Dépouillements

Moral reasoning about everyday situations in adults with autism spectrum disorder / Giulia BELLESI in Research in Autism Spectrum Disorders, 52 (August 2018)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 52 (August 2018) . - p.1-11 Titre : Moral reasoning about everyday situations in adults with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Giulia BELLESI, Auteur ; Karishma VYAS, Auteur ; Leila JAMEEL, Auteur ; Shelley CHANNON, Auteur Article en page(s) : p.1-11 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  Social cognition  Social behaviour  Empathy  Moral reasoning  Everyday functioning Index. décimale : PER Périodiques Résumé : Little work has explored moral reasoning in adults with autism spectrum disorder (ASD). The present research used two novel scenario-based tasks to investigate how adults with and without ASD reason about moral rules and apply them in everyday interactions. The Rule Transgressions task examined decision-making in situations where breaking a rule might lead to a personal advantage. People with ASD did not differ from control participants in how frequently they chose to carry out the transgressions or their ratings of acceptability. However, they gave fewer sophisticated rationales to explain why the transgressions were wrong. The Social Intentionality task examined how participants judged and reacted to intentional and accidental transgressions performed by a story character. Both groups judged and responded more harshly to intentional transgressions than unintentional ones, but participants with ASD gave harsher responses overall. The findings suggest some preservation of the understanding of moral rules in ASD, but difficulties in applying and reasoning about these. En ligne : https://doi.org/10.1016/j.rasd.2018.04.009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=368 [article] Moral reasoning about everyday situations in adults with autism spectrum disorder [Texte imprimé et/ou numérique] / Giulia BELLESI, Auteur ; Karishma VYAS, Auteur ; Leila JAMEEL, Auteur ; Shelley CHANNON, Auteur . - p.1-11. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 52 (August 2018) . - p.1-11 Mots-clés : Autism spectrum disorders  Social cognition  Social behaviour  Empathy  Moral reasoning  Everyday functioning Index. décimale : PER Périodiques Résumé : Little work has explored moral reasoning in adults with autism spectrum disorder (ASD). The present research used two novel scenario-based tasks to investigate how adults with and without ASD reason about moral rules and apply them in everyday interactions. The Rule Transgressions task examined decision-making in situations where breaking a rule might lead to a personal advantage. People with ASD did not differ from control participants in how frequently they chose to carry out the transgressions or their ratings of acceptability. However, they gave fewer sophisticated rationales to explain why the transgressions were wrong. The Social Intentionality task examined how participants judged and reacted to intentional and accidental transgressions performed by a story character. Both groups judged and responded more harshly to intentional transgressions than unintentional ones, but participants with ASD gave harsher responses overall. The findings suggest some preservation of the understanding of moral rules in ASD, but difficulties in applying and reasoning about these. En ligne : https://doi.org/10.1016/j.rasd.2018.04.009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=368

Looking back and moving forward: The experiences of canadian parents raising an adolescent with autism spectrum disorder / Hilda S.W. HO in Research in Autism Spectrum Disorders, 52 (August 2018)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 52 (August 2018) . - p.12-22 Titre : Looking back and moving forward: The experiences of canadian parents raising an adolescent with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Hilda S.W. HO, Auteur ; Karen FERGUS, Auteur ; Adrienne PERRY, Auteur Article en page(s) : p.12-22 Langues : Anglais (eng) Mots-clés : Parent-professional  Canada  Qualitative research  Adolescents Index. décimale : PER Périodiques Résumé : Background The aim of this study was to investigate parent experiences of raising a child with autism spectrum disorder (ASD) from early childhood and into adolescence. Method Semi-structured in-depth interviews were conducted with nine families of adolescents diagnosed with ASD with a range of cognitive ability. Thematic analysis was used to analyze the parents’ narratives. Findings Four themes were constructed to represent the parents’ narratives of their caregiving journey: 1) Rippling Effect of Loss; 2) Becoming a Parent-Professional; 3) One Size Fits None; and 4) Preparing for “The Future”. Parental narratives reflect the tension they experience with the school system and the frustration with dealing with services that do not grow with their child’s needs. Findings also indicate that, over the years, parents develop a specialized skill set that helps them navigate the ever-changing ASD landscape. Discussion The results of this study have several important implications, including the need for service and education providers to actively involve parents in the treatment of their child, as well as to increase appropriate services for adolescents that target both ASD and comorbid mental health challenges. En ligne : https://doi.org/10.1016/j.rasd.2018.05.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=368 [article] Looking back and moving forward: The experiences of canadian parents raising an adolescent with autism spectrum disorder [Texte imprimé et/ou numérique] / Hilda S.W. HO, Auteur ; Karen FERGUS, Auteur ; Adrienne PERRY, Auteur . - p.12-22. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 52 (August 2018) . - p.12-22 Mots-clés : Parent-professional  Canada  Qualitative research  Adolescents Index. décimale : PER Périodiques Résumé : Background The aim of this study was to investigate parent experiences of raising a child with autism spectrum disorder (ASD) from early childhood and into adolescence. Method Semi-structured in-depth interviews were conducted with nine families of adolescents diagnosed with ASD with a range of cognitive ability. Thematic analysis was used to analyze the parents’ narratives. Findings Four themes were constructed to represent the parents’ narratives of their caregiving journey: 1) Rippling Effect of Loss; 2) Becoming a Parent-Professional; 3) One Size Fits None; and 4) Preparing for “The Future”. Parental narratives reflect the tension they experience with the school system and the frustration with dealing with services that do not grow with their child’s needs. Findings also indicate that, over the years, parents develop a specialized skill set that helps them navigate the ever-changing ASD landscape. Discussion The results of this study have several important implications, including the need for service and education providers to actively involve parents in the treatment of their child, as well as to increase appropriate services for adolescents that target both ASD and comorbid mental health challenges. En ligne : https://doi.org/10.1016/j.rasd.2018.05.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=368

A systematic review of cultural considerations and adaptation of social skills interventions for individuals with autism spectrum disorder / Mattina DAVENPORT in Research in Autism Spectrum Disorders, 52 (August 2018)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 52 (August 2018) . - p.23-33 Titre : A systematic review of cultural considerations and adaptation of social skills interventions for individuals with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Mattina DAVENPORT, Auteur ; Micah MAZUREK, Auteur ; Alaysia BROWN, Auteur ; Elizabeth MCCOLLOM, Auteur Article en page(s) : p.23-33 Langues : Anglais (eng) Mots-clés : Autism  Culture  Social  Intervention  Diversity  Adaptation Index. décimale : PER Périodiques Résumé : Background There is an increasing need for culturally competent interventions for individuals with ASD. Given the dynamic relationship between culture and social behavior, the effectiveness of social skills interventions may be particularly influenced by the degree to which they are culturally appropriate. The extent to which ASD social skills intervention research has considered the role of culture (either through including diverse samples or by implementing cultural adaptations) is not well understood. Method The current study is a systematic review of social skills intervention studies for individuals with ASD. The aims of the current review were to evaluate the extent to which studies have included diverse samples, and the extent to which cultural adaptations have been made to social skills interventions. Results Sixty-two percent of studies published since 2010 reported the race, ethnicity, or nationality of participants. Minority populations were notably underrepresented in studies conducted in the United States. Only five studies incorporated cultural adaptations to social skills interventions, and these studies included both surface and deep structure adaptations for diverse populations. Conclusion Greater diversity is needed in studies of social skills interventions for children and adolescents with ASD. Although a few studies highlighted the feasibility of incorporating cultural adaptation strategies for ASD interventions, future research is needed to examine the extent to which cultural adaptations enhance the effectiveness of social skills interventions in this population. En ligne : https://doi.org/10.1016/j.rasd.2018.05.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=368 [article] A systematic review of cultural considerations and adaptation of social skills interventions for individuals with autism spectrum disorder [Texte imprimé et/ou numérique] / Mattina DAVENPORT, Auteur ; Micah MAZUREK, Auteur ; Alaysia BROWN, Auteur ; Elizabeth MCCOLLOM, Auteur . - p.23-33. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 52 (August 2018) . - p.23-33 Mots-clés : Autism  Culture  Social  Intervention  Diversity  Adaptation Index. décimale : PER Périodiques Résumé : Background There is an increasing need for culturally competent interventions for individuals with ASD. Given the dynamic relationship between culture and social behavior, the effectiveness of social skills interventions may be particularly influenced by the degree to which they are culturally appropriate. The extent to which ASD social skills intervention research has considered the role of culture (either through including diverse samples or by implementing cultural adaptations) is not well understood. Method The current study is a systematic review of social skills intervention studies for individuals with ASD. The aims of the current review were to evaluate the extent to which studies have included diverse samples, and the extent to which cultural adaptations have been made to social skills interventions. Results Sixty-two percent of studies published since 2010 reported the race, ethnicity, or nationality of participants. Minority populations were notably underrepresented in studies conducted in the United States. Only five studies incorporated cultural adaptations to social skills interventions, and these studies included both surface and deep structure adaptations for diverse populations. Conclusion Greater diversity is needed in studies of social skills interventions for children and adolescents with ASD. Although a few studies highlighted the feasibility of incorporating cultural adaptation strategies for ASD interventions, future research is needed to examine the extent to which cultural adaptations enhance the effectiveness of social skills interventions in this population. En ligne : https://doi.org/10.1016/j.rasd.2018.05.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=368

Commentary: Altered medial frontal and superior temporal response to implicit processing of emotions in autism / Timothy RICE in Research in Autism Spectrum Disorders, 52 (August 2018)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 52 (August 2018) . - p.34-36 Titre : Commentary: Altered medial frontal and superior temporal response to implicit processing of emotions in autism Type de document : Texte imprimé et/ou numérique Auteurs : Timothy RICE, Auteur Article en page(s) : p.34-36 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : https://doi.org/10.1016/j.rasd.2018.05.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=368 [article] Commentary: Altered medial frontal and superior temporal response to implicit processing of emotions in autism [Texte imprimé et/ou numérique] / Timothy RICE, Auteur . - p.34-36. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 52 (August 2018) . - p.34-36 Index. décimale : PER Périodiques En ligne : https://doi.org/10.1016/j.rasd.2018.05.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=368

Cognitive behavior therapy to treat anxiety among children with autism spectrum disorders: A systematic review / Karen R. KESTER in Research in Autism Spectrum Disorders, 52 (August 2018)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 52 (August 2018) . - p.37-50 Titre : Cognitive behavior therapy to treat anxiety among children with autism spectrum disorders: A systematic review Type de document : Texte imprimé et/ou numérique Auteurs : Karen R. KESTER, Auteur ; Joseph M. LUCYSHYN, Auteur Article en page(s) : p.37-50 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  Anxiety  Cognitive behavior therapy  Empirically supported treatment  Evidence based practice  Systematic review Index. décimale : PER Périodiques Résumé : Background Children with an autism spectrum disorder (ASD) are at risk for developing co-morbid mental health disorders, with anxiety being the most common. Anxiety symptoms significantly interfere with a child's ability to participate in school and community settings. Over the past 17 years, there has been an increase in empirical evidence of Cognitive Behavioral Therapy (CBT) as a treatment for anxiety in children with ASD. The purpose of this systematic review was to evaluate this body of research to determine whether CBT could be classified as an empirically supported treatment (EST) for this population. A secondary purpose was to identify the extent to which schools have been involved in this line of research. Method A systematic review of group comparison and single case research was conducted. Each study was evaluated using quality indicators recommended by the Council for Exceptional Children (CEC), including an evaluation of study effects. Information regarding school involvement was also extracted. Results A total of 30 studies were included in the analysis. Results indicated that modified CBT interventions for children with ASD met CEC criteria for an EST. Among the studies evaluated, only two (6%) involved a school setting in which educators participated in the intervention. Conclusion The results of this review offer empirically support for modified CBT for children with autism as an EST. Findings also indicate that little research has included the school context when implementing CBT treatments for children with autism and anxiety. Implications for dissemination and future research are presented. En ligne : https://doi.org/10.1016/j.rasd.2018.05.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=368 [article] Cognitive behavior therapy to treat anxiety among children with autism spectrum disorders: A systematic review [Texte imprimé et/ou numérique] / Karen R. KESTER, Auteur ; Joseph M. LUCYSHYN, Auteur . - p.37-50. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 52 (August 2018) . - p.37-50 Mots-clés : Autism spectrum disorders  Anxiety  Cognitive behavior therapy  Empirically supported treatment  Evidence based practice  Systematic review Index. décimale : PER Périodiques Résumé : Background Children with an autism spectrum disorder (ASD) are at risk for developing co-morbid mental health disorders, with anxiety being the most common. Anxiety symptoms significantly interfere with a child's ability to participate in school and community settings. Over the past 17 years, there has been an increase in empirical evidence of Cognitive Behavioral Therapy (CBT) as a treatment for anxiety in children with ASD. The purpose of this systematic review was to evaluate this body of research to determine whether CBT could be classified as an empirically supported treatment (EST) for this population. A secondary purpose was to identify the extent to which schools have been involved in this line of research. Method A systematic review of group comparison and single case research was conducted. Each study was evaluated using quality indicators recommended by the Council for Exceptional Children (CEC), including an evaluation of study effects. Information regarding school involvement was also extracted. Results A total of 30 studies were included in the analysis. Results indicated that modified CBT interventions for children with ASD met CEC criteria for an EST. Among the studies evaluated, only two (6%) involved a school setting in which educators participated in the intervention. Conclusion The results of this review offer empirically support for modified CBT for children with autism as an EST. Findings also indicate that little research has included the school context when implementing CBT treatments for children with autism and anxiety. Implications for dissemination and future research are presented. En ligne : https://doi.org/10.1016/j.rasd.2018.05.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=368

Social anxiety in autism spectrum disorder: A systematic review / Debbie SPAIN in Research in Autism Spectrum Disorders, 52 (August 2018)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 52 (August 2018) . - p.51-68 Titre : Social anxiety in autism spectrum disorder: A systematic review Type de document : Texte imprimé et/ou numérique Auteurs : Debbie SPAIN, Auteur ; Jacqueline SIN, Auteur ; Kai B. LINDER, Auteur ; Johanna MCMAHON, Auteur ; Francesca HAPPE, Auteur Article en page(s) : p.51-68 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders (ASD)  Social skills  Social motivation  Social anxiety (SA)  Social phobia  Systematic review Index. décimale : PER Périodiques Résumé : Purpose Social anxiety (SA) commonly co-occurs with autism spectrum disorders (ASD). It is conceivable that inherent socio-communication impairments, or their impact on social experiences, contribute to the development of SA. Method We undertook a systematic review to summarise English-language research about relationships between core ASD symptoms and SA in individuals with ASD. Results We searched five databases for studies published up until 28 July 2017. Of 1481 publications retrieved, 24 cross-sectional studies (described in 25 papers) met the inclusion criteria. Given methodological and clinical heterogeneity, data were synthesised narratively. SA, in individuals with ASD, was associated with poorer social skills and functioning, and reduced social motivation. There were associations between self-report SA and ASD measures, but a trend towards non-significant relationships between parent-ratings of these symptoms. Tentative evidence indicated that SA symptoms were not associated with restricted, repetitive behaviours or sensory sensitivities. Conclusion These findings support the notion that there are links between core ASD characteristics and SA. Further studies, employing qualitative and quantitative designs are needed to enhance understanding of causal, maintaining and protective mechanisms for SA in ASD. En ligne : https://doi.org/10.1016/j.rasd.2018.04.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=368 [article] Social anxiety in autism spectrum disorder: A systematic review [Texte imprimé et/ou numérique] / Debbie SPAIN, Auteur ; Jacqueline SIN, Auteur ; Kai B. LINDER, Auteur ; Johanna MCMAHON, Auteur ; Francesca HAPPE, Auteur . - p.51-68. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 52 (August 2018) . - p.51-68 Mots-clés : Autism spectrum disorders (ASD)  Social skills  Social motivation  Social anxiety (SA)  Social phobia  Systematic review Index. décimale : PER Périodiques Résumé : Purpose Social anxiety (SA) commonly co-occurs with autism spectrum disorders (ASD). It is conceivable that inherent socio-communication impairments, or their impact on social experiences, contribute to the development of SA. Method We undertook a systematic review to summarise English-language research about relationships between core ASD symptoms and SA in individuals with ASD. Results We searched five databases for studies published up until 28 July 2017. Of 1481 publications retrieved, 24 cross-sectional studies (described in 25 papers) met the inclusion criteria. Given methodological and clinical heterogeneity, data were synthesised narratively. SA, in individuals with ASD, was associated with poorer social skills and functioning, and reduced social motivation. There were associations between self-report SA and ASD measures, but a trend towards non-significant relationships between parent-ratings of these symptoms. Tentative evidence indicated that SA symptoms were not associated with restricted, repetitive behaviours or sensory sensitivities. Conclusion These findings support the notion that there are links between core ASD characteristics and SA. Further studies, employing qualitative and quantitative designs are needed to enhance understanding of causal, maintaining and protective mechanisms for SA in ASD. En ligne : https://doi.org/10.1016/j.rasd.2018.04.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=368

A systematic review of interventions for feeding-related behaviors for individuals with autism spectrum disorders / Jennifer R. LEDFORD in Research in Autism Spectrum Disorders, 52 (August 2018)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 52 (August 2018) . - p.69-80 Titre : A systematic review of interventions for feeding-related behaviors for individuals with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Jennifer R. LEDFORD, Auteur ; Erinn WHITESIDE, Auteur ; Katherine E. SEVERINI, Auteur Article en page(s) : p.69-80 Langues : Anglais (eng) Mots-clés : Feeding  Mealtime problem behavior  Food selectivity Index. décimale : PER Périodiques Résumé : Background Feeding problems are common for individuals with ASD. Researchers have most often used single case designs, a type of design appropriate for evaluating causal relations, to assess feeding interventions. Previous reviews of effectiveness have included only peer-reviewed studies (e.g., did not include gray literature) and have not analyzed outcomes via the presence of functional relations, the primary analysis method for single case research. Method Authors reviewed peer-reviewed and non-peer-reviewed sources including studies designed to improve mealtime behaviors for individuals with autism spectrum disorder (ASD) to determine participant characteristics, common intervention characteristics and components, and success rates (percentage of studies with functional relations). Results Studies often included individuals with ASD who were highly selective; common dependent variables were acceptance of food and problematic mealtime behaviors. Researchers, rather than indigenous adults, most often implemented studies in clinics, rather than typical settings. Interventions designed to improve acceptance had higher success rates (percentage of studies demonstrating a functional relation) than those targeting rumination/vomiting or problematic mealtime behavior. Conclusions Outcomes were more often positive for food acceptance and less often positive for problematic mealtime behavior. More research is needed, particularly in typical contexts with indigenous implementers and including component analyses, feasibility assessment, and social validity measurement. Feeding interventions should be selected based on identified caregiver priorities (e.g., focus on problematic mealtime behavior or food acceptance) and should include consideration of behavioral function and less restrictive interventions. En ligne : https://doi.org/10.1016/j.rasd.2018.04.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=368 [article] A systematic review of interventions for feeding-related behaviors for individuals with autism spectrum disorders [Texte imprimé et/ou numérique] / Jennifer R. LEDFORD, Auteur ; Erinn WHITESIDE, Auteur ; Katherine E. SEVERINI, Auteur . - p.69-80. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 52 (August 2018) . - p.69-80 Mots-clés : Feeding  Mealtime problem behavior  Food selectivity Index. décimale : PER Périodiques Résumé : Background Feeding problems are common for individuals with ASD. Researchers have most often used single case designs, a type of design appropriate for evaluating causal relations, to assess feeding interventions. Previous reviews of effectiveness have included only peer-reviewed studies (e.g., did not include gray literature) and have not analyzed outcomes via the presence of functional relations, the primary analysis method for single case research. Method Authors reviewed peer-reviewed and non-peer-reviewed sources including studies designed to improve mealtime behaviors for individuals with autism spectrum disorder (ASD) to determine participant characteristics, common intervention characteristics and components, and success rates (percentage of studies with functional relations). Results Studies often included individuals with ASD who were highly selective; common dependent variables were acceptance of food and problematic mealtime behaviors. Researchers, rather than indigenous adults, most often implemented studies in clinics, rather than typical settings. Interventions designed to improve acceptance had higher success rates (percentage of studies demonstrating a functional relation) than those targeting rumination/vomiting or problematic mealtime behavior. Conclusions Outcomes were more often positive for food acceptance and less often positive for problematic mealtime behavior. More research is needed, particularly in typical contexts with indigenous implementers and including component analyses, feasibility assessment, and social validity measurement. Feeding interventions should be selected based on identified caregiver priorities (e.g., focus on problematic mealtime behavior or food acceptance) and should include consideration of behavioral function and less restrictive interventions. En ligne : https://doi.org/10.1016/j.rasd.2018.04.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=368