Dépouillements

Effects of explicit instruction on acquisition and generalization of mathematical concepts for a student with autism spectrum disorder / Jenny R. ROOT in Research in Autism Spectrum Disorders, 57 (January 2019)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 57 (January 2019) . - p.1-6 Titre : Effects of explicit instruction on acquisition and generalization of mathematical concepts for a student with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Jenny R. ROOT, Auteur Article en page(s) : p.1-6 Langues : Anglais (eng) Mots-clés : Autism  Intellectual disability  Direct instruction  Explicit instruction  Mathematics  Generalization  Single-case design Index. décimale : PER Périodiques Résumé : Background This study investigated the effects of explicit instruction on acquisition and generalization of mathematical concepts (more, different, long) by an elementary student with autism and co- morbid intellectual disability. Method This study used a single-case multiple probe across behaviors design to measure the acquisition and generalization of concepts across four categories of stimuli: (a) far distractor objects, (b) near distractor objects, (c) near distractor pictures, and (d) environmental objects. Results A functional relation was found between explicit instruction and independent identification of mathematical concepts. Data indicate the intervention was effective and treatment effects were maintained across concepts. Variable generalization patterns were observed across concepts. Conclusions Explicit instruction is an effective instructional strategy for teaching mathematical concepts to learners with autism and co-morbid intellectual disability. Future research should measure the efficacy of explicit instruction for more advanced generalization of concepts and application to functional tasks. En ligne : https://doi.org/10.1016/j.rasd.2018.09.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=371 [article] Effects of explicit instruction on acquisition and generalization of mathematical concepts for a student with autism spectrum disorder [Texte imprimé et/ou numérique] / Jenny R. ROOT, Auteur . - p.1-6. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 57 (January 2019) . - p.1-6 Mots-clés : Autism  Intellectual disability  Direct instruction  Explicit instruction  Mathematics  Generalization  Single-case design Index. décimale : PER Périodiques Résumé : Background This study investigated the effects of explicit instruction on acquisition and generalization of mathematical concepts (more, different, long) by an elementary student with autism and co- morbid intellectual disability. Method This study used a single-case multiple probe across behaviors design to measure the acquisition and generalization of concepts across four categories of stimuli: (a) far distractor objects, (b) near distractor objects, (c) near distractor pictures, and (d) environmental objects. Results A functional relation was found between explicit instruction and independent identification of mathematical concepts. Data indicate the intervention was effective and treatment effects were maintained across concepts. Variable generalization patterns were observed across concepts. Conclusions Explicit instruction is an effective instructional strategy for teaching mathematical concepts to learners with autism and co-morbid intellectual disability. Future research should measure the efficacy of explicit instruction for more advanced generalization of concepts and application to functional tasks. En ligne : https://doi.org/10.1016/j.rasd.2018.09.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=371

Increasing behavior incompatible with catatonia in a young adolescent girl with autism spectrum disorder / Susan M. VENER in Research in Autism Spectrum Disorders, 57 (January 2019)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 57 (January 2019) . - p.7-18 Titre : Increasing behavior incompatible with catatonia in a young adolescent girl with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Susan M. VENER, Auteur ; Alison M. WICHNICK-GILLIS, Auteur ; Diamante BADALA, Auteur ; Claire L. POULSON, Auteur Article en page(s) : p.7-18 Langues : Anglais (eng) Mots-clés : Autism  Catatonia  Prompt fading  Transfer of training Index. décimale : PER Périodiques Résumé : Catatonia is a syndrome of motor disturbances and is characterized as a cluster of abnormalities in speech, movement and overall behavior. A common treatment of catatonic symptoms is lorazepam and/or electroconvulsive therapy. Only three papers were found that reportedly used behavioral interventions. Nevertheless, treatment procedures were often partially described, and outcomes were often based on clinician impressions, as opposed to objective measures. The following is an experimental analysis of the effects of a prompt-fading behavioral treatment package on the daily living skills of an adolescent girl with autism spectrum disorder and catatonia. Data were collected on the completion of four activities: blow drying hair; using a hair barrette; vacuuming a rug; and using a paper shredder. Initially, following the verbal direction to engage in the target activity, the instructor provided full manual guidance to assist the participant to complete each component response in the task analysis. Over time, manual prompts were faded. A functional relation between prompt fading and the percentage of independent responses completed across four activities was demonstrated in this paper. As manual prompts were systematically faded, independent responding emerged. Future researchers will want to investigate the effectiveness of prompt fading across different educational settings and across different individuals with similar profiles or with more or less severe symptoms of catatonia. En ligne : https://doi.org/10.1016/j.rasd.2018.09.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=371 [article] Increasing behavior incompatible with catatonia in a young adolescent girl with autism spectrum disorder [Texte imprimé et/ou numérique] / Susan M. VENER, Auteur ; Alison M. WICHNICK-GILLIS, Auteur ; Diamante BADALA, Auteur ; Claire L. POULSON, Auteur . - p.7-18. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 57 (January 2019) . - p.7-18 Mots-clés : Autism  Catatonia  Prompt fading  Transfer of training Index. décimale : PER Périodiques Résumé : Catatonia is a syndrome of motor disturbances and is characterized as a cluster of abnormalities in speech, movement and overall behavior. A common treatment of catatonic symptoms is lorazepam and/or electroconvulsive therapy. Only three papers were found that reportedly used behavioral interventions. Nevertheless, treatment procedures were often partially described, and outcomes were often based on clinician impressions, as opposed to objective measures. The following is an experimental analysis of the effects of a prompt-fading behavioral treatment package on the daily living skills of an adolescent girl with autism spectrum disorder and catatonia. Data were collected on the completion of four activities: blow drying hair; using a hair barrette; vacuuming a rug; and using a paper shredder. Initially, following the verbal direction to engage in the target activity, the instructor provided full manual guidance to assist the participant to complete each component response in the task analysis. Over time, manual prompts were faded. A functional relation between prompt fading and the percentage of independent responses completed across four activities was demonstrated in this paper. As manual prompts were systematically faded, independent responding emerged. Future researchers will want to investigate the effectiveness of prompt fading across different educational settings and across different individuals with similar profiles or with more or less severe symptoms of catatonia. En ligne : https://doi.org/10.1016/j.rasd.2018.09.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=371

Some difficulties behind the concept of the ‘Extreme male brain’ in autism research. A theoretical review / Rosalind RIDLEY in Research in Autism Spectrum Disorders, 57 (January 2019)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 57 (January 2019) . - p.19-27 Titre : Some difficulties behind the concept of the ‘Extreme male brain’ in autism research. A theoretical review Type de document : Texte imprimé et/ou numérique Auteurs : Rosalind RIDLEY, Auteur Article en page(s) : p.19-27 Langues : Anglais (eng) Mots-clés : Extreme male brain  Gender  Autism  Asperger’s syndrome Index. décimale : PER Périodiques Résumé : The idea that autistic symptoms are produced by an ‘extreme male brain’ warrants further examination. The concept of the ‘extreme male brain’ derives from scores on the Autism Spectrum Questionnaire (AQ) i.e. it is defined behaviourally rather than anatomically. But if the concept of the ‘extreme male brain’ is to explain rather than describe autistic behaviour then evidence must come from a non-behavioural (e.g. physiological, biochemical or anatomical) source to avoid circularity of argument. The lack of a cognitive intervening variable linking autistic behavioural traits to brain activity casts doubt on the existence of a uni-dimensional spectrum of ‘brain gender’ for which autism is to be found at the ‘extreme male’ end. The inappropriate conflation of the dependent variable (score on the AQ) and the independent variable (brain anatomy of respondent) has led to the claim that a person with autism, even if female, has an ‘extreme male brain’. This is comparable to the claim that, because on average men are taller than women, extremely tall women have ‘extreme male height’. This stereotypical view of gender fails to recognize the overlapping diversity of cognitive styles found in males and females. En ligne : https://doi.org/10.1016/j.rasd.2018.09.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=371 [article] Some difficulties behind the concept of the ‘Extreme male brain’ in autism research. A theoretical review [Texte imprimé et/ou numérique] / Rosalind RIDLEY, Auteur . - p.19-27. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 57 (January 2019) . - p.19-27 Mots-clés : Extreme male brain  Gender  Autism  Asperger’s syndrome Index. décimale : PER Périodiques Résumé : The idea that autistic symptoms are produced by an ‘extreme male brain’ warrants further examination. The concept of the ‘extreme male brain’ derives from scores on the Autism Spectrum Questionnaire (AQ) i.e. it is defined behaviourally rather than anatomically. But if the concept of the ‘extreme male brain’ is to explain rather than describe autistic behaviour then evidence must come from a non-behavioural (e.g. physiological, biochemical or anatomical) source to avoid circularity of argument. The lack of a cognitive intervening variable linking autistic behavioural traits to brain activity casts doubt on the existence of a uni-dimensional spectrum of ‘brain gender’ for which autism is to be found at the ‘extreme male’ end. The inappropriate conflation of the dependent variable (score on the AQ) and the independent variable (brain anatomy of respondent) has led to the claim that a person with autism, even if female, has an ‘extreme male brain’. This is comparable to the claim that, because on average men are taller than women, extremely tall women have ‘extreme male height’. This stereotypical view of gender fails to recognize the overlapping diversity of cognitive styles found in males and females. En ligne : https://doi.org/10.1016/j.rasd.2018.09.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=371

Examining the psychometric properties of the autism stigma and knowledge questionnaire (ASK-Q) in multiple contexts / Ashley J. HARRISON in Research in Autism Spectrum Disorders, 57 (January 2019)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 57 (January 2019) . - p.28-34 Titre : Examining the psychometric properties of the autism stigma and knowledge questionnaire (ASK-Q) in multiple contexts Type de document : Texte imprimé et/ou numérique Auteurs : Ashley J. HARRISON, Auteur ; Madison L. PAFF, Auteur ; Marilyn S. KAFF, Auteur Article en page(s) : p.28-34 Langues : Anglais (eng) Mots-clés : ASD knowledge  Autism stigma & knowledge questionnaire (ASK-Q)  Measurement  Cross-cultural Index. décimale : PER Périodiques Résumé : Background The Autism Stigma & Knowledge Questionnaire (ASK-Q) is a new tool, developed to overcome many of the measurement issues associated with previously used ASD knowledge tools (Harrison, Slane, et al., 2017). The ASK-Q was developed to have cross-cultural utility and initial data reveals strong psychometric properties for the measure (Harrison, Bradshaw, et al., 2017). The current study aims to confirm several important measurement aspects of the ASK-Q. Methods To assess the cross-cultural internal consistency of the ASK-Q, data was collected from parents of children with ASD in Mongolia (n?=?40). Test-retest reliability analyses among a group of college students (n = 110) examined the stability of responses on the ASK-Q. To examine the sensitivity of the ASK-Q to detect change, we examined differences in ASD knowledge from the beginning to the end of the semester for college students (n?=?27) enrolled in a brief weekly ASD seminar. Results Analyses revealed adequate ASK-Q internal consistency in the Mongolian context with an alpha of 0.721. Test-retest data revealed good reliability for the ASK-Q overall (ICC?=?0.86) over a two-week period, and the measure served as a useful tool for detecting change pre- and post-intervention. Discussion The adequate internal consistency result from the Mongolian context supports the ASK-Q development goal of creating a measure with cross-cultural utility. The additional psychometric data collected in this study reinforce the assertion that the ASK-Q would serve as a reliable tool and a sensitive tool for examining the efficacy of ASD knowledge interventions. En ligne : https://doi.org/10.1016/j.rasd.2018.10.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=371 [article] Examining the psychometric properties of the autism stigma and knowledge questionnaire (ASK-Q) in multiple contexts [Texte imprimé et/ou numérique] / Ashley J. HARRISON, Auteur ; Madison L. PAFF, Auteur ; Marilyn S. KAFF, Auteur . - p.28-34. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 57 (January 2019) . - p.28-34 Mots-clés : ASD knowledge  Autism stigma & knowledge questionnaire (ASK-Q)  Measurement  Cross-cultural Index. décimale : PER Périodiques Résumé : Background The Autism Stigma & Knowledge Questionnaire (ASK-Q) is a new tool, developed to overcome many of the measurement issues associated with previously used ASD knowledge tools (Harrison, Slane, et al., 2017). The ASK-Q was developed to have cross-cultural utility and initial data reveals strong psychometric properties for the measure (Harrison, Bradshaw, et al., 2017). The current study aims to confirm several important measurement aspects of the ASK-Q. Methods To assess the cross-cultural internal consistency of the ASK-Q, data was collected from parents of children with ASD in Mongolia (n?=?40). Test-retest reliability analyses among a group of college students (n = 110) examined the stability of responses on the ASK-Q. To examine the sensitivity of the ASK-Q to detect change, we examined differences in ASD knowledge from the beginning to the end of the semester for college students (n?=?27) enrolled in a brief weekly ASD seminar. Results Analyses revealed adequate ASK-Q internal consistency in the Mongolian context with an alpha of 0.721. Test-retest data revealed good reliability for the ASK-Q overall (ICC?=?0.86) over a two-week period, and the measure served as a useful tool for detecting change pre- and post-intervention. Discussion The adequate internal consistency result from the Mongolian context supports the ASK-Q development goal of creating a measure with cross-cultural utility. The additional psychometric data collected in this study reinforce the assertion that the ASK-Q would serve as a reliable tool and a sensitive tool for examining the efficacy of ASD knowledge interventions. En ligne : https://doi.org/10.1016/j.rasd.2018.10.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=371

Unpredictability reduces over-selective responding of individuals with ASD who have language impairments / Phil REED in Research in Autism Spectrum Disorders, 57 (January 2019)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 57 (January 2019) . - p.35-45 Titre : Unpredictability reduces over-selective responding of individuals with ASD who have language impairments Type de document : Texte imprimé et/ou numérique Auteurs : Phil REED, Auteur Article en page(s) : p.35-45 Langues : Anglais (eng) Mots-clés : Over-selectivity  Unpredictability  Partial reinforcement  Reinforcement reduction  Remediation of over-selectivity  ASD Index. décimale : PER Périodiques Résumé : Background: The phenomenon whereby behavior becomes controlled by one aspect of the environment at the expense of other equally-salient aspects of the environment (stimulus over-selectivity) is extremely common in many with Autism Spectrum Disorder (ASD). However, the theoretical mechanisms underpinning over-selectivity and its remediation are not well understood. Four experiments explored whether principles derived from associability accounts of learning, notably the concept of uncertainty, might allow better theoretical understanding of the phenomenon. Method: Participants with ASD who had language impairments received simultaneous discrimination training (AB+/CD?), and were tested in extinction regarding the degree to which the separate elements (A and B) of the previously reinforced compound (AB+) controlled behavior. Results: All experiments established the presence of over-selectivity; choosing one stimulus element to a greater-extent than the other. In Experiments 1 and 2, relative to a 100% feedback schedule, over-selectivity reduced when a 50%, but not a 25%, schedule of feedback was used. In Experiment 3, prolonged schedule exposure reduced over-selectivity. In Experiment 4, change from a 100% to a 33% schedule did not reduce over-selectivity. Conclusions: These results suggest that unpredictability, rather than variability per se, or reinforcement reduction and change, reduces over-selectivity. This suggests that attentional mechanisms, especially uncertainty, may play a role in this phenomenon during its acquisition and remediation. En ligne : https://doi.org/10.1016/j.rasd.2018.10.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=371 [article] Unpredictability reduces over-selective responding of individuals with ASD who have language impairments [Texte imprimé et/ou numérique] / Phil REED, Auteur . - p.35-45. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 57 (January 2019) . - p.35-45 Mots-clés : Over-selectivity  Unpredictability  Partial reinforcement  Reinforcement reduction  Remediation of over-selectivity  ASD Index. décimale : PER Périodiques Résumé : Background: The phenomenon whereby behavior becomes controlled by one aspect of the environment at the expense of other equally-salient aspects of the environment (stimulus over-selectivity) is extremely common in many with Autism Spectrum Disorder (ASD). However, the theoretical mechanisms underpinning over-selectivity and its remediation are not well understood. Four experiments explored whether principles derived from associability accounts of learning, notably the concept of uncertainty, might allow better theoretical understanding of the phenomenon. Method: Participants with ASD who had language impairments received simultaneous discrimination training (AB+/CD?), and were tested in extinction regarding the degree to which the separate elements (A and B) of the previously reinforced compound (AB+) controlled behavior. Results: All experiments established the presence of over-selectivity; choosing one stimulus element to a greater-extent than the other. In Experiments 1 and 2, relative to a 100% feedback schedule, over-selectivity reduced when a 50%, but not a 25%, schedule of feedback was used. In Experiment 3, prolonged schedule exposure reduced over-selectivity. In Experiment 4, change from a 100% to a 33% schedule did not reduce over-selectivity. Conclusions: These results suggest that unpredictability, rather than variability per se, or reinforcement reduction and change, reduces over-selectivity. This suggests that attentional mechanisms, especially uncertainty, may play a role in this phenomenon during its acquisition and remediation. En ligne : https://doi.org/10.1016/j.rasd.2018.10.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=371

Spectrum or subtypes? A latent profile analysis of restricted and repetitive behaviours in autism / Lidan ZHENG in Research in Autism Spectrum Disorders, 57 (January 2019)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 57 (January 2019) . - p.46-54 Titre : Spectrum or subtypes? A latent profile analysis of restricted and repetitive behaviours in autism Type de document : Texte imprimé et/ou numérique Auteurs : Lidan ZHENG, Auteur ; Rachel GROVE, Auteur ; Valsamma EAPEN, Auteur Article en page(s) : p.46-54 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Restricted and repetitive interests and behaviours  Latent profile analysis  DSM-5  Clinical subtypes Index. décimale : PER Périodiques Résumé : Background Autism Spectrum Disorder (ASD) is a heterogeneous condition. One way of understanding this heterogeneity is by investigating whether homogenous subgroups within the autism population exist. Some studies have attempted to do this by looking at social and communication skills. However, few studies have looked at subtyping using restricted and repetitive behaviours. While restricted and repetitive behaviours form part of the core features of autism, their presentation is diverse across different individuals on the spectrum. The aim of this study was to determine if restricted and repetitive behaviours could be used to identify potential subtypes of autism. Method This study used unsupervised clustering algorithms to differentiate subgroups of individuals on the autism spectrum based on their scores on the Repetitive Behaviour Scale-Revised (RBS-R). Results Three groups were found that reported low, medium and high levels of restricted and repetitive behaviours. These groups also differed on a range of clinical measures including problematic behaviours, autistic traits and adaptive behaviours. Conclusions Our findings indicate that subgroups of individuals with autism can be identified based on their level of restricted and repetitive behaviours. This highlights that restricted and repetitive behaviours may be best understood under a dimensional continuum of severity. This has implications for our understanding of the non-social characteristics of autism. En ligne : https://doi.org/10.1016/j.rasd.2018.10.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=371 [article] Spectrum or subtypes? A latent profile analysis of restricted and repetitive behaviours in autism [Texte imprimé et/ou numérique] / Lidan ZHENG, Auteur ; Rachel GROVE, Auteur ; Valsamma EAPEN, Auteur . - p.46-54. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 57 (January 2019) . - p.46-54 Mots-clés : Autism spectrum disorder  Restricted and repetitive interests and behaviours  Latent profile analysis  DSM-5  Clinical subtypes Index. décimale : PER Périodiques Résumé : Background Autism Spectrum Disorder (ASD) is a heterogeneous condition. One way of understanding this heterogeneity is by investigating whether homogenous subgroups within the autism population exist. Some studies have attempted to do this by looking at social and communication skills. However, few studies have looked at subtyping using restricted and repetitive behaviours. While restricted and repetitive behaviours form part of the core features of autism, their presentation is diverse across different individuals on the spectrum. The aim of this study was to determine if restricted and repetitive behaviours could be used to identify potential subtypes of autism. Method This study used unsupervised clustering algorithms to differentiate subgroups of individuals on the autism spectrum based on their scores on the Repetitive Behaviour Scale-Revised (RBS-R). Results Three groups were found that reported low, medium and high levels of restricted and repetitive behaviours. These groups also differed on a range of clinical measures including problematic behaviours, autistic traits and adaptive behaviours. Conclusions Our findings indicate that subgroups of individuals with autism can be identified based on their level of restricted and repetitive behaviours. This highlights that restricted and repetitive behaviours may be best understood under a dimensional continuum of severity. This has implications for our understanding of the non-social characteristics of autism. En ligne : https://doi.org/10.1016/j.rasd.2018.10.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=371

Missed opportunities: An investigation of pathways to autism diagnosis in Australia / Vicki GIBBS in Research in Autism Spectrum Disorders, 57 (January 2019)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 57 (January 2019) . - p.55-62 Titre : Missed opportunities: An investigation of pathways to autism diagnosis in Australia Type de document : Texte imprimé et/ou numérique Auteurs : Vicki GIBBS, Auteur ; Fiona J. ALDRIDGE, Auteur ; Elizabeth SBURLATI, Auteur ; Felicity CHANDLER, Auteur ; Karen SMITH, Auteur ; Lauren CHENG, Auteur Article en page(s) : p.55-62 Langues : Anglais (eng) Mots-clés : Autism  Delay  Diagnosis  Age of diagnosis  Diagnostic “gap” Index. décimale : PER Périodiques Résumé : Background Reliable diagnoses of autism can be made as early as two years of age. Many children in Australia are diagnosed with autism at a later age. Delayed diagnosis can lead to missed opportunities for early intervention. This study aims to investigate the factors associated with age of diagnosis in Australia and to examine where delays are occurring in the diagnostic pathway. Method Family and child characteristics, age of first concern, and outcomes of previous professional consultations were collected and analysed for 215 children undergoing assessment for autism in Sydney, Australia. Results The average age of diagnosis was 5 years. Children with more severe autism, and those with no co-morbid diagnosis were diagnosed at a younger age. Average age of first concern was 23 months, and parents consulted professionals, on average, just over 8 months later. Seventy percent of the children were not identified as having possible autism at this initial consultation. The average gap between first consultation and diagnosis of autism was 2 years, 4 months. Conclusions This study provided further evidence of delayed diagnosis of children in Australia. Those with level 2 or 3 autism, no co-morbid diagnosis and earlier parental first concerns were diagnosed earlier. In general, parents have concerns and take action in a timely manner. Delays in the diagnostic pathway were apparent from the first professional consultation where autism was often not identified. This could be addressed by training professionals about early indicators, milder forms of autism, and differential diagnosis. En ligne : https://doi.org/10.1016/j.rasd.2018.10.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=371 [article] Missed opportunities: An investigation of pathways to autism diagnosis in Australia [Texte imprimé et/ou numérique] / Vicki GIBBS, Auteur ; Fiona J. ALDRIDGE, Auteur ; Elizabeth SBURLATI, Auteur ; Felicity CHANDLER, Auteur ; Karen SMITH, Auteur ; Lauren CHENG, Auteur . - p.55-62. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 57 (January 2019) . - p.55-62 Mots-clés : Autism  Delay  Diagnosis  Age of diagnosis  Diagnostic “gap” Index. décimale : PER Périodiques Résumé : Background Reliable diagnoses of autism can be made as early as two years of age. Many children in Australia are diagnosed with autism at a later age. Delayed diagnosis can lead to missed opportunities for early intervention. This study aims to investigate the factors associated with age of diagnosis in Australia and to examine where delays are occurring in the diagnostic pathway. Method Family and child characteristics, age of first concern, and outcomes of previous professional consultations were collected and analysed for 215 children undergoing assessment for autism in Sydney, Australia. Results The average age of diagnosis was 5 years. Children with more severe autism, and those with no co-morbid diagnosis were diagnosed at a younger age. Average age of first concern was 23 months, and parents consulted professionals, on average, just over 8 months later. Seventy percent of the children were not identified as having possible autism at this initial consultation. The average gap between first consultation and diagnosis of autism was 2 years, 4 months. Conclusions This study provided further evidence of delayed diagnosis of children in Australia. Those with level 2 or 3 autism, no co-morbid diagnosis and earlier parental first concerns were diagnosed earlier. In general, parents have concerns and take action in a timely manner. Delays in the diagnostic pathway were apparent from the first professional consultation where autism was often not identified. This could be addressed by training professionals about early indicators, milder forms of autism, and differential diagnosis. En ligne : https://doi.org/10.1016/j.rasd.2018.10.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=371

That’s what I like: The use of circumscribed interests within interventions for individuals with autism spectrum disorder. A systematic review / Clare HARROP in Research in Autism Spectrum Disorders, 57 (January 2019)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 57 (January 2019) . - p.63-86 Titre : That’s what I like: The use of circumscribed interests within interventions for individuals with autism spectrum disorder. A systematic review Type de document : Texte imprimé et/ou numérique Auteurs : Clare HARROP, Auteur ; Jessica AMSBARY, Auteur ; Sarah TOWNER-WRIGHT, Auteur ; Brian REICHOW, Auteur ; Brian A. BOYD, Auteur Article en page(s) : p.63-86 Langues : Anglais (eng) Mots-clés : Circumscribed interests  Intervention  Repetitive behaviors  Autism  Autism spectrum disorder Index. décimale : PER Périodiques Résumé : Background Circumscribed interests (CI) are a subcategory of restricted and repetitive behaviors that occur commonly in individuals with autism spectrum disorder (ASD). CI are characterized by an intense and focused interest in a narrow range of subjects. The purpose of this systematic review is to determine how interests are incorporated within interventions for individuals with ASD across the lifespan; what symptoms, domains and outcomes these interventions target; and the effectiveness of such interventions. Method The methods used within this review were consistent with those recommended by the Cochrane and Campbell Collaborations. Inclusion criteria were based on three predetermined categories: (1) Study Population; (2) Intervention Design; and (3) Outcome Variables. Data were extracted and coded based on these three predetermined categories. Results 246 full-text articles were assessed for eligibility, of which 31 studies were eligible for data extraction. The majority of studies were single subject designs (k?=?28) and focused on toddlers/preschool (k?=?13) or school-aged children (k?=?17). Common interests utilized were TV shows or movies (N?=?21), popular characters (N?=?18), computers/video games (N?=?12) and transportation (N?=?11). Conclusions Results suggest that the inclusion of CI within interventions can lead to positive effects across a number of domains. More research is required to examine the effects of individualized interests within group design studies. Methods for this review were registered with PROSPERO (42016036981). En ligne : https://doi.org/10.1016/j.rasd.2018.09.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=371 [article] That’s what I like: The use of circumscribed interests within interventions for individuals with autism spectrum disorder. A systematic review [Texte imprimé et/ou numérique] / Clare HARROP, Auteur ; Jessica AMSBARY, Auteur ; Sarah TOWNER-WRIGHT, Auteur ; Brian REICHOW, Auteur ; Brian A. BOYD, Auteur . - p.63-86. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 57 (January 2019) . - p.63-86 Mots-clés : Circumscribed interests  Intervention  Repetitive behaviors  Autism  Autism spectrum disorder Index. décimale : PER Périodiques Résumé : Background Circumscribed interests (CI) are a subcategory of restricted and repetitive behaviors that occur commonly in individuals with autism spectrum disorder (ASD). CI are characterized by an intense and focused interest in a narrow range of subjects. The purpose of this systematic review is to determine how interests are incorporated within interventions for individuals with ASD across the lifespan; what symptoms, domains and outcomes these interventions target; and the effectiveness of such interventions. Method The methods used within this review were consistent with those recommended by the Cochrane and Campbell Collaborations. Inclusion criteria were based on three predetermined categories: (1) Study Population; (2) Intervention Design; and (3) Outcome Variables. Data were extracted and coded based on these three predetermined categories. Results 246 full-text articles were assessed for eligibility, of which 31 studies were eligible for data extraction. The majority of studies were single subject designs (k?=?28) and focused on toddlers/preschool (k?=?13) or school-aged children (k?=?17). Common interests utilized were TV shows or movies (N?=?21), popular characters (N?=?18), computers/video games (N?=?12) and transportation (N?=?11). Conclusions Results suggest that the inclusion of CI within interventions can lead to positive effects across a number of domains. More research is required to examine the effects of individualized interests within group design studies. Methods for this review were registered with PROSPERO (42016036981). En ligne : https://doi.org/10.1016/j.rasd.2018.09.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=371

Decision factors for community providers when referring very young children for autism evaluation / Molly ROSENBAUM in Research in Autism Spectrum Disorders, 57 (January 2019)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 57 (January 2019) . - p.87-96 Titre : Decision factors for community providers when referring very young children for autism evaluation Type de document : Texte imprimé et/ou numérique Auteurs : Molly ROSENBAUM, Auteur ; Terisa P. GABRIELSEN, Auteur Article en page(s) : p.87-96 Langues : Anglais (eng) Mots-clés : Autism  ASD  Referral  Comprehensive evaluation  Decision factor  Early identification Index. décimale : PER Périodiques Résumé : Background Early intervention in autism spectrum disorder (ASD) improves outcomes, but treatment access depends on early identification. Despite reliability of most autism diagnoses by age 24 months, the majority of children with autism do not receive comprehensive evaluations until after age 36 months. Although many possible reasons exist for delayed evaluations, the referral decision process itself is not clearly defined nor understood. In particular, little is known about how perceptions of early childhood symptoms of ASD interact with decision criteria to ultimately refer a child for comprehensive diagnostic assessment. Method To better understand pre-referral perceptions and decision factors involved, we provided multiple video clips from early comprehensive autism evaluations as prompts, then asked early childhood clinicians and educators (n?=?346) to make decisions about autism referral, then to identify factors considered when making decisions. Results Decision factors cited most often were play, social interactions/engagement, and verbal behaviors, but none were cited by a clear majority. Some important early signs were infrequently mentioned: absence of joint attention, social reciprocity and gestures. Accuracy of referral decisions was similar across disciplines, indicating a broad range of professionals capable of identifying early signs of autism. Conclusions Autism training across early childhood professional disciplines should emphasize importance of early signs involving significant absences of behaviors, such as low joint attention, gestures, and social reciprocity in addition to odd social, verbal, and play behaviors. Such targeted training may encourage earlier referrals when autism is suspected in young children. En ligne : https://doi.org/10.1016/j.rasd.2018.09.009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=371 [article] Decision factors for community providers when referring very young children for autism evaluation [Texte imprimé et/ou numérique] / Molly ROSENBAUM, Auteur ; Terisa P. GABRIELSEN, Auteur . - p.87-96. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 57 (January 2019) . - p.87-96 Mots-clés : Autism  ASD  Referral  Comprehensive evaluation  Decision factor  Early identification Index. décimale : PER Périodiques Résumé : Background Early intervention in autism spectrum disorder (ASD) improves outcomes, but treatment access depends on early identification. Despite reliability of most autism diagnoses by age 24 months, the majority of children with autism do not receive comprehensive evaluations until after age 36 months. Although many possible reasons exist for delayed evaluations, the referral decision process itself is not clearly defined nor understood. In particular, little is known about how perceptions of early childhood symptoms of ASD interact with decision criteria to ultimately refer a child for comprehensive diagnostic assessment. Method To better understand pre-referral perceptions and decision factors involved, we provided multiple video clips from early comprehensive autism evaluations as prompts, then asked early childhood clinicians and educators (n?=?346) to make decisions about autism referral, then to identify factors considered when making decisions. Results Decision factors cited most often were play, social interactions/engagement, and verbal behaviors, but none were cited by a clear majority. Some important early signs were infrequently mentioned: absence of joint attention, social reciprocity and gestures. Accuracy of referral decisions was similar across disciplines, indicating a broad range of professionals capable of identifying early signs of autism. Conclusions Autism training across early childhood professional disciplines should emphasize importance of early signs involving significant absences of behaviors, such as low joint attention, gestures, and social reciprocity in addition to odd social, verbal, and play behaviors. Such targeted training may encourage earlier referrals when autism is suspected in young children. En ligne : https://doi.org/10.1016/j.rasd.2018.09.009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=371

Changes in healthcare expenditures after the autism insurance mandate / Li WANG in Research in Autism Spectrum Disorders, 57 (January 2019)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 57 (January 2019) . - p.97-104 Titre : Changes in healthcare expenditures after the autism insurance mandate Type de document : Texte imprimé et/ou numérique Auteurs : Li WANG, Auteur ; Junyi MA, Auteur ; Ruchita DHOLAKIA, Auteur ; Callie HOWELLS, Auteur ; Yun LU, Auteur ; Chen CHEN, Auteur ; Runze LI, Auteur ; Michael MURRAY, Auteur ; Douglas LESLIE, Auteur Article en page(s) : p.97-104 Langues : Anglais (eng) Mots-clés : Autism mandate  Healthcare expenditures  Cost  Autism spectrum disorder  Private insurance Index. décimale : PER Périodiques Résumé : Background In recent years, most U.S. states have passed autism mandates requiring private insurers to cover autism spectrum disorders (ASD). Little is known about the post-mandate changes in healthcare expenditures. Method This study utilized 2006–2012 de-identified insurance claims data from the largest private insurer in Pennsylvania (PA), where the mandate went into effect in mid 2009. Healthcare expenditures were defined as the amount the insurer paid for healthcare services and were adjusted to 2012 price level. A mixed effects model was used to analyze the expenditures. Results A total of 9471 children with ASD were included. Although the pre-mandate total expenditures per child with ASD were similar, the post-mandate expenditures significantly increased for groups subject to the autism mandate (87% increase from $7754 in 2008 to $14,486 in 2010) compared to the exempt groups (27% increase from $7238 to $9171). By insurance type, the change from 2008 to 2010 in ASD-related expenditures per child with ASD was $8439 for fully insured large employer sponsored plans and $43 for the Children’s Health Insurance Program (CHIP), both subject to the PA mandate; and $2631 for the self-insured, $980 for small-employers, and $-92 for individual plans, all of which are exempt from the mandate. These increases were due to outpatient services but not inpatient or drug costs. Conclusions Healthcare expenditures increased significantly following the PA autism mandate. Nonexempt, large employer groups had the largest increase in spending. Some exempt, self-insured companies may have voluntarily covered ASD services, leading to a moderate increase. En ligne : https://doi.org/10.1016/j.rasd.2018.10.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=371 [article] Changes in healthcare expenditures after the autism insurance mandate [Texte imprimé et/ou numérique] / Li WANG, Auteur ; Junyi MA, Auteur ; Ruchita DHOLAKIA, Auteur ; Callie HOWELLS, Auteur ; Yun LU, Auteur ; Chen CHEN, Auteur ; Runze LI, Auteur ; Michael MURRAY, Auteur ; Douglas LESLIE, Auteur . - p.97-104. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 57 (January 2019) . - p.97-104 Mots-clés : Autism mandate  Healthcare expenditures  Cost  Autism spectrum disorder  Private insurance Index. décimale : PER Périodiques Résumé : Background In recent years, most U.S. states have passed autism mandates requiring private insurers to cover autism spectrum disorders (ASD). Little is known about the post-mandate changes in healthcare expenditures. Method This study utilized 2006–2012 de-identified insurance claims data from the largest private insurer in Pennsylvania (PA), where the mandate went into effect in mid 2009. Healthcare expenditures were defined as the amount the insurer paid for healthcare services and were adjusted to 2012 price level. A mixed effects model was used to analyze the expenditures. Results A total of 9471 children with ASD were included. Although the pre-mandate total expenditures per child with ASD were similar, the post-mandate expenditures significantly increased for groups subject to the autism mandate (87% increase from $7754 in 2008 to $14,486 in 2010) compared to the exempt groups (27% increase from $7238 to $9171). By insurance type, the change from 2008 to 2010 in ASD-related expenditures per child with ASD was $8439 for fully insured large employer sponsored plans and $43 for the Children’s Health Insurance Program (CHIP), both subject to the PA mandate; and $2631 for the self-insured, $980 for small-employers, and $-92 for individual plans, all of which are exempt from the mandate. These increases were due to outpatient services but not inpatient or drug costs. Conclusions Healthcare expenditures increased significantly following the PA autism mandate. Nonexempt, large employer groups had the largest increase in spending. Some exempt, self-insured companies may have voluntarily covered ASD services, leading to a moderate increase. En ligne : https://doi.org/10.1016/j.rasd.2018.10.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=371

Reading comprehension treatment development for high school students with autism spectrum disorder: Stakeholder considerations for feasibility / Colleen K. REUTEBUCH in Research in Autism Spectrum Disorders, 57 (January 2019)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 57 (January 2019) . - p.105-119 Titre : Reading comprehension treatment development for high school students with autism spectrum disorder: Stakeholder considerations for feasibility Type de document : Texte imprimé et/ou numérique Auteurs : Colleen K. REUTEBUCH, Auteur ; Garrett J. ROBERTS, Auteur ; Julie L. THOMPSON, Auteur ; Farah EL ZEIN, Auteur ; Min MIZE, Auteur ; Aron N. WEINBERG, Auteur ; Christy R. AUSTIN, Auteur ; Alex FORBIS, Auteur ; Kim RODRIGUEZ, Auteur Article en page(s) : p.105-119 Langues : Anglais (eng) Mots-clés : ASD  Feasibility  Academic achievement  Reading comprehension  intervention/treatment  High school Index. décimale : PER Périodiques Résumé : Background We explored the potential benefits, possible challenges, and further considerations of two proposed academic interventions under development. These interventions target the reading comprehension of adolescents with autism spectrum disorder (ASD). These interventions were part of a comprehensive treatment package proposed to improve postsecondary outcomes for those with ASD transitioning to college, vocational training, and careers. Our purpose was to examine the reading comprehension treatments from the perspective of multiple stakeholders from whom buy-in is needed if treatments are to be used with confidence and fidelity. We aimed to better understand and address the issues that may limit the feasibility of implementation and thus treatment integrity and outcomes of our treatments prior to piloting them in typical high school settings. Method We conducted six focus groups across two states. The 39 participants included family members of adolescents with ASD, school instructional and support staff members, and school and district administrators. The questions were semi-structured and open ended. A multistep, team-based approach was used to analyze focus group data. Results We report on three major themes with supporting subthemes. Stakeholders affirmed the need for and value of the proposed academic component. However, they were unsure that the reading interventions would prove beneficial without the proper supports, understanding of ASD in place, and further enhancements. Conclusions This study highlights the complexities of designing treatments for students with ASD across the spectrum. Stakeholder feedback is relevant and offers those designing and conducting school-based treatments considerations regarding issues of social validity and quality of life that can enhance or detract from treatment integrity and sustainability of the intervention. A rationale for gathering and using stakeholder feedback is provided to drive research design and implementation, along with recommendations for future research endeavors. En ligne : https://doi.org/10.1016/j.rasd.2018.10.009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=371 [article] Reading comprehension treatment development for high school students with autism spectrum disorder: Stakeholder considerations for feasibility [Texte imprimé et/ou numérique] / Colleen K. REUTEBUCH, Auteur ; Garrett J. ROBERTS, Auteur ; Julie L. THOMPSON, Auteur ; Farah EL ZEIN, Auteur ; Min MIZE, Auteur ; Aron N. WEINBERG, Auteur ; Christy R. AUSTIN, Auteur ; Alex FORBIS, Auteur ; Kim RODRIGUEZ, Auteur . - p.105-119. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 57 (January 2019) . - p.105-119 Mots-clés : ASD  Feasibility  Academic achievement  Reading comprehension  intervention/treatment  High school Index. décimale : PER Périodiques Résumé : Background We explored the potential benefits, possible challenges, and further considerations of two proposed academic interventions under development. These interventions target the reading comprehension of adolescents with autism spectrum disorder (ASD). These interventions were part of a comprehensive treatment package proposed to improve postsecondary outcomes for those with ASD transitioning to college, vocational training, and careers. Our purpose was to examine the reading comprehension treatments from the perspective of multiple stakeholders from whom buy-in is needed if treatments are to be used with confidence and fidelity. We aimed to better understand and address the issues that may limit the feasibility of implementation and thus treatment integrity and outcomes of our treatments prior to piloting them in typical high school settings. Method We conducted six focus groups across two states. The 39 participants included family members of adolescents with ASD, school instructional and support staff members, and school and district administrators. The questions were semi-structured and open ended. A multistep, team-based approach was used to analyze focus group data. Results We report on three major themes with supporting subthemes. Stakeholders affirmed the need for and value of the proposed academic component. However, they were unsure that the reading interventions would prove beneficial without the proper supports, understanding of ASD in place, and further enhancements. Conclusions This study highlights the complexities of designing treatments for students with ASD across the spectrum. Stakeholder feedback is relevant and offers those designing and conducting school-based treatments considerations regarding issues of social validity and quality of life that can enhance or detract from treatment integrity and sustainability of the intervention. A rationale for gathering and using stakeholder feedback is provided to drive research design and implementation, along with recommendations for future research endeavors. En ligne : https://doi.org/10.1016/j.rasd.2018.10.009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=371

Feasibility of The Incredible Years Parent Program for Preschool Children on The Autism Spectrum in two U.S. sites / Sarah DABABNAH in Research in Autism Spectrum Disorders, 57 (January 2019)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 57 (January 2019) . - p.120-131 Titre : Feasibility of The Incredible Years Parent Program for Preschool Children on The Autism Spectrum in two U.S. sites Type de document : Texte imprimé et/ou numérique Auteurs : Sarah DABABNAH, Auteur ; Erin M. OLSON, Auteur ; Helen M. NICHOLS, Auteur Article en page(s) : p.120-131 Langues : Anglais (eng) Mots-clés : Autism  Caregivers  Parent stress  Incredible Years  Parenting interventions  Child behavior  Coping Index. décimale : PER Périodiques Résumé : Background Parent strain and burden are high in families raising children with Autism Spectrum Disorder (ASD). Caregivers of young children with ASD are particularly vulnerable to stress. Yet, few interventions address the direct needs of this growing population of parents. This pilot trial describes the feasibility, acceptability, and short-term outcomes of The Incredible Years Parent Program for Preschool Children on the Autism Spectrum or with Language Delays (IY-ASD) in two U.S. locations. Method We recruited caregivers of children ages to 2–6 years old with ASD to participate in a non-randomized pilot trial of IY-ASD. We aimed to describe our program delivery process and assess 1) participant retention rates and reasons for program/research discontinuation; 2) caregiver acceptability of IY-ASD; and 3) pre- and post-intervention measures of parenting stress, caregiver coping, and child behavior. Results Of the 50 parents who enrolled, 42 completed IY-ASD (84%). We analyzed data for 36 participants after accounting for partners and a participant lost to follow-up. Program acceptability was high. Total and child-related parenting stress significantly decreased at posttest. We found no statistically significant changes in caregiver coping, parent-related stress, or challenging child behaviors. Conclusions En ligne : https://doi.org/10.1016/j.rasd.2018.10.010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=371 [article] Feasibility of The Incredible Years Parent Program for Preschool Children on The Autism Spectrum in two U.S. sites [Texte imprimé et/ou numérique] / Sarah DABABNAH, Auteur ; Erin M. OLSON, Auteur ; Helen M. NICHOLS, Auteur . - p.120-131. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 57 (January 2019) . - p.120-131 Mots-clés : Autism  Caregivers  Parent stress  Incredible Years  Parenting interventions  Child behavior  Coping Index. décimale : PER Périodiques Résumé : Background Parent strain and burden are high in families raising children with Autism Spectrum Disorder (ASD). Caregivers of young children with ASD are particularly vulnerable to stress. Yet, few interventions address the direct needs of this growing population of parents. This pilot trial describes the feasibility, acceptability, and short-term outcomes of The Incredible Years Parent Program for Preschool Children on the Autism Spectrum or with Language Delays (IY-ASD) in two U.S. locations. Method We recruited caregivers of children ages to 2–6 years old with ASD to participate in a non-randomized pilot trial of IY-ASD. We aimed to describe our program delivery process and assess 1) participant retention rates and reasons for program/research discontinuation; 2) caregiver acceptability of IY-ASD; and 3) pre- and post-intervention measures of parenting stress, caregiver coping, and child behavior. Results Of the 50 parents who enrolled, 42 completed IY-ASD (84%). We analyzed data for 36 participants after accounting for partners and a participant lost to follow-up. Program acceptability was high. Total and child-related parenting stress significantly decreased at posttest. We found no statistically significant changes in caregiver coping, parent-related stress, or challenging child behaviors. Conclusions En ligne : https://doi.org/10.1016/j.rasd.2018.10.010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=371

EEG data collection in children with ASD: The role of state in data quality and spectral power / Charlotte DISTEFANO in Research in Autism Spectrum Disorders, 57 (January 2019)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 57 (January 2019) . - p.132-144 Titre : EEG data collection in children with ASD: The role of state in data quality and spectral power Type de document : Texte imprimé et/ou numérique Auteurs : Charlotte DISTEFANO, Auteur ; Abigail DICKINSON, Auteur ; Elizabeth BAKER, Auteur ; Shafali SPURLING JESTE, Auteur Article en page(s) : p.132-144 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Intellectual disability  EEG  Spectral power Index. décimale : PER Périodiques Résumé : Background Electroencephalography can elucidate neurobiological mechanisms underlying heterogeneity in ASD. Studying the full range of children with ASD introduces methodological challenges stemming from participants’ difficulties tolerating the data collection process, leading to diminished EEG data retention and increased variability in participant ‘state’ during the recording. Quantifying state will improve data collection methods and aide in interpreting results. Objectives Observationally quantify participant state during the EEG recording; examine its relationship to child characteristics, data retention and spectral power. Methods Participants included 5–11 year-old children with ASD (N?=?39) and age-matched TD children (N?=?16). Participants were acclimated to the EEG environment using behavioral strategies. EEG was recorded while participants watched a video of bubbles. Participant ‘state’ was rated using a Likert scale (Perceived State Rating: PSR). Results Participants with ASD had more elevated PSR than TD participants. Less EEG data were retained in participants with higher PSR scores, but this was not related to age or IQ. TD participants had higher alpha power compared with the ASD group. Within the ASD group, participants with high PSR had decreased frontal alpha power. Conclusions Given supportive strategies, EEG data was collected from children with ASD across cognitive levels. Participant state influenced both EEG data retention and alpha spectral power. Alpha suppression is linked to attention and vigilance, suggesting that these participants were less ‘at rest’. This highlights the importance of considering state when conducting EEG studies with challenging participants, both to increase data retention rates and to quantify the influence of state on EEG variables. En ligne : https://doi.org/10.1016/j.rasd.2018.10.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=371 [article] EEG data collection in children with ASD: The role of state in data quality and spectral power [Texte imprimé et/ou numérique] / Charlotte DISTEFANO, Auteur ; Abigail DICKINSON, Auteur ; Elizabeth BAKER, Auteur ; Shafali SPURLING JESTE, Auteur . - p.132-144. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 57 (January 2019) . - p.132-144 Mots-clés : Autism spectrum disorder  Intellectual disability  EEG  Spectral power Index. décimale : PER Périodiques Résumé : Background Electroencephalography can elucidate neurobiological mechanisms underlying heterogeneity in ASD. Studying the full range of children with ASD introduces methodological challenges stemming from participants’ difficulties tolerating the data collection process, leading to diminished EEG data retention and increased variability in participant ‘state’ during the recording. Quantifying state will improve data collection methods and aide in interpreting results. Objectives Observationally quantify participant state during the EEG recording; examine its relationship to child characteristics, data retention and spectral power. Methods Participants included 5–11 year-old children with ASD (N?=?39) and age-matched TD children (N?=?16). Participants were acclimated to the EEG environment using behavioral strategies. EEG was recorded while participants watched a video of bubbles. Participant ‘state’ was rated using a Likert scale (Perceived State Rating: PSR). Results Participants with ASD had more elevated PSR than TD participants. Less EEG data were retained in participants with higher PSR scores, but this was not related to age or IQ. TD participants had higher alpha power compared with the ASD group. Within the ASD group, participants with high PSR had decreased frontal alpha power. Conclusions Given supportive strategies, EEG data was collected from children with ASD across cognitive levels. Participant state influenced both EEG data retention and alpha spectral power. Alpha suppression is linked to attention and vigilance, suggesting that these participants were less ‘at rest’. This highlights the importance of considering state when conducting EEG studies with challenging participants, both to increase data retention rates and to quantify the influence of state on EEG variables. En ligne : https://doi.org/10.1016/j.rasd.2018.10.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=371

Incidence, profiles and correlates of the Cortisol Awakening Response in high-functioning young males with ASD / Christopher F. SHARPLEY in Research in Autism Spectrum Disorders, 57 (January 2019)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 57 (January 2019) . - p.145-153 Titre : Incidence, profiles and correlates of the Cortisol Awakening Response in high-functioning young males with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Christopher F. SHARPLEY, Auteur ; Vicki BITSIKA, Auteur ; Mary E. MCMILLAN, Auteur ; Linda L. AGNEW, Auteur Article en page(s) : p.145-153 Langues : Anglais (eng) Mots-clés : Autism  Cortisol  Anxiety  Depression Index. décimale : PER Périodiques Résumé : Background The Cortisol Awakening Response (CAR) is sometimes dysregulated in young people with Autism Spectrum Disorder (ASD), but previous findings are mostly based upon group mean data and do not report individual responses. In addition, investigation of the correlates of CAR dysregulation has been limited. Methods To provide insight into the individual profiles and correlates of the CAR in young males with ASD, 32 high-functioning male participants with ASD aged between 9?yr and 18?yr completed several measures of anxiety and mood, and provided saliva samples at waking and 30?min later for calculation of the CAR. Results Although group mean data showed an expected CAR profile, over half of the participants had a dysregulated CAR. There was a significant interaction between cortisol concentrations at waking and 30?min later and CAR presence/absence, suggestive of the presence of hyper- and hypo-cortisolism. Unlike previous data regarding CAR and mood states in young females with ASD, there were no significant associations between anxiety or depression and CAR dysregulation in this sample of boys with ASD. Conclusions The use of the CAR in research and clinical settings must be accompanied by an awareness of the likelihood of individual variability. En ligne : https://doi.org/10.1016/j.rasd.2018.11.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=371 [article] Incidence, profiles and correlates of the Cortisol Awakening Response in high-functioning young males with ASD [Texte imprimé et/ou numérique] / Christopher F. SHARPLEY, Auteur ; Vicki BITSIKA, Auteur ; Mary E. MCMILLAN, Auteur ; Linda L. AGNEW, Auteur . - p.145-153. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 57 (January 2019) . - p.145-153 Mots-clés : Autism  Cortisol  Anxiety  Depression Index. décimale : PER Périodiques Résumé : Background The Cortisol Awakening Response (CAR) is sometimes dysregulated in young people with Autism Spectrum Disorder (ASD), but previous findings are mostly based upon group mean data and do not report individual responses. In addition, investigation of the correlates of CAR dysregulation has been limited. Methods To provide insight into the individual profiles and correlates of the CAR in young males with ASD, 32 high-functioning male participants with ASD aged between 9?yr and 18?yr completed several measures of anxiety and mood, and provided saliva samples at waking and 30?min later for calculation of the CAR. Results Although group mean data showed an expected CAR profile, over half of the participants had a dysregulated CAR. There was a significant interaction between cortisol concentrations at waking and 30?min later and CAR presence/absence, suggestive of the presence of hyper- and hypo-cortisolism. Unlike previous data regarding CAR and mood states in young females with ASD, there were no significant associations between anxiety or depression and CAR dysregulation in this sample of boys with ASD. Conclusions The use of the CAR in research and clinical settings must be accompanied by an awareness of the likelihood of individual variability. En ligne : https://doi.org/10.1016/j.rasd.2018.11.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=371

Examining sleep hygiene factors and sleep in young children with and without autism spectrum disorder / Amanda L. RICHDALE in Research in Autism Spectrum Disorders, 57 (January 2019)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 57 (January 2019) . - p.154-162 Titre : Examining sleep hygiene factors and sleep in young children with and without autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Amanda L. RICHDALE, Auteur ; Kimberly A. SCHRECK, Auteur Article en page(s) : p.154-162 Langues : Anglais (eng) Mots-clés : Sleep  Sleep hygiene  Pre-schoolers  Autism spectrum disorder Index. décimale : PER Périodiques Résumé : Objective/background Sleep problems are common in young children, especially young children with autism spectrum disorder (ASD). Sleep hygiene is a set of practices, which promote good sleep. However, other than bedtime routines and schedules, sleep hygiene is not often examined in this age group, or in ASD. The aim of this study was to examine sleep problems in young children with and without ASD and their relationship to sleep hygiene practices. Participants Parents (N?=?101) of young children aged 2–5?years (M?=?47.5 mths, SD?=?1.3) were surveyed. Children included 28 with ASD, 2 with global developmental delay, and 71 who were typically developing. Methods A survey of sleep and sleep hygiene practices and the Children’s Sleep Habits Questionnaire (CSHQ) examined via parent-report sleep problems and their relationship with thermal comfort, screen time, and diet. Results More than half of all children (55.4%; 78.6% of children with ASD) had a sleep problem. Children with ASD and a sleep problem slept fewer hours than other children, but they did not differ on their CSHQ score. Areas of sleep hygiene associated with poorer sleep for children with and without ASD included thermal comfort factors and screen usage. Conclusions These results suggest that too much screen time may be related to sleep problems for young children with and without ASD. Parents also may need advice about maintaining appropriate thermal comfort for their sleeping child. Although these findings provide preliminary relationships and require replication and specific intervention recommendations, these results are particularly important for children with ASD who are at high risk for poor sleep. En ligne : https://doi.org/10.1016/j.rasd.2018.10.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=371 [article] Examining sleep hygiene factors and sleep in young children with and without autism spectrum disorder [Texte imprimé et/ou numérique] / Amanda L. RICHDALE, Auteur ; Kimberly A. SCHRECK, Auteur . - p.154-162. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 57 (January 2019) . - p.154-162 Mots-clés : Sleep  Sleep hygiene  Pre-schoolers  Autism spectrum disorder Index. décimale : PER Périodiques Résumé : Objective/background Sleep problems are common in young children, especially young children with autism spectrum disorder (ASD). Sleep hygiene is a set of practices, which promote good sleep. However, other than bedtime routines and schedules, sleep hygiene is not often examined in this age group, or in ASD. The aim of this study was to examine sleep problems in young children with and without ASD and their relationship to sleep hygiene practices. Participants Parents (N?=?101) of young children aged 2–5?years (M?=?47.5 mths, SD?=?1.3) were surveyed. Children included 28 with ASD, 2 with global developmental delay, and 71 who were typically developing. Methods A survey of sleep and sleep hygiene practices and the Children’s Sleep Habits Questionnaire (CSHQ) examined via parent-report sleep problems and their relationship with thermal comfort, screen time, and diet. Results More than half of all children (55.4%; 78.6% of children with ASD) had a sleep problem. Children with ASD and a sleep problem slept fewer hours than other children, but they did not differ on their CSHQ score. Areas of sleep hygiene associated with poorer sleep for children with and without ASD included thermal comfort factors and screen usage. Conclusions These results suggest that too much screen time may be related to sleep problems for young children with and without ASD. Parents also may need advice about maintaining appropriate thermal comfort for their sleeping child. Although these findings provide preliminary relationships and require replication and specific intervention recommendations, these results are particularly important for children with ASD who are at high risk for poor sleep. En ligne : https://doi.org/10.1016/j.rasd.2018.10.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=371