23969415211070127 Langues : Anglais (eng) Mots-clés : Telehealth  parent satisfaction  autism spectrum disorders  parent training  early intervention Index. décimale : PER Périodiques Résumé : Background & AimsEstimates suggest that one in 59 children receive a diagnosis of autism and that early intervention can be effective if applied consistently and intensively. Parent implemented intervention can increase intervention consistency and intensity however, availability of providers, geographical factors, time constraints, and parental stress levels can all act as barriers to service access. Limitations in understanding elements that support family engagement can also impact participation in intervention. Telepractice can increase availability of intervention services and decrease the time and costs associated with face-to-face delivery. Research focused on children with autism has shown that telepractice is acceptable to parents. Despite positive findings for telepractice services with individual clients, limited research has been conducted on telepractice services for parent groups; parent perceptions and preferences regarding intervention; and service delivery methods. This research aimed to investigate parent perceptions of a group intervention programme for autism; the telepractice approach; parent and child outcomes; and parental stress. The purpose of the investigation was to build an understanding of parent's intervention preferences to inform future service offerings, increase choice, and support participation.MethodsEleven parents of preschool children with autism participated in a telepractice delivered group training programme called Hanen More Than Words (HMTW). The intervention is traditionally delivered face to face and teaches strategies to facilitate social-communication development in young children.Quantitative and qualitative measures were used to evaluate parent perceptions of the telepractice HMTW intervention. Data were collected via the Parenting Stress Index, HMTW programme evaluation forms, and online parent survey.Quantitative data was analysed using descriptive statistics. Pre- and post-intervention comparisons of parenting stress were conducted using paired T-Tests. Open comment field responses were analysed qualitatively using a directed content analysis.ResultsParents reported high levels of satisfaction with telepractice delivered HMTW across intervention and post programme evaluations. Interactive learning opportunities, group participation, video coaching, individualisation of service, and programme facilitation were identified as key supports to learning.Parents perceived increased insight into the interaction, learning, and behaviour of themselves and their children. They reported positive changes in strategy implementation and confidence. Parents also perceived improvements in their children's communication, responsiveness, interaction, and play following intervention. Parental stress measurements from pre- to post intervention, were not significantly different.ConclusionsTelepractice may reduce service barriers and improve access, particularly with the efficiency of a group delivery approach. Utilising technology to deliver group intervention was acceptable to parents and perceived to have positive outcomes for both parent and child. Further investigation into parent perceptions of intervention types and delivery approaches, could facilitate a broader understanding of family needs with respect to service access and engagement.ImplicationsExpansion of telepractice offerings can increase efficiencies and service choice for families and providers. Limitations in service availability and barriers to service access and engagement, confirm the importance of pursuing ongoing service improvements and evaluating the preferences of service users. Development of standardised tools to measure and compare parent perceptions across intervention types and service delivery approaches would be beneficial. En ligne : http://dx.doi.org/10.1177/23969415211070127 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=460 [article] Parent perceptions of a group telepractice communication intervention for autism [Texte imprimé et/ou numérique] / Robyn GARNETT, Auteur ; Bronwyn DAVIDSON, Auteur ; Patricia EADIE, Auteur . - 23969415211070127. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 7 (January-December 2022) . - 23969415211070127 Mots-clés : Telehealth  parent satisfaction  autism spectrum disorders  parent training  early intervention Index. décimale : PER Périodiques Résumé : Background & AimsEstimates suggest that one in 59 children receive a diagnosis of autism and that early intervention can be effective if applied consistently and intensively. Parent implemented intervention can increase intervention consistency and intensity however, availability of providers, geographical factors, time constraints, and parental stress levels can all act as barriers to service access. Limitations in understanding elements that support family engagement can also impact participation in intervention. Telepractice can increase availability of intervention services and decrease the time and costs associated with face-to-face delivery. Research focused on children with autism has shown that telepractice is acceptable to parents. Despite positive findings for telepractice services with individual clients, limited research has been conducted on telepractice services for parent groups; parent perceptions and preferences regarding intervention; and service delivery methods. This research aimed to investigate parent perceptions of a group intervention programme for autism; the telepractice approach; parent and child outcomes; and parental stress. The purpose of the investigation was to build an understanding of parent's intervention preferences to inform future service offerings, increase choice, and support participation.MethodsEleven parents of preschool children with autism participated in a telepractice delivered group training programme called Hanen More Than Words (HMTW). The intervention is traditionally delivered face to face and teaches strategies to facilitate social-communication development in young children.Quantitative and qualitative measures were used to evaluate parent perceptions of the telepractice HMTW intervention. Data were collected via the Parenting Stress Index, HMTW programme evaluation forms, and online parent survey.Quantitative data was analysed using descriptive statistics. Pre- and post-intervention comparisons of parenting stress were conducted using paired T-Tests. Open comment field responses were analysed qualitatively using a directed content analysis.ResultsParents reported high levels of satisfaction with telepractice delivered HMTW across intervention and post programme evaluations. Interactive learning opportunities, group participation, video coaching, individualisation of service, and programme facilitation were identified as key supports to learning.Parents perceived increased insight into the interaction, learning, and behaviour of themselves and their children. They reported positive changes in strategy implementation and confidence. Parents also perceived improvements in their children's communication, responsiveness, interaction, and play following intervention. Parental stress measurements from pre- to post intervention, were not significantly different.ConclusionsTelepractice may reduce service barriers and improve access, particularly with the efficiency of a group delivery approach. Utilising technology to deliver group intervention was acceptable to parents and perceived to have positive outcomes for both parent and child. Further investigation into parent perceptions of intervention types and delivery approaches, could facilitate a broader understanding of family needs with respect to service access and engagement.ImplicationsExpansion of telepractice offerings can increase efficiencies and service choice for families and providers. Limitations in service availability and barriers to service access and engagement, confirm the importance of pursuing ongoing service improvements and evaluating the preferences of service users. Development of standardised tools to measure and compare parent perceptions across intervention types and service delivery approaches would be beneficial. En ligne : http://dx.doi.org/10.1177/23969415211070127 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=460

Parent-reported patterns of loss and gain in communication in 1- to 2-year-old children are not unique to autism spectrum disorder / Amanda BRIGNELL in Autism, 21-2 (February 2017)  

Public ISBD [article]  inAutism > 21-2 (February 2017) . - p.344-356 Titre : Parent-reported patterns of loss and gain in communication in 1- to 2-year-old children are not unique to autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Amanda BRIGNELL, Auteur ; Katrina WILLIAMS, Auteur ; Margot PRIOR, Auteur ; Susan DONATH, Auteur ; Sheena REILLY, Auteur ; Edith L. BAVIN, Auteur ; Patricia EADIE, Auteur ; Angela T. MORGAN, Auteur Article en page(s) : p.344-356 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : We compared loss and gain in communication from 1 to 2?years in children later diagnosed with autism spectrum disorder (n=41), language impairment (n=110) and in children with typical language development at 7?years (n=831). Participants were selected from a prospective population cohort study of child language (the Early Language in Victoria Study). Parent-completed communication tools were used. As a group, children with autism spectrum disorder demonstrated slower median skill gain, with an increasing gap between trajectories compared to children with typical development and language impairment. A proportion from all groups lost skills in at least one domain (autism spectrum disorder (41%), language impairment (30%), typical development (26%)), with more children with autism spectrum disorder losing skills in more than one domain (autism spectrum disorder (47%), language impairment (15%, p=0.0003), typical development (16%, p? En ligne : http://dx.doi.org/10.1177/1362361316644729 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=303 [article] Parent-reported patterns of loss and gain in communication in 1- to 2-year-old children are not unique to autism spectrum disorder [Texte imprimé et/ou numérique] / Amanda BRIGNELL, Auteur ; Katrina WILLIAMS, Auteur ; Margot PRIOR, Auteur ; Susan DONATH, Auteur ; Sheena REILLY, Auteur ; Edith L. BAVIN, Auteur ; Patricia EADIE, Auteur ; Angela T. MORGAN, Auteur . - p.344-356. Langues : Anglais (eng) in Autism > 21-2 (February 2017) . - p.344-356 Index. décimale : PER Périodiques Résumé : We compared loss and gain in communication from 1 to 2?years in children later diagnosed with autism spectrum disorder (n=41), language impairment (n=110) and in children with typical language development at 7?years (n=831). Participants were selected from a prospective population cohort study of child language (the Early Language in Victoria Study). Parent-completed communication tools were used. As a group, children with autism spectrum disorder demonstrated slower median skill gain, with an increasing gap between trajectories compared to children with typical development and language impairment. A proportion from all groups lost skills in at least one domain (autism spectrum disorder (41%), language impairment (30%), typical development (26%)), with more children with autism spectrum disorder losing skills in more than one domain (autism spectrum disorder (47%), language impairment (15%, p=0.0003), typical development (16%, p? En ligne : http://dx.doi.org/10.1177/1362361316644729 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=303

Parent-reported patterns of loss and gain in communication in 1- to 2-year-old children are not unique to autism spectrum disorder / Amanda BRIGNELL in Autism, 21-3 (April 2017)  

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Subgroups in language trajectories from 4 to 11 years: the nature and predictors of stable, improving and decreasing language trajectory groups / Cristina MCKEAN in Journal of Child Psychology and Psychiatry, 58-10 (October 2017)  

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Telepractice Delivery of an Autism Communication Intervention Program to Parent Groups / Robyn GARNETT in Research in Autism Spectrum Disorders, 91 (March 2022)  

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Using machine-learning methods to identify early-life predictors of 11-year language outcome / Loretta GASPARINI in Journal of Child Psychology and Psychiatry, 64-8 (August 2023)  

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