Dépouillements

Neurodiversity: An insider's perspective / Jacquiline DEN HOUTING in Autism, 23-2 (February 2019)  

Public ISBD [article]  inAutism > 23-2 (February 2019) . - p.271-273 Titre : Neurodiversity: An insider's perspective Type de document : Texte imprimé et/ou numérique Auteurs : Jacquiline DEN HOUTING, Auteur Article en page(s) : p.271-273 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1362361318820762 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383 [article] Neurodiversity: An insider's perspective [Texte imprimé et/ou numérique] / Jacquiline DEN HOUTING, Auteur . - p.271-273. Langues : Anglais (eng) in Autism > 23-2 (February 2019) . - p.271-273 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1362361318820762 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383

A systematic review of school-based interventions targeting social communication behaviors for students with autism / B. M. SUTTON in Autism, 23-2 (February 2019)  

Public ISBD [article]  inAutism > 23-2 (February 2019) . - p.274-286 Titre : A systematic review of school-based interventions targeting social communication behaviors for students with autism Type de document : Texte imprimé et/ou numérique Auteurs : B. M. SUTTON, Auteur ; Amanda A. WEBSTER, Auteur ; Marleen F. WESTERVELD, Auteur Article en page(s) : p.274-286 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  initiate  intervention  respond  school  social communication  social interaction Index. décimale : PER Périodiques Résumé : Initiating and responding to peers are social communication behaviors which are challenging for students with autism. We reviewed intervention studies set in mainstream elementary schools, which targeted these behaviors and reported on intervention outcomes as well as the resources required for their implementation. A total of 22 studies met the criteria for inclusion. Findings suggest that school-based interventions can increase the frequency and duration of initiating and responding behaviors in elementary school aged students with autism. These interventions were resource-intensive and usually delivered by researchers or teaching assistants away from the classroom. Future research should build on this emerging evidence base to consider interventions which could be implemented by classroom teachers as part of the classroom program. En ligne : http://dx.doi.org/10.1177/1362361317753564 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383 [article] A systematic review of school-based interventions targeting social communication behaviors for students with autism [Texte imprimé et/ou numérique] / B. M. SUTTON, Auteur ; Amanda A. WEBSTER, Auteur ; Marleen F. WESTERVELD, Auteur . - p.274-286. Langues : Anglais (eng) in Autism > 23-2 (February 2019) . - p.274-286 Mots-clés : autism spectrum disorder  initiate  intervention  respond  school  social communication  social interaction Index. décimale : PER Périodiques Résumé : Initiating and responding to peers are social communication behaviors which are challenging for students with autism. We reviewed intervention studies set in mainstream elementary schools, which targeted these behaviors and reported on intervention outcomes as well as the resources required for their implementation. A total of 22 studies met the criteria for inclusion. Findings suggest that school-based interventions can increase the frequency and duration of initiating and responding behaviors in elementary school aged students with autism. These interventions were resource-intensive and usually delivered by researchers or teaching assistants away from the classroom. Future research should build on this emerging evidence base to consider interventions which could be implemented by classroom teachers as part of the classroom program. En ligne : http://dx.doi.org/10.1177/1362361317753564 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383

Psychometric properties of questionnaires and diagnostic measures for autism spectrum disorders in adults: A systematic review / S. WIGHAM in Autism, 23-2 (February 2019)  

Public ISBD [article]  inAutism > 23-2 (February 2019) . - p.287-305 Titre : Psychometric properties of questionnaires and diagnostic measures for autism spectrum disorders in adults: A systematic review Type de document : Texte imprimé et/ou numérique Auteurs : S. WIGHAM, Auteur ; J. RODGERS, Auteur ; Tom BERNEY, Auteur ; A. LE COUTEUR, Auteur ; B. INGHAM, Auteur ; Jeremy R. PARR, Auteur Article en page(s) : p.287-305 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  diagnosis  review  screening Index. décimale : PER Périodiques Résumé : Accurately diagnosing autism spectrum disorders in adulthood can be challenging. Structured questionnaires and diagnostic measures are frequently used to assist case recognition and diagnosis. This study reviewed research evidence on structured questionnaires and diagnostic measures published since the National Institute for Health and Care Excellence evidence update. The Cochrane library, Medline, Embase and PsycINFO were searched. In all, 20 studies met inclusion criteria. Sensitivity and specificity of structured questionnaires were best for individuals with previously confirmed autism spectrum disorder diagnoses and reduced in participants referred for diagnostic assessments, with discrimination of autism spectrum disorder from mental health conditions especially limited. For adults with intellectual disability, diagnostic accuracy increased when a combination of structured questionnaires were used. Evidence suggests some utility of diagnostic measures in identifying autism spectrum disorder among clinic referrals, although specificity for diagnosis was relatively low. In mental health settings, the use of a single structured questionnaire is unlikely to accurately identify adults without autism spectrum disorder or differentiate autism spectrum disorder from mental health conditions. This is important as adults seeking an autism spectrum disorder diagnostic assessment are likely to have co-existing mental health conditions. Robust autism spectrum disorder assessment tools specifically for use in adult diagnostic health services in the presence of co-occurring mental health and neurodevelopmental disorders are a research priority. En ligne : http://dx.doi.org/10.1177/1362361317748245 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383 [article] Psychometric properties of questionnaires and diagnostic measures for autism spectrum disorders in adults: A systematic review [Texte imprimé et/ou numérique] / S. WIGHAM, Auteur ; J. RODGERS, Auteur ; Tom BERNEY, Auteur ; A. LE COUTEUR, Auteur ; B. INGHAM, Auteur ; Jeremy R. PARR, Auteur . - p.287-305. Langues : Anglais (eng) in Autism > 23-2 (February 2019) . - p.287-305 Mots-clés : autism spectrum disorders  diagnosis  review  screening Index. décimale : PER Périodiques Résumé : Accurately diagnosing autism spectrum disorders in adulthood can be challenging. Structured questionnaires and diagnostic measures are frequently used to assist case recognition and diagnosis. This study reviewed research evidence on structured questionnaires and diagnostic measures published since the National Institute for Health and Care Excellence evidence update. The Cochrane library, Medline, Embase and PsycINFO were searched. In all, 20 studies met inclusion criteria. Sensitivity and specificity of structured questionnaires were best for individuals with previously confirmed autism spectrum disorder diagnoses and reduced in participants referred for diagnostic assessments, with discrimination of autism spectrum disorder from mental health conditions especially limited. For adults with intellectual disability, diagnostic accuracy increased when a combination of structured questionnaires were used. Evidence suggests some utility of diagnostic measures in identifying autism spectrum disorder among clinic referrals, although specificity for diagnosis was relatively low. In mental health settings, the use of a single structured questionnaire is unlikely to accurately identify adults without autism spectrum disorder or differentiate autism spectrum disorder from mental health conditions. This is important as adults seeking an autism spectrum disorder diagnostic assessment are likely to have co-existing mental health conditions. Robust autism spectrum disorder assessment tools specifically for use in adult diagnostic health services in the presence of co-occurring mental health and neurodevelopmental disorders are a research priority. En ligne : http://dx.doi.org/10.1177/1362361317748245 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383

Broken bridges-new school transitions for students with autism spectrum disorder: A systematic review on difficulties and strategies for success / H. J. NUSKE in Autism, 23-2 (February 2019)  

Public ISBD [article]  inAutism > 23-2 (February 2019) . - p.306-325 Titre : Broken bridges-new school transitions for students with autism spectrum disorder: A systematic review on difficulties and strategies for success Type de document : Texte imprimé et/ou numérique Auteurs : H. J. NUSKE, Auteur ; E. MCGHEE HASSRICK, Auteur ; B. BRONSTEIN, Auteur ; L. HAUPTMAN, Auteur ; Courtney A. APONTE, Auteur ; L. LEVATO, Auteur ; A. STAHMER, Auteur ; D. S. MANDELL, Auteur ; Peter C. MUNDY, Auteur ; Connie KASARI, Auteur ; T. SMITH, Auteur Article en page(s) : p.306-325 Langues : Anglais (eng) Mots-clés : anxiety  autism spectrum disorders  home-school communication  inter-school coordination  interventions-psychosocial/behavioral  language barriers  parental advocacy  school resources  school transition  transition planning Index. décimale : PER Périodiques Résumé : Transitioning to a new school is often challenging for students with autism spectrum disorder. Few studies have examined the transition needs of students with autism spectrum disorder or the benefits of specific supports. This review synthesizes research findings on the difficulties that school transitions pose for students with autism spectrum disorder and their parents and teachers, and the strategies used to support students and parents during school transition. The review included 27 studies (10 examining the transition to primary school, 17 the transition to secondary school), with data from 443 students with autism spectrum disorder, 453 parents, and 546 teachers, across four continents (North America, Europe, Africa, and Australia). Studies reported that children with autism spectrum disorder struggled with anxiety and increased social pressure, their parents felt overwhelmed with complex placement decisions and worried about the well-being of their children, and teachers strove to provide appropriate supports to their students with autism spectrum disorder, often with inadequate resources. Findings indicated that the most useful strategies involved helping the student adjust to the new school setting, individualizing transition supports, clarifying the transition process for parents, and fostering communication both between the sending and receiving schools, and school and home. En ligne : http://dx.doi.org/10.1177/1362361318754529 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383 [article] Broken bridges-new school transitions for students with autism spectrum disorder: A systematic review on difficulties and strategies for success [Texte imprimé et/ou numérique] / H. J. NUSKE, Auteur ; E. MCGHEE HASSRICK, Auteur ; B. BRONSTEIN, Auteur ; L. HAUPTMAN, Auteur ; Courtney A. APONTE, Auteur ; L. LEVATO, Auteur ; A. STAHMER, Auteur ; D. S. MANDELL, Auteur ; Peter C. MUNDY, Auteur ; Connie KASARI, Auteur ; T. SMITH, Auteur . - p.306-325. Langues : Anglais (eng) in Autism > 23-2 (February 2019) . - p.306-325 Mots-clés : anxiety  autism spectrum disorders  home-school communication  inter-school coordination  interventions-psychosocial/behavioral  language barriers  parental advocacy  school resources  school transition  transition planning Index. décimale : PER Périodiques Résumé : Transitioning to a new school is often challenging for students with autism spectrum disorder. Few studies have examined the transition needs of students with autism spectrum disorder or the benefits of specific supports. This review synthesizes research findings on the difficulties that school transitions pose for students with autism spectrum disorder and their parents and teachers, and the strategies used to support students and parents during school transition. The review included 27 studies (10 examining the transition to primary school, 17 the transition to secondary school), with data from 443 students with autism spectrum disorder, 453 parents, and 546 teachers, across four continents (North America, Europe, Africa, and Australia). Studies reported that children with autism spectrum disorder struggled with anxiety and increased social pressure, their parents felt overwhelmed with complex placement decisions and worried about the well-being of their children, and teachers strove to provide appropriate supports to their students with autism spectrum disorder, often with inadequate resources. Findings indicated that the most useful strategies involved helping the student adjust to the new school setting, individualizing transition supports, clarifying the transition process for parents, and fostering communication both between the sending and receiving schools, and school and home. En ligne : http://dx.doi.org/10.1177/1362361318754529 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383

Psychiatric care of children with autism spectrum disorder - What do their siblings think about it? A qualitative study / J. SIBEONI in Autism, 23-2 (February 2019)  

Public ISBD [article]  inAutism > 23-2 (February 2019) . - p.326-337 Titre : Psychiatric care of children with autism spectrum disorder - What do their siblings think about it? A qualitative study Type de document : Texte imprimé et/ou numérique Auteurs : J. SIBEONI, Auteur ; L. CHAMBON, Auteur ; N. POMMEPUY, Auteur ; C. RAPPAPORT, Auteur ; A. REVAH-LEVY, Auteur Article en page(s) : p.326-337 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  psychiatry  qualitative research  siblings Index. décimale : PER Périodiques Résumé : The expectations and role of families in the care of children with autism spectrum disorder are increasingly important. Nonetheless, no study has thus far explored the perspectives of siblings about the care received by a brother or sister with this disorder. The objective of this study was to fill this gap in the literature. This multicentre qualitative study took place in France, where we conducted semi-structured interviews with adolescents who were older siblings of children receiving care in a day hospital for an autism spectrum disorder. Data collection by purposive sampling continued until we reached 'theoretical sufficiency', and data analysis was thematic. The study included 20 participants: 13 sisters and 7 brothers. Four themes emerged in the data analysis: (1) the treatment targets, (2) the treatment's perceived effectiveness, (3) the complex questions it raises and (4) the role of intrafamily relationships. Our results allowed us to report original aspects of the experience of siblings, in particular, their confusion with regard to the treatment, their difficulty in separating themselves from their parents' discourse and their assertion of their role as caregivers for their younger brothers and sisters. En ligne : http://dx.doi.org/10.1177/1362361317728435 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383 [article] Psychiatric care of children with autism spectrum disorder - What do their siblings think about it? A qualitative study [Texte imprimé et/ou numérique] / J. SIBEONI, Auteur ; L. CHAMBON, Auteur ; N. POMMEPUY, Auteur ; C. RAPPAPORT, Auteur ; A. REVAH-LEVY, Auteur . - p.326-337. Langues : Anglais (eng) in Autism > 23-2 (February 2019) . - p.326-337 Mots-clés : autism spectrum disorders  psychiatry  qualitative research  siblings Index. décimale : PER Périodiques Résumé : The expectations and role of families in the care of children with autism spectrum disorder are increasingly important. Nonetheless, no study has thus far explored the perspectives of siblings about the care received by a brother or sister with this disorder. The objective of this study was to fill this gap in the literature. This multicentre qualitative study took place in France, where we conducted semi-structured interviews with adolescents who were older siblings of children receiving care in a day hospital for an autism spectrum disorder. Data collection by purposive sampling continued until we reached 'theoretical sufficiency', and data analysis was thematic. The study included 20 participants: 13 sisters and 7 brothers. Four themes emerged in the data analysis: (1) the treatment targets, (2) the treatment's perceived effectiveness, (3) the complex questions it raises and (4) the role of intrafamily relationships. Our results allowed us to report original aspects of the experience of siblings, in particular, their confusion with regard to the treatment, their difficulty in separating themselves from their parents' discourse and their assertion of their role as caregivers for their younger brothers and sisters. En ligne : http://dx.doi.org/10.1177/1362361317728435 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383

Understanding the impact of adaptations to a parent-mediated intervention on parents' ratings of perceived barriers, program attributes, and intent to use / K. PICKARD in Autism, 23-2 (February 2019)  

Public ISBD [article]  inAutism > 23-2 (February 2019) . - p.338-349 Titre : Understanding the impact of adaptations to a parent-mediated intervention on parents' ratings of perceived barriers, program attributes, and intent to use Type de document : Texte imprimé et/ou numérique Auteurs : K. PICKARD, Auteur ; S. ROWLESS, Auteur ; Brooke R. INGERSOLL, Auteur Article en page(s) : p.338-349 Langues : Anglais (eng) Mots-clés : Rogers' diffusion of innovations theory  adaptation  autism spectrum disorder  parent-mediated intervention  theory of planned behavior Index. décimale : PER Périodiques Résumé : Within the autism spectrum disorder field, rates of attrition in parent-mediated interventions have highlighted the need to engage families around improving the delivery of these services. The primary goal of this study was to approximate the impact of adaptations to an evidence-based, parent-mediated intervention, Project ImPACT (Improving Parents as Communication Teachers), that had been made in collaboration with families in a Medicaid system. A total of 103 parents of a child with autism spectrum disorder were randomized to watch a presentation of either the original or adapted Project ImPACT program. After watching the presentation, participants rated (1) demographic information, (2) perceived structural barriers, (3) Project ImPACT attributes, and (4) intent to use the program. Results from hierarchical linear regression models demonstrated that program type alone predicted parents' ratings of perceived structural barriers. Additionally, both program type and the interaction of program type and annual household income were unique predictors of parents' ratings of program attributes and intent to use. Qualitatively, although many parents reflected positively on both Project ImPACT programs, parents who viewed the adapted program appeared more likely to report positive program attributes. Results suggest the importance of engaging families in improving the fit of parent-mediated interventions for use within a variety of community settings. En ligne : http://dx.doi.org/10.1177/1362361317744078 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383 [article] Understanding the impact of adaptations to a parent-mediated intervention on parents' ratings of perceived barriers, program attributes, and intent to use [Texte imprimé et/ou numérique] / K. PICKARD, Auteur ; S. ROWLESS, Auteur ; Brooke R. INGERSOLL, Auteur . - p.338-349. Langues : Anglais (eng) in Autism > 23-2 (February 2019) . - p.338-349 Mots-clés : Rogers' diffusion of innovations theory  adaptation  autism spectrum disorder  parent-mediated intervention  theory of planned behavior Index. décimale : PER Périodiques Résumé : Within the autism spectrum disorder field, rates of attrition in parent-mediated interventions have highlighted the need to engage families around improving the delivery of these services. The primary goal of this study was to approximate the impact of adaptations to an evidence-based, parent-mediated intervention, Project ImPACT (Improving Parents as Communication Teachers), that had been made in collaboration with families in a Medicaid system. A total of 103 parents of a child with autism spectrum disorder were randomized to watch a presentation of either the original or adapted Project ImPACT program. After watching the presentation, participants rated (1) demographic information, (2) perceived structural barriers, (3) Project ImPACT attributes, and (4) intent to use the program. Results from hierarchical linear regression models demonstrated that program type alone predicted parents' ratings of perceived structural barriers. Additionally, both program type and the interaction of program type and annual household income were unique predictors of parents' ratings of program attributes and intent to use. Qualitatively, although many parents reflected positively on both Project ImPACT programs, parents who viewed the adapted program appeared more likely to report positive program attributes. Results suggest the importance of engaging families in improving the fit of parent-mediated interventions for use within a variety of community settings. En ligne : http://dx.doi.org/10.1177/1362361317744078 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383

Anxiety-related symptomatology in young children on the autism spectrum / D. KEEN in Autism, 23-2 (February 2019)  

Public ISBD [article]  inAutism > 23-2 (February 2019) . - p.350-358 Titre : Anxiety-related symptomatology in young children on the autism spectrum Type de document : Texte imprimé et/ou numérique Auteurs : D. KEEN, Auteur ; D. ADAMS, Auteur ; K. SIMPSON, Auteur ; Jacquiline DEN HOUTING, Auteur ; J. ROBERTS, Auteur Article en page(s) : p.350-358 Langues : Anglais (eng) Mots-clés : anxiety  autism spectrum disorder  autistic children  parent report Index. décimale : PER Périodiques Résumé : Anxiety symptomatology is frequently reported in autistic children, and the prevalence of anxiety disorder is estimated at around 40%. However, most studies have focused upon children of age 8 years or above, so little is known about early signs of anxiety in younger children with autism. This study sought to describe anxiety-related symptomatology in 95 5- to 6-year-old autistic children using the Anxiety Scale for Children with Autism Spectrum Disorder. Wide variability was found in levels of symptomatology with the most frequently reported items within the 'uncertainty' subscale and the least frequently reported items in the 'anxious arousal' subscale. Comparisons of those with scores less than or greater than 70 on adaptive behaviour suggests some influence of ability on presentation of anxiety-related symptomatology. En ligne : http://dx.doi.org/10.1177/1362361317734692 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383 [article] Anxiety-related symptomatology in young children on the autism spectrum [Texte imprimé et/ou numérique] / D. KEEN, Auteur ; D. ADAMS, Auteur ; K. SIMPSON, Auteur ; Jacquiline DEN HOUTING, Auteur ; J. ROBERTS, Auteur . - p.350-358. Langues : Anglais (eng) in Autism > 23-2 (February 2019) . - p.350-358 Mots-clés : anxiety  autism spectrum disorder  autistic children  parent report Index. décimale : PER Périodiques Résumé : Anxiety symptomatology is frequently reported in autistic children, and the prevalence of anxiety disorder is estimated at around 40%. However, most studies have focused upon children of age 8 years or above, so little is known about early signs of anxiety in younger children with autism. This study sought to describe anxiety-related symptomatology in 95 5- to 6-year-old autistic children using the Anxiety Scale for Children with Autism Spectrum Disorder. Wide variability was found in levels of symptomatology with the most frequently reported items within the 'uncertainty' subscale and the least frequently reported items in the 'anxious arousal' subscale. Comparisons of those with scores less than or greater than 70 on adaptive behaviour suggests some influence of ability on presentation of anxiety-related symptomatology. En ligne : http://dx.doi.org/10.1177/1362361317734692 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383

A pilot investigation of an iOS-based app for toilet training children with autism spectrum disorder / D. W. MRUZEK in Autism, 23-2 (February 2019)  

Public ISBD [article]  inAutism > 23-2 (February 2019) . - p.359-370 Titre : A pilot investigation of an iOS-based app for toilet training children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : D. W. MRUZEK, Auteur ; S. MCALEAVEY, Auteur ; W. A. LORING, Auteur ; Eric BUTTER, Auteur ; T. SMITH, Auteur ; E. MCDONNELL, Auteur ; L. LEVATO, Auteur ; Courtney A. APONTE, Auteur ; R. P. TRAVIS, Auteur ; R. E. AIELLO, Auteur ; C. M. TAYLOR, Auteur ; J. W. WILKINS, Auteur ; P. CORBETT-DICK, Auteur ; D. M. FINKELSTEIN, Auteur ; A. M. YORK, Auteur ; K. ZANIBBI, Auteur Article en page(s) : p.359-370 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  enuresis  randomized controlled trial  technology  toilet training  urine alarm Index. décimale : PER Périodiques Résumé : We developed an iOS-based app with a transmitter/disposable sensor and corresponding manualized intervention for children with autism spectrum disorder. The app signaled the onset of urination, time-stamped accidents for analysis, reminded parents to reinforce intervals of continence, provided a visual outlet for parents to communicate reinforcement, and afforded opportunity for timely feedback from clinicians. We compared this intervention with an intervention that uses standard behavioral treatment in a pilot randomized controlled trial of 33 children with autism spectrum disorder aged 3-6 years with urinary incontinence. Parents in both groups received initial training and four booster consultations over 3 months. Results support the feasibility of parent-mediated toilet training studies (e.g., 84% retention rate, 92% fidelity of parent-implemented intervention). Parents used the app and related technology with few difficulties or malfunctions. There were no statistically significant group differences for rate of urine accidents, toilet usage, or satisfaction at close of intervention or 3-month follow-up; however, the alarm group trended toward greater rate of skill acquisition with significantly less day-to-day intervention. Further development of alarm and related technology and future comparative studies with a greater number of participants are warranted. En ligne : http://dx.doi.org/10.1177/1362361317741741 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383 [article] A pilot investigation of an iOS-based app for toilet training children with autism spectrum disorder [Texte imprimé et/ou numérique] / D. W. MRUZEK, Auteur ; S. MCALEAVEY, Auteur ; W. A. LORING, Auteur ; Eric BUTTER, Auteur ; T. SMITH, Auteur ; E. MCDONNELL, Auteur ; L. LEVATO, Auteur ; Courtney A. APONTE, Auteur ; R. P. TRAVIS, Auteur ; R. E. AIELLO, Auteur ; C. M. TAYLOR, Auteur ; J. W. WILKINS, Auteur ; P. CORBETT-DICK, Auteur ; D. M. FINKELSTEIN, Auteur ; A. M. YORK, Auteur ; K. ZANIBBI, Auteur . - p.359-370. Langues : Anglais (eng) in Autism > 23-2 (February 2019) . - p.359-370 Mots-clés : autism spectrum disorder  enuresis  randomized controlled trial  technology  toilet training  urine alarm Index. décimale : PER Périodiques Résumé : We developed an iOS-based app with a transmitter/disposable sensor and corresponding manualized intervention for children with autism spectrum disorder. The app signaled the onset of urination, time-stamped accidents for analysis, reminded parents to reinforce intervals of continence, provided a visual outlet for parents to communicate reinforcement, and afforded opportunity for timely feedback from clinicians. We compared this intervention with an intervention that uses standard behavioral treatment in a pilot randomized controlled trial of 33 children with autism spectrum disorder aged 3-6 years with urinary incontinence. Parents in both groups received initial training and four booster consultations over 3 months. Results support the feasibility of parent-mediated toilet training studies (e.g., 84% retention rate, 92% fidelity of parent-implemented intervention). Parents used the app and related technology with few difficulties or malfunctions. There were no statistically significant group differences for rate of urine accidents, toilet usage, or satisfaction at close of intervention or 3-month follow-up; however, the alarm group trended toward greater rate of skill acquisition with significantly less day-to-day intervention. Further development of alarm and related technology and future comparative studies with a greater number of participants are warranted. En ligne : http://dx.doi.org/10.1177/1362361317741741 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383

Vocalizations of minimally verbal children with autism spectrum disorder across the school year / M. Y. S. BAK in Autism, 23-2 (February 2019)  

Public ISBD [article]  inAutism > 23-2 (February 2019) . - p.371-382 Titre : Vocalizations of minimally verbal children with autism spectrum disorder across the school year Type de document : Texte imprimé et/ou numérique Auteurs : M. Y. S. BAK, Auteur ; Joshua B. PLAVNICK, Auteur ; S. M. BYRNE, Auteur Article en page(s) : p.371-382 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  language development  special education Index. décimale : PER Périodiques Résumé : Little is known about the language trajectories of minimally verbal school-aged children with autism spectrum disorders. The present investigation conducted observations across two elementary schools over an entire school year to analyze the vocal language development of nine minimally verbal children with autism spectrum disorder between the ages of 6 and 10 years, and their educational service providers. A Language Environment Analysis device automatically recorded and disaggregated over 743 h of data on child vocalizations, and vocal interactions with adults. Vocalizations did not increase for eight of the nine participants, and conversational counts between participants and adults were near zero across the entire year. These results speak to the need for additional research examining language development and potential intervention strategies among minimally verbal children with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361317747576 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383 [article] Vocalizations of minimally verbal children with autism spectrum disorder across the school year [Texte imprimé et/ou numérique] / M. Y. S. BAK, Auteur ; Joshua B. PLAVNICK, Auteur ; S. M. BYRNE, Auteur . - p.371-382. Langues : Anglais (eng) in Autism > 23-2 (February 2019) . - p.371-382 Mots-clés : autism spectrum disorder  language development  special education Index. décimale : PER Périodiques Résumé : Little is known about the language trajectories of minimally verbal school-aged children with autism spectrum disorders. The present investigation conducted observations across two elementary schools over an entire school year to analyze the vocal language development of nine minimally verbal children with autism spectrum disorder between the ages of 6 and 10 years, and their educational service providers. A Language Environment Analysis device automatically recorded and disaggregated over 743 h of data on child vocalizations, and vocal interactions with adults. Vocalizations did not increase for eight of the nine participants, and conversational counts between participants and adults were near zero across the entire year. These results speak to the need for additional research examining language development and potential intervention strategies among minimally verbal children with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361317747576 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383

Friendships and social participation as markers of quality of life of adolescents and adults with fragile X syndrome and autism / Leann S. DAWALT in Autism, 23-2 (February 2019)  

Public ISBD [article]  inAutism > 23-2 (February 2019) . - p.383-393 Titre : Friendships and social participation as markers of quality of life of adolescents and adults with fragile X syndrome and autism Type de document : Texte imprimé et/ou numérique Auteurs : Leann S. DAWALT, Auteur ; L. V. USHER, Auteur ; J. S. GREENBERG, Auteur ; M. R. MAILICK, Auteur Article en page(s) : p.383-393 Langues : Anglais (eng) Mots-clés : adulthood  autism  fragile X syndrome  friendships  quality of life  social participation Index. décimale : PER Périodiques Résumé : Friendships and social participation are key domains of quality of life for individuals with intellectual disabilities. This study examined the friendships, social and recreational activities, and family social networks of individuals with intellectual disabilities from two distinct diagnostic groups: individuals diagnosed with fragile X syndrome (n = 81) compared with those diagnosed with autistic disorder (n = 226). Within each diagnostic group, individuals in two developmental stages were compared: adolescence and adulthood. Quality of life in friendships and social participation domains was notably low for individuals with fragile X and those with autism. Individuals with fragile X had more friendships and a less negative social impact on the family than individuals with autism. Across both groups, adolescents spent less time with friends and neighbors, and more time in exercising, than did adults. En ligne : http://dx.doi.org/10.1177/1362361317709202 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383 [article] Friendships and social participation as markers of quality of life of adolescents and adults with fragile X syndrome and autism [Texte imprimé et/ou numérique] / Leann S. DAWALT, Auteur ; L. V. USHER, Auteur ; J. S. GREENBERG, Auteur ; M. R. MAILICK, Auteur . - p.383-393. Langues : Anglais (eng) in Autism > 23-2 (February 2019) . - p.383-393 Mots-clés : adulthood  autism  fragile X syndrome  friendships  quality of life  social participation Index. décimale : PER Périodiques Résumé : Friendships and social participation are key domains of quality of life for individuals with intellectual disabilities. This study examined the friendships, social and recreational activities, and family social networks of individuals with intellectual disabilities from two distinct diagnostic groups: individuals diagnosed with fragile X syndrome (n = 81) compared with those diagnosed with autistic disorder (n = 226). Within each diagnostic group, individuals in two developmental stages were compared: adolescence and adulthood. Quality of life in friendships and social participation domains was notably low for individuals with fragile X and those with autism. Individuals with fragile X had more friendships and a less negative social impact on the family than individuals with autism. Across both groups, adolescents spent less time with friends and neighbors, and more time in exercising, than did adults. En ligne : http://dx.doi.org/10.1177/1362361317709202 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383

An exploratory longitudinal study of social and language outcomes in children with autism in bilingual home environments / V. ZHOU in Autism, 23-2 (February 2019)  

Public ISBD [article]  inAutism > 23-2 (February 2019) . - p.394-404 Titre : An exploratory longitudinal study of social and language outcomes in children with autism in bilingual home environments Type de document : Texte imprimé et/ou numérique Auteurs : V. ZHOU, Auteur ; J. A. MUNSON, Auteur ; J. GREENSON, Auteur ; Y. HOU, Auteur ; S. ROGERS, Auteur ; A. M. ESTES, Auteur Article en page(s) : p.394-404 Langues : Anglais (eng) Mots-clés : Early Start Denver Model  autism  bilingualism  early intervention  home language environment  language exposure Index. décimale : PER Périodiques Résumé : Little is known about outcomes of early intervention for children with autism spectrum disorder reared in bilingual homes. There are concerns that social communication deficits among children with autism spectrum disorder may reduce the developmental benefits of early intervention for children with autism spectrum disorder raised in bilingual environments. We conducted an exploratory analysis of cross-sectional and longitudinal data from a larger study to explore associations between home language environment and language ability and social skills in response to early autism spectrum disorder intervention. Participants, aged 12-26 months when recruited, were a subset of a larger 2-year, randomized intervention trial (ClinicalTrials.gov identifier: NCT00698997). Children from bilingual homes ( n = 13) began intervention with lower gesture use but otherwise demonstrated equal baseline language and social abilities as compared with age and nonverbal IQ-matched children from monolingual homes ( n = 24). Significant language growth was exhibited by children from both language groups and there was no moderating effect of home language environment. The bilingual home group demonstrated increased gesture use over the course of intervention as compared with the monolingual home group. Preliminary data revealed no basis for concerns regarding negative impact of a bilingual home environment on language or social development in young children with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361317743251 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383 [article] An exploratory longitudinal study of social and language outcomes in children with autism in bilingual home environments [Texte imprimé et/ou numérique] / V. ZHOU, Auteur ; J. A. MUNSON, Auteur ; J. GREENSON, Auteur ; Y. HOU, Auteur ; S. ROGERS, Auteur ; A. M. ESTES, Auteur . - p.394-404. Langues : Anglais (eng) in Autism > 23-2 (February 2019) . - p.394-404 Mots-clés : Early Start Denver Model  autism  bilingualism  early intervention  home language environment  language exposure Index. décimale : PER Périodiques Résumé : Little is known about outcomes of early intervention for children with autism spectrum disorder reared in bilingual homes. There are concerns that social communication deficits among children with autism spectrum disorder may reduce the developmental benefits of early intervention for children with autism spectrum disorder raised in bilingual environments. We conducted an exploratory analysis of cross-sectional and longitudinal data from a larger study to explore associations between home language environment and language ability and social skills in response to early autism spectrum disorder intervention. Participants, aged 12-26 months when recruited, were a subset of a larger 2-year, randomized intervention trial (ClinicalTrials.gov identifier: NCT00698997). Children from bilingual homes ( n = 13) began intervention with lower gesture use but otherwise demonstrated equal baseline language and social abilities as compared with age and nonverbal IQ-matched children from monolingual homes ( n = 24). Significant language growth was exhibited by children from both language groups and there was no moderating effect of home language environment. The bilingual home group demonstrated increased gesture use over the course of intervention as compared with the monolingual home group. Preliminary data revealed no basis for concerns regarding negative impact of a bilingual home environment on language or social development in young children with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361317743251 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383

Effects of attentional focus on motor learning in children with autism spectrum disorder / A. C. TSE in Autism, 23-2 (February 2019)  

Public ISBD [article]  inAutism > 23-2 (February 2019) . - p.405-412 Titre : Effects of attentional focus on motor learning in children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : A. C. TSE, Auteur Article en page(s) : p.405-412 Langues : Anglais (eng) Mots-clés : attentional focus  autism spectrum disorder  children  motor learning Index. décimale : PER Périodiques Résumé : Inability to acquire a new motor skill is a common motor difficulty in children with autism spectrum disorder. The purpose of this study is to examine whether the motor learning benefits of an external focus of attention for typically developing children and children with intellectual disabilities could also be applied to children with autism spectrum disorder. Children ( N = 65; mean age = 10.01 years) diagnosed with high-functioning autism spectrum disorder were randomly assigned into one of the three groups: external focus ( n = 22), internal focus ( n = 22), and control ( n = 21). They were required to throw beanbags at a static target for 50 acquisition trials, 10 retention trials, and 10 transfer trials. While all three groups learnt the skills in a similar manner during the acquisition phase, the internal focus group demonstrated more robust motor performance than the external focus group and the control group in both retention and transfer tests, while there was no difference between the external focus group and the control group in both retention and transfer tests. The findings provide evidence that internal focus of attention may be more effective for facilitating motor learning in children with autism spectrum disorder. However, further study is needed to determine the factors contributing to this finding. En ligne : http://dx.doi.org/10.1177/1362361317738393 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383 [article] Effects of attentional focus on motor learning in children with autism spectrum disorder [Texte imprimé et/ou numérique] / A. C. TSE, Auteur . - p.405-412. Langues : Anglais (eng) in Autism > 23-2 (February 2019) . - p.405-412 Mots-clés : attentional focus  autism spectrum disorder  children  motor learning Index. décimale : PER Périodiques Résumé : Inability to acquire a new motor skill is a common motor difficulty in children with autism spectrum disorder. The purpose of this study is to examine whether the motor learning benefits of an external focus of attention for typically developing children and children with intellectual disabilities could also be applied to children with autism spectrum disorder. Children ( N = 65; mean age = 10.01 years) diagnosed with high-functioning autism spectrum disorder were randomly assigned into one of the three groups: external focus ( n = 22), internal focus ( n = 22), and control ( n = 21). They were required to throw beanbags at a static target for 50 acquisition trials, 10 retention trials, and 10 transfer trials. While all three groups learnt the skills in a similar manner during the acquisition phase, the internal focus group demonstrated more robust motor performance than the external focus group and the control group in both retention and transfer tests, while there was no difference between the external focus group and the control group in both retention and transfer tests. The findings provide evidence that internal focus of attention may be more effective for facilitating motor learning in children with autism spectrum disorder. However, further study is needed to determine the factors contributing to this finding. En ligne : http://dx.doi.org/10.1177/1362361317738393 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383

Individual characteristics of students with autism spectrum disorders and school refusal behavior / E. K. MUNKHAUGEN in Autism, 23-2 (February 2019)  

Public ISBD [article]  inAutism > 23-2 (February 2019) . - p.413-423 Titre : Individual characteristics of students with autism spectrum disorders and school refusal behavior Type de document : Texte imprimé et/ou numérique Auteurs : E. K. MUNKHAUGEN, Auteur ; T. TORSKE, Auteur ; E. GJEVIK, Auteur ; T. NAERLAND, Auteur ; A. H. PRIPP, Auteur ; Trond H. DISETH, Auteur Article en page(s) : p.413-423 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  individual characteristics  school refusal behavior Index. décimale : PER Périodiques Résumé : This study compared social, executive, emotional, and behavioral characteristics of students with autism spectrum disorder who did and did not display school refusal behavior. The participants were 62 students with autism spectrum disorder without intellectual disability aged 9-16 years attending inclusive schools. Parents first completed questionnaires assessing social and executive functioning as well as emotional and behavioral problems. They then documented their child's school refusal behavior for a period of 20 days. Compared to students without school refusal behavior (n = 29), students with school refusal behavior (n = 33) were significantly less socially motivated; displayed more deficits in initiating tasks or activities, in generating ideas, responses, or problem-solving strategies; and displayed more withdrawn and depressive symptoms. Assessing social and executive functioning, as well as emotional problems, may help professionals provide tailored interventions for students with autism spectrum disorder and school refusal behavior, which will further be valuable in recognizing characteristics associated with school refusal behavior. En ligne : http://dx.doi.org/10.1177/1362361317748619 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383 [article] Individual characteristics of students with autism spectrum disorders and school refusal behavior [Texte imprimé et/ou numérique] / E. K. MUNKHAUGEN, Auteur ; T. TORSKE, Auteur ; E. GJEVIK, Auteur ; T. NAERLAND, Auteur ; A. H. PRIPP, Auteur ; Trond H. DISETH, Auteur . - p.413-423. Langues : Anglais (eng) in Autism > 23-2 (February 2019) . - p.413-423 Mots-clés : autism spectrum disorder  individual characteristics  school refusal behavior Index. décimale : PER Périodiques Résumé : This study compared social, executive, emotional, and behavioral characteristics of students with autism spectrum disorder who did and did not display school refusal behavior. The participants were 62 students with autism spectrum disorder without intellectual disability aged 9-16 years attending inclusive schools. Parents first completed questionnaires assessing social and executive functioning as well as emotional and behavioral problems. They then documented their child's school refusal behavior for a period of 20 days. Compared to students without school refusal behavior (n = 29), students with school refusal behavior (n = 33) were significantly less socially motivated; displayed more deficits in initiating tasks or activities, in generating ideas, responses, or problem-solving strategies; and displayed more withdrawn and depressive symptoms. Assessing social and executive functioning, as well as emotional problems, may help professionals provide tailored interventions for students with autism spectrum disorder and school refusal behavior, which will further be valuable in recognizing characteristics associated with school refusal behavior. En ligne : http://dx.doi.org/10.1177/1362361317748619 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383

Longitudinal associations across vocabulary modalities in children with autism and typical development / Kristen BOTTEMA-BEUTEL in Autism, 23-2 (February 2019)  

Public ISBD [article]  inAutism > 23-2 (February 2019) . - p.424-435 Titre : Longitudinal associations across vocabulary modalities in children with autism and typical development Type de document : Texte imprimé et/ou numérique Auteurs : Kristen BOTTEMA-BEUTEL, Auteur ; Tiffany G. WOYNAROSKI, Auteur ; R. LOUICK, Auteur ; E. STRINGER KEEFE, Auteur ; Linda R. WATSON, Auteur ; Paul J. YODER, Auteur Article en page(s) : p.424-435 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  early language  joint engagement  longitudinal data analysis  mediation analysis  vocabulary Index. décimale : PER Périodiques Résumé : We examined differences between children with autism spectrum disorder and typically developing children over an 8-month period in: (a) longitudinal associations between expressive and receptive vocabulary and (b) the extent to which caregiver utterances provided within an "optimal" engagement state mediated the pathway from early expressive to later receptive vocabulary. In total, 59 children (28-53 months at Time 1) comprised the autism spectrum disorder group and 46 children (8-24 months at Time 1) comprised the typically developing group. Groups were matched on initial vocabulary sizes. Results showed that the association between early expressive and later receptive vocabulary was moderated by group. A moderated mediation effect was also found, indicating linguistic input provided within an optimal engagement state only mediated associations for the autism spectrum disorder group. En ligne : http://dx.doi.org/10.1177/1362361317745856 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383 [article] Longitudinal associations across vocabulary modalities in children with autism and typical development [Texte imprimé et/ou numérique] / Kristen BOTTEMA-BEUTEL, Auteur ; Tiffany G. WOYNAROSKI, Auteur ; R. LOUICK, Auteur ; E. STRINGER KEEFE, Auteur ; Linda R. WATSON, Auteur ; Paul J. YODER, Auteur . - p.424-435. Langues : Anglais (eng) in Autism > 23-2 (February 2019) . - p.424-435 Mots-clés : autism spectrum disorder  early language  joint engagement  longitudinal data analysis  mediation analysis  vocabulary Index. décimale : PER Périodiques Résumé : We examined differences between children with autism spectrum disorder and typically developing children over an 8-month period in: (a) longitudinal associations between expressive and receptive vocabulary and (b) the extent to which caregiver utterances provided within an "optimal" engagement state mediated the pathway from early expressive to later receptive vocabulary. In total, 59 children (28-53 months at Time 1) comprised the autism spectrum disorder group and 46 children (8-24 months at Time 1) comprised the typically developing group. Groups were matched on initial vocabulary sizes. Results showed that the association between early expressive and later receptive vocabulary was moderated by group. A moderated mediation effect was also found, indicating linguistic input provided within an optimal engagement state only mediated associations for the autism spectrum disorder group. En ligne : http://dx.doi.org/10.1177/1362361317745856 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383

Associations between parental broader autism phenotype and child autism spectrum disorder phenotype in the Study to Explore Early Development / E. RUBENSTEIN in Autism, 23-2 (February 2019)  

Public ISBD [article]  inAutism > 23-2 (February 2019) . - p.436-448 Titre : Associations between parental broader autism phenotype and child autism spectrum disorder phenotype in the Study to Explore Early Development Type de document : Texte imprimé et/ou numérique Auteurs : E. RUBENSTEIN, Auteur ; Lisa D. WIGGINS, Auteur ; Laura A. SCHIEVE, Auteur ; C. BRADLEY, Auteur ; Carolyn G. DIGUISEPPI, Auteur ; E. MOODY, Auteur ; J. PANDEY, Auteur ; R. E. PRETZEL, Auteur ; A. G. HOWARD, Auteur ; A. F. OLSHAN, Auteur ; B. W. PENCE, Auteur ; J. DANIELS, Auteur Article en page(s) : p.436-448 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  broader autism phenotype  endophenotypes  subgrouping Index. décimale : PER Périodiques Résumé : The autism spectrum disorder phenotype varies by social and communication ability and co-occurring developmental, behavioral, and medical conditions. Etiology is also diverse, with myriad potential genetic origins and environmental risk factors. Examining the influence of parental broader autism phenotype-a set of sub-clinical characteristics of autism spectrum disorder-on child autism spectrum disorder phenotypes may help reduce heterogeneity in potential genetic predisposition for autism spectrum disorder. We assessed the associations between parental broader autism phenotype and child phenotype among children of age 30-68 months enrolled in the Study to Explore Early Development (N = 707). Child autism spectrum disorder phenotype was defined by a replication of latent classes derived from multiple developmental and behavioral measures: Mild Language Delay with Cognitive Rigidity, Mild Language and Motor Delay with Dysregulation (e.g. anxiety/depression), General Developmental Delay, and Significant Developmental Delay with Repetitive Motor Behaviors. Scores on the Social Responsiveness Scale-Adult measured parent broader autism phenotype. Broader autism phenotype in at least one parent was associated with a child having increased odds of being classified as mild language and motor delay with dysregulation compared to significant developmental delay with repetitive motor behaviors (odds ratio: 2.44; 95% confidence interval: 1.16, 5.09). Children of parents with broader autism phenotype were more likely to have a phenotype qualitatively similar to broader autism phenotype presentation; this may have implications for etiologic research. En ligne : http://dx.doi.org/10.1177/1362361317753563 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383 [article] Associations between parental broader autism phenotype and child autism spectrum disorder phenotype in the Study to Explore Early Development [Texte imprimé et/ou numérique] / E. RUBENSTEIN, Auteur ; Lisa D. WIGGINS, Auteur ; Laura A. SCHIEVE, Auteur ; C. BRADLEY, Auteur ; Carolyn G. DIGUISEPPI, Auteur ; E. MOODY, Auteur ; J. PANDEY, Auteur ; R. E. PRETZEL, Auteur ; A. G. HOWARD, Auteur ; A. F. OLSHAN, Auteur ; B. W. PENCE, Auteur ; J. DANIELS, Auteur . - p.436-448. Langues : Anglais (eng) in Autism > 23-2 (February 2019) . - p.436-448 Mots-clés : autism spectrum disorder  broader autism phenotype  endophenotypes  subgrouping Index. décimale : PER Périodiques Résumé : The autism spectrum disorder phenotype varies by social and communication ability and co-occurring developmental, behavioral, and medical conditions. Etiology is also diverse, with myriad potential genetic origins and environmental risk factors. Examining the influence of parental broader autism phenotype-a set of sub-clinical characteristics of autism spectrum disorder-on child autism spectrum disorder phenotypes may help reduce heterogeneity in potential genetic predisposition for autism spectrum disorder. We assessed the associations between parental broader autism phenotype and child phenotype among children of age 30-68 months enrolled in the Study to Explore Early Development (N = 707). Child autism spectrum disorder phenotype was defined by a replication of latent classes derived from multiple developmental and behavioral measures: Mild Language Delay with Cognitive Rigidity, Mild Language and Motor Delay with Dysregulation (e.g. anxiety/depression), General Developmental Delay, and Significant Developmental Delay with Repetitive Motor Behaviors. Scores on the Social Responsiveness Scale-Adult measured parent broader autism phenotype. Broader autism phenotype in at least one parent was associated with a child having increased odds of being classified as mild language and motor delay with dysregulation compared to significant developmental delay with repetitive motor behaviors (odds ratio: 2.44; 95% confidence interval: 1.16, 5.09). Children of parents with broader autism phenotype were more likely to have a phenotype qualitatively similar to broader autism phenotype presentation; this may have implications for etiologic research. En ligne : http://dx.doi.org/10.1177/1362361317753563 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383

The Gestalt of functioning in autism spectrum disorder: Results of the international conference to develop final consensus International Classification of Functioning, Disability and Health core sets / Sven BÖLTE in Autism, 23-2 (February 2019)  

Public ISBD [article]  inAutism > 23-2 (February 2019) . - p.449-467 Titre : The Gestalt of functioning in autism spectrum disorder: Results of the international conference to develop final consensus International Classification of Functioning, Disability and Health core sets Type de document : Texte imprimé et/ou numérique Auteurs : Sven BÖLTE, Auteur ; S. MAHDI, Auteur ; P. J. DE VRIES, Auteur ; M. GRANLUND, Auteur ; J. E. ROBISON, Auteur ; C. SHULMAN, Auteur ; Susan E. SWEDO, Auteur ; B. TONGE, Auteur ; V. WONG, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; W. SEGERER, Auteur ; M. SELB, Auteur Article en page(s) : p.449-467 Langues : Anglais (eng) Mots-clés : Disability and Health core sets  International Classification of Functioning  assessment  autism spectrum disorder  consensus conference  disability  functioning Index. décimale : PER Périodiques Résumé : Autism spectrum disorder is associated with diverse social, educational, and occupational challenges. To date, no standardized, internationally accepted tools exist to assess autism spectrum disorder-related functioning. World Health Organization's International Classification of Functioning, Disability and Health can serve as foundation for developing such tools. This study aimed to identify a comprehensive, a common brief, and three age-appropriate brief autism spectrum disorder Core Sets. Four international preparatory studies yielded in total 164 second-level International Classification of Functioning, Disability and Health candidate categories. Based on this evidence, 20 international autism spectrum disorder experts applied an established iterative decision-making consensus process to select from the candidate categories the most relevant ones to constitute the autism spectrum disorder Core Sets. The consensus process generated 111 second-level International Classification of Functioning, Disability and Health categories in the Comprehensive Core Set for autism spectrum disorder-one body structure, 20 body functions, 59 activities and participation categories, and 31 environmental factors. The Common Brief Core Set comprised 60 categories, while the age-appropriate core sets included 73 categories in the preschool version (0- to 5-year-old children), 81 in the school-age version (6- to 16-year-old children and adolescents), and 79 in the older adolescent and adult version (17-year-old individuals). The autism spectrum disorder Core Sets mark a milestone toward the standardized assessment of autism spectrum disorder-related functioning in educational, administrative, clinical, and research settings. En ligne : http://dx.doi.org/10.1177/1362361318755522 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383 [article] The Gestalt of functioning in autism spectrum disorder: Results of the international conference to develop final consensus International Classification of Functioning, Disability and Health core sets [Texte imprimé et/ou numérique] / Sven BÖLTE, Auteur ; S. MAHDI, Auteur ; P. J. DE VRIES, Auteur ; M. GRANLUND, Auteur ; J. E. ROBISON, Auteur ; C. SHULMAN, Auteur ; Susan E. SWEDO, Auteur ; B. TONGE, Auteur ; V. WONG, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; W. SEGERER, Auteur ; M. SELB, Auteur . - p.449-467. Langues : Anglais (eng) in Autism > 23-2 (February 2019) . - p.449-467 Mots-clés : Disability and Health core sets  International Classification of Functioning  assessment  autism spectrum disorder  consensus conference  disability  functioning Index. décimale : PER Périodiques Résumé : Autism spectrum disorder is associated with diverse social, educational, and occupational challenges. To date, no standardized, internationally accepted tools exist to assess autism spectrum disorder-related functioning. World Health Organization's International Classification of Functioning, Disability and Health can serve as foundation for developing such tools. This study aimed to identify a comprehensive, a common brief, and three age-appropriate brief autism spectrum disorder Core Sets. Four international preparatory studies yielded in total 164 second-level International Classification of Functioning, Disability and Health candidate categories. Based on this evidence, 20 international autism spectrum disorder experts applied an established iterative decision-making consensus process to select from the candidate categories the most relevant ones to constitute the autism spectrum disorder Core Sets. The consensus process generated 111 second-level International Classification of Functioning, Disability and Health categories in the Comprehensive Core Set for autism spectrum disorder-one body structure, 20 body functions, 59 activities and participation categories, and 31 environmental factors. The Common Brief Core Set comprised 60 categories, while the age-appropriate core sets included 73 categories in the preschool version (0- to 5-year-old children), 81 in the school-age version (6- to 16-year-old children and adolescents), and 79 in the older adolescent and adult version (17-year-old individuals). The autism spectrum disorder Core Sets mark a milestone toward the standardized assessment of autism spectrum disorder-related functioning in educational, administrative, clinical, and research settings. En ligne : http://dx.doi.org/10.1177/1362361318755522 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383

Factors associated with DSM-5 severity level ratings for autism spectrum disorder / M. O. MAZUREK in Autism, 23-2 (February 2019)  

Public ISBD [article]  inAutism > 23-2 (February 2019) . - p.468-476 Titre : Factors associated with DSM-5 severity level ratings for autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : M. O. MAZUREK, Auteur ; F. LU, Auteur ; E. A. MACKLIN, Auteur ; B. L. HANDEN, Auteur Article en page(s) : p.468-476 Langues : Anglais (eng) Mots-clés : Dsm-5  autism spectrum disorder  diagnosis  need for support  severity level Index. décimale : PER Périodiques Résumé : The newest edition of the Diagnostic and Statistical Manual of Mental Disorders (5th ed., DSM-5) introduced substantial changes to the diagnostic criteria for autism spectrum disorder, including new severity level ratings for social communication and restricted and repetitive behavior domains. The purpose of this study was to evaluate the use of these new severity ratings and to examine their relation to other measures of severity and clinical features. Participants included 248 children with autism spectrum disorder who received diagnostic evaluations at one of six Autism Treatment Network sites. Higher severity ratings in both domains were associated with younger age, lower intelligence quotient, and greater Autism Diagnostic Observation Schedule-Second Edition domain-specific symptom severity. Greater restricted and repetitive behavior severity was associated with higher parent-reported stereotyped behaviors. Severity ratings were not associated with emotional or behavioral problems. The new DSM-5 severity ratings in both domains were significantly associated with behavioral observations of autism severity but not with measures of other behavioral or emotional symptoms. However, the strong associations between intelligence quotient and DSM-5 severity ratings in both domains suggest that clinicians may be including cognitive functioning in their overall determination of severity. Further research is needed to examine clinician decision-making and interpretation of these specifiers. En ligne : http://dx.doi.org/10.1177/1362361318755318 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383 [article] Factors associated with DSM-5 severity level ratings for autism spectrum disorder [Texte imprimé et/ou numérique] / M. O. MAZUREK, Auteur ; F. LU, Auteur ; E. A. MACKLIN, Auteur ; B. L. HANDEN, Auteur . - p.468-476. Langues : Anglais (eng) in Autism > 23-2 (February 2019) . - p.468-476 Mots-clés : Dsm-5  autism spectrum disorder  diagnosis  need for support  severity level Index. décimale : PER Périodiques Résumé : The newest edition of the Diagnostic and Statistical Manual of Mental Disorders (5th ed., DSM-5) introduced substantial changes to the diagnostic criteria for autism spectrum disorder, including new severity level ratings for social communication and restricted and repetitive behavior domains. The purpose of this study was to evaluate the use of these new severity ratings and to examine their relation to other measures of severity and clinical features. Participants included 248 children with autism spectrum disorder who received diagnostic evaluations at one of six Autism Treatment Network sites. Higher severity ratings in both domains were associated with younger age, lower intelligence quotient, and greater Autism Diagnostic Observation Schedule-Second Edition domain-specific symptom severity. Greater restricted and repetitive behavior severity was associated with higher parent-reported stereotyped behaviors. Severity ratings were not associated with emotional or behavioral problems. The new DSM-5 severity ratings in both domains were significantly associated with behavioral observations of autism severity but not with measures of other behavioral or emotional symptoms. However, the strong associations between intelligence quotient and DSM-5 severity ratings in both domains suggest that clinicians may be including cognitive functioning in their overall determination of severity. Further research is needed to examine clinician decision-making and interpretation of these specifiers. En ligne : http://dx.doi.org/10.1177/1362361318755318 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383

'Something needs to change': Mental health experiences of young autistic adults in England / L. CRANE in Autism, 23-2 (February 2019)  

Public ISBD [article]  inAutism > 23-2 (February 2019) . - p.477-493 Titre : 'Something needs to change': Mental health experiences of young autistic adults in England Type de document : Texte imprimé et/ou numérique Auteurs : L. CRANE, Auteur ; F. ADAMS, Auteur ; G. HARPER, Auteur ; J. WELCH, Auteur ; E. PELLICANO, Auteur Article en page(s) : p.477-493 Langues : Anglais (eng) Mots-clés : anxiety  autism  community-based participatory research  depression  mental health  support  youth Index. décimale : PER Périodiques Résumé : There is a high incidence and prevalence of mental health problems among young people, with several barriers to help-seeking noted in this group. High rates of mental health problems have also been reported in children and adults on the autism spectrum. Taken together, young autistic people may be a particularly vulnerable group when it comes to mental health. Yet, there has been remarkably little work on the mental health needs and experiences of young autistic adults (16-25 years). Adopting a community-based participatory research (CBPR) approach - in which academic researchers and young autistic adults collaborated in an equitable research partnership - we explored young autistic people's experiences of mental health problems and their perspectives on the support they sought, if any, for these problems. A total of 130 young autistic adults took part in the research: 109 completed an online survey and 21 took part in detailed interviews. The results highlight how young autistic people find it difficult to evaluate their mental health, experience high levels of stigma and often face severe obstacles when trying to access mental health support. The findings also demonstrate how listening to - and learning from - young autistic people is crucial in ensuring that their mental health needs are met. En ligne : http://dx.doi.org/10.1177/1362361318757048 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383 [article] 'Something needs to change': Mental health experiences of young autistic adults in England [Texte imprimé et/ou numérique] / L. CRANE, Auteur ; F. ADAMS, Auteur ; G. HARPER, Auteur ; J. WELCH, Auteur ; E. PELLICANO, Auteur . - p.477-493. Langues : Anglais (eng) in Autism > 23-2 (February 2019) . - p.477-493 Mots-clés : anxiety  autism  community-based participatory research  depression  mental health  support  youth Index. décimale : PER Périodiques Résumé : There is a high incidence and prevalence of mental health problems among young people, with several barriers to help-seeking noted in this group. High rates of mental health problems have also been reported in children and adults on the autism spectrum. Taken together, young autistic people may be a particularly vulnerable group when it comes to mental health. Yet, there has been remarkably little work on the mental health needs and experiences of young autistic adults (16-25 years). Adopting a community-based participatory research (CBPR) approach - in which academic researchers and young autistic adults collaborated in an equitable research partnership - we explored young autistic people's experiences of mental health problems and their perspectives on the support they sought, if any, for these problems. A total of 130 young autistic adults took part in the research: 109 completed an online survey and 21 took part in detailed interviews. The results highlight how young autistic people find it difficult to evaluate their mental health, experience high levels of stigma and often face severe obstacles when trying to access mental health support. The findings also demonstrate how listening to - and learning from - young autistic people is crucial in ensuring that their mental health needs are met. En ligne : http://dx.doi.org/10.1177/1362361318757048 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383

Development of a brief version of the Autism Detection in Early Childhood / Y. H. NAH in Autism, 23-2 (February 2019)  

Public ISBD [article]  inAutism > 23-2 (February 2019) . - p.494-502 Titre : Development of a brief version of the Autism Detection in Early Childhood Type de document : Texte imprimé et/ou numérique Auteurs : Y. H. NAH, Auteur ; R. L. YOUNG, Auteur ; N. BREWER, Auteur Article en page(s) : p.494-502 Langues : Anglais (eng) Mots-clés : Autism Detection in Early Childhood  Diagnostic and Statistical Manual of Mental Disorders (5th edition)  autism spectrum disorder  brief screening  early identification Index. décimale : PER Périodiques Résumé : While autism spectrum disorder screening tools provide a useful resource for practitioners, the reality is they are underused. The justifications often provided include the time required for administration and the training involved. A brief tool with good psychometric properties that require minimal training is required. This study examined the development and the psychometric properties of a brief version of the Autism Detection in Early Childhood. The data showed the potential of the brief version of Autism Detection in Early Childhood for screening children age 12-36 months. Our dataset comprised 106 Diagnostic and Statistical Manual of Mental Disorders, 5th edition autism spectrum disorder, 86 non-typical development and 78 typical development participants age 12-36 months. Analyses comparing autism spectrum disorder and non-typical development groups supported the use of five critical items (i.e. response to name, social smiling, gaze switch, response to verbal command and use of gestures) to form the brief version Autism Detection in Early Childhood. The brief version of Autism Detection in Early Childhood's optimal cutoff score of 4 had sensitivity of 0.81, specificity of 0.78, positive predictive value of 0.81 and negative predictive value of 0.78. However, the results would need to be viewed as preliminary given the nature of the study sample and the findings might not be generalisable to samples with higher levels of cognitive functioning. En ligne : http://dx.doi.org/10.1177/1362361318757563 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383 [article] Development of a brief version of the Autism Detection in Early Childhood [Texte imprimé et/ou numérique] / Y. H. NAH, Auteur ; R. L. YOUNG, Auteur ; N. BREWER, Auteur . - p.494-502. Langues : Anglais (eng) in Autism > 23-2 (February 2019) . - p.494-502 Mots-clés : Autism Detection in Early Childhood  Diagnostic and Statistical Manual of Mental Disorders (5th edition)  autism spectrum disorder  brief screening  early identification Index. décimale : PER Périodiques Résumé : While autism spectrum disorder screening tools provide a useful resource for practitioners, the reality is they are underused. The justifications often provided include the time required for administration and the training involved. A brief tool with good psychometric properties that require minimal training is required. This study examined the development and the psychometric properties of a brief version of the Autism Detection in Early Childhood. The data showed the potential of the brief version of Autism Detection in Early Childhood for screening children age 12-36 months. Our dataset comprised 106 Diagnostic and Statistical Manual of Mental Disorders, 5th edition autism spectrum disorder, 86 non-typical development and 78 typical development participants age 12-36 months. Analyses comparing autism spectrum disorder and non-typical development groups supported the use of five critical items (i.e. response to name, social smiling, gaze switch, response to verbal command and use of gestures) to form the brief version Autism Detection in Early Childhood. The brief version of Autism Detection in Early Childhood's optimal cutoff score of 4 had sensitivity of 0.81, specificity of 0.78, positive predictive value of 0.81 and negative predictive value of 0.78. However, the results would need to be viewed as preliminary given the nature of the study sample and the findings might not be generalisable to samples with higher levels of cognitive functioning. En ligne : http://dx.doi.org/10.1177/1362361318757563 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383

Social partner gaze direction and conversational phase; factors affecting social attention during face-to-face conversations in autistic adults? / M. FREETH in Autism, 23-2 (February 2019)  

Public ISBD [article]  inAutism > 23-2 (February 2019) . - p.503-513 Titre : Social partner gaze direction and conversational phase; factors affecting social attention during face-to-face conversations in autistic adults? Type de document : Texte imprimé et/ou numérique Auteurs : M. FREETH, Auteur ; Patricia BUGEMBE, Auteur Article en page(s) : p.503-513 Langues : Anglais (eng) Mots-clés : autism  eye movements  mobile eye-tracking  social attention Index. décimale : PER Périodiques Résumé : Social attention is atypical in autism. However, the majority of evidence for this claim comes from studies where the social partner is not physically present and the participants are children. Consequently, to ensure acquisition of a comprehensive overview of social attention in autism, systematic analysis of factors known to influence face-to-face social attention in neurotypicals is necessary and evidence from adulthood is required. This study assessed the influence of experimenter gaze direction (direct or averted) and conversational phase (speaking or listening) on social attention during a face-to-face conversation. Eye-tracking analyses indicated that when the experimenter looked directly at the participant, autistic adults looked at the experimenter's face less than did neurotypical adults. However, this between-group difference was significantly reduced when the experimenter's gaze was averted. Therefore, opportunities for reciprocal social gaze are missed by autistic adults when the social partner makes direct eye contact. A greater proportion of time was spent fixating the experimenter's eye region when participants were speaking compared to listening in both neurotypical and autistic adults. Overall, this study provides a rich picture of the nature of social attention in face-to-face conversations adopted by autistic adults and demonstrates individual variation in social attention styles. En ligne : http://dx.doi.org/10.1177/1362361318756786 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383 [article] Social partner gaze direction and conversational phase; factors affecting social attention during face-to-face conversations in autistic adults? [Texte imprimé et/ou numérique] / M. FREETH, Auteur ; Patricia BUGEMBE, Auteur . - p.503-513. Langues : Anglais (eng) in Autism > 23-2 (February 2019) . - p.503-513 Mots-clés : autism  eye movements  mobile eye-tracking  social attention Index. décimale : PER Périodiques Résumé : Social attention is atypical in autism. However, the majority of evidence for this claim comes from studies where the social partner is not physically present and the participants are children. Consequently, to ensure acquisition of a comprehensive overview of social attention in autism, systematic analysis of factors known to influence face-to-face social attention in neurotypicals is necessary and evidence from adulthood is required. This study assessed the influence of experimenter gaze direction (direct or averted) and conversational phase (speaking or listening) on social attention during a face-to-face conversation. Eye-tracking analyses indicated that when the experimenter looked directly at the participant, autistic adults looked at the experimenter's face less than did neurotypical adults. However, this between-group difference was significantly reduced when the experimenter's gaze was averted. Therefore, opportunities for reciprocal social gaze are missed by autistic adults when the social partner makes direct eye contact. A greater proportion of time was spent fixating the experimenter's eye region when participants were speaking compared to listening in both neurotypical and autistic adults. Overall, this study provides a rich picture of the nature of social attention in face-to-face conversations adopted by autistic adults and demonstrates individual variation in social attention styles. En ligne : http://dx.doi.org/10.1177/1362361318756786 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383

Pulling back the curtain: Issues in conducting an intervention study with transition-aged youth with autism spectrum disorder and their families / M. M. BURKE in Autism, 23-2 (February 2019)  

Public ISBD [article]  inAutism > 23-2 (February 2019) . - p.514-523 Titre : Pulling back the curtain: Issues in conducting an intervention study with transition-aged youth with autism spectrum disorder and their families Type de document : Texte imprimé et/ou numérique Auteurs : M. M. BURKE, Auteur ; Sydney N. WAITZ-KUDLA, Auteur ; C. RABIDEAU, Auteur ; Julie LOUNDS TAYLOR, Auteur ; R. M. HODAPP, Auteur Article en page(s) : p.514-523 Langues : Anglais (eng) Mots-clés : family  intervention research  services  transition Index. décimale : PER Périodiques Résumé : The transition from high school to adulthood is difficult for youth with autism spectrum disorder and their families. Recognizing these challenges, there is a small but emerging body of literature testing interventions to improve the transition process. But there are many challenges in performing intervention research that have yet to be fully addressed. We discuss issues that should be considered when conducting interventions with individuals with autism spectrum disorder to improve the transition to adulthood, drawing from our study of a parent training to facilitate access to adult services during the transition years. Issues covered include (1) timing (when is an intervention most effective?), (2) mode of delivery (what is the best way to present information?), (3) outcomes (how can intervention outcomes be accurately measured?), (4) target population (who is the intervention designed to help?), and (5) level of intervention (who should the intervention target?). Our answers, though preliminary, show the need to be flexible, to adopt a trial-and-error stance, and to listen to the needs-both explicit and implicit-of youth with autism spectrum disorder and their parents as they navigate the difficult transition from adolescence to adulthood. En ligne : http://dx.doi.org/10.1177/1362361317753016 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383 [article] Pulling back the curtain: Issues in conducting an intervention study with transition-aged youth with autism spectrum disorder and their families [Texte imprimé et/ou numérique] / M. M. BURKE, Auteur ; Sydney N. WAITZ-KUDLA, Auteur ; C. RABIDEAU, Auteur ; Julie LOUNDS TAYLOR, Auteur ; R. M. HODAPP, Auteur . - p.514-523. Langues : Anglais (eng) in Autism > 23-2 (February 2019) . - p.514-523 Mots-clés : family  intervention research  services  transition Index. décimale : PER Périodiques Résumé : The transition from high school to adulthood is difficult for youth with autism spectrum disorder and their families. Recognizing these challenges, there is a small but emerging body of literature testing interventions to improve the transition process. But there are many challenges in performing intervention research that have yet to be fully addressed. We discuss issues that should be considered when conducting interventions with individuals with autism spectrum disorder to improve the transition to adulthood, drawing from our study of a parent training to facilitate access to adult services during the transition years. Issues covered include (1) timing (when is an intervention most effective?), (2) mode of delivery (what is the best way to present information?), (3) outcomes (how can intervention outcomes be accurately measured?), (4) target population (who is the intervention designed to help?), and (5) level of intervention (who should the intervention target?). Our answers, though preliminary, show the need to be flexible, to adopt a trial-and-error stance, and to listen to the needs-both explicit and implicit-of youth with autism spectrum disorder and their parents as they navigate the difficult transition from adolescence to adulthood. En ligne : http://dx.doi.org/10.1177/1362361317753016 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383

Overall severities of gastrointestinal symptoms in pediatric outpatients with and without autism spectrum disorder / V. THULASI in Autism, 23-2 (February 2019)  

Public ISBD [article]  inAutism > 23-2 (February 2019) . - p.524-530 Titre : Overall severities of gastrointestinal symptoms in pediatric outpatients with and without autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : V. THULASI, Auteur ; R. A. STEER, Auteur ; I. M. MONTEIRO, Auteur ; X. MING, Auteur Article en page(s) : p.524-530 Langues : Anglais (eng) Mots-clés : Gastrointestinal Severity Scale  autism spectrum disorders  constipation  diarrhea  gastrointestinal disorders Index. décimale : PER Périodiques Résumé : In order to determine the effectiveness of a Gastrointestinal Severity Index to screen for gastrointestinal disorders, the Gastrointestinal Severity Index was administered to 135 children with autism spectrum disorders and 146 comparisons with and without gastrointestinal disorders. The mean Gastrointestinal Severity Index scores of the groups were 3.53 +/- 1.78, 3.15 +/- 1.99, 0.81 +/- 1.25, and 0.29 +/- 0.76 (comparative pediatric patients with gastrointestinal disorder = autism spectrum disorder + gastrointestinal disorder > autism spectrum disorder-gastrointestinal disorder > comparative pediatric patients without gastrointestinal disorder, respectively), Ps < 0.05. Receiver operating characteristic curves and areas under the receiver operating characteristic curves were calculated to ascertain which Gastrointestinal Severity Index cutoff scores yielded the highest sensitivity and specificity rates for the diagnosis of gastrointestinal disorders. The area under the receiver operating characteristic curve (0.97) for the comparison group was higher (P < 0.001) than the area under the receiver operating characteristic curve (0.85) for autism spectrum disorder children indicating that the Gastrointestinal Severity Index was more effective in screening for gastrointestinal disorders in comparisons. However, the same Gastrointestinal Severity Index cutoff score of 2 and above yielded, respectively, sensitivity and specificity rates of 92% and 93% for comparisons and 80% and 79% for autism spectrum disorder children. The negative and positive predictive values based on these sensitivity and specificity rates were calculated for a range of prevalences of gastrointestinal disorders and indicated that the Gastrointestinal Severity Index may be useful for screening children with and without autism spectrum disorder for gastrointestinal symptoms. En ligne : http://dx.doi.org/10.1177/1362361318757564 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383 [article] Overall severities of gastrointestinal symptoms in pediatric outpatients with and without autism spectrum disorder [Texte imprimé et/ou numérique] / V. THULASI, Auteur ; R. A. STEER, Auteur ; I. M. MONTEIRO, Auteur ; X. MING, Auteur . - p.524-530. Langues : Anglais (eng) in Autism > 23-2 (February 2019) . - p.524-530 Mots-clés : Gastrointestinal Severity Scale  autism spectrum disorders  constipation  diarrhea  gastrointestinal disorders Index. décimale : PER Périodiques Résumé : In order to determine the effectiveness of a Gastrointestinal Severity Index to screen for gastrointestinal disorders, the Gastrointestinal Severity Index was administered to 135 children with autism spectrum disorders and 146 comparisons with and without gastrointestinal disorders. The mean Gastrointestinal Severity Index scores of the groups were 3.53 +/- 1.78, 3.15 +/- 1.99, 0.81 +/- 1.25, and 0.29 +/- 0.76 (comparative pediatric patients with gastrointestinal disorder = autism spectrum disorder + gastrointestinal disorder > autism spectrum disorder-gastrointestinal disorder > comparative pediatric patients without gastrointestinal disorder, respectively), Ps < 0.05. Receiver operating characteristic curves and areas under the receiver operating characteristic curves were calculated to ascertain which Gastrointestinal Severity Index cutoff scores yielded the highest sensitivity and specificity rates for the diagnosis of gastrointestinal disorders. The area under the receiver operating characteristic curve (0.97) for the comparison group was higher (P < 0.001) than the area under the receiver operating characteristic curve (0.85) for autism spectrum disorder children indicating that the Gastrointestinal Severity Index was more effective in screening for gastrointestinal disorders in comparisons. However, the same Gastrointestinal Severity Index cutoff score of 2 and above yielded, respectively, sensitivity and specificity rates of 92% and 93% for comparisons and 80% and 79% for autism spectrum disorder children. The negative and positive predictive values based on these sensitivity and specificity rates were calculated for a range of prevalences of gastrointestinal disorders and indicated that the Gastrointestinal Severity Index may be useful for screening children with and without autism spectrum disorder for gastrointestinal symptoms. En ligne : http://dx.doi.org/10.1177/1362361318757564 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383

Employment status is related to sleep problems in adults with autism spectrum disorder and no comorbid intellectual impairment / E. K. BAKER in Autism, 23-2 (February 2019)  

Public ISBD [article]  inAutism > 23-2 (February 2019) . - p.531-536 Titre : Employment status is related to sleep problems in adults with autism spectrum disorder and no comorbid intellectual impairment Type de document : Texte imprimé et/ou numérique Auteurs : E. K. BAKER, Auteur ; A. L. RICHDALE, Auteur ; Agnes HAZI, Auteur Article en page(s) : p.531-536 Langues : Anglais (eng) Mots-clés : autism  circadian rhythm sleep-wake disorder  employment  insomnia  sleep Index. décimale : PER Périodiques Résumé : Both sleep problems and unemployment are common in adults with autism spectrum disorder; however, little research has explored this relationship in this population. This study aimed to explore factors that may be associated with the presence of an International Classification of Sleep Disorders-Third Edition defined sleep disorder in adults with autism spectrum disorder (IQ > 80). A total of 36 adults with autism spectrum disorder and 36 controls were included in the study. Participants completed a 14-day actigraphy assessment and questionnaire battery. Overall, 20 adults with autism spectrum disorder met the International Classification of Sleep Disorders-Third Edition criteria for insomnia and/or a circadian rhythm sleep-wake disorder, while only 4 controls met criteria for these disorders. Adults with autism spectrum disorder and an International Classification of Sleep Disorders-Third Edition sleep disorder had higher scores on the Pittsburgh Sleep Quality Index and were more likely to be unemployed compared to adults with autism spectrum disorder and no sleep disorder. The findings demonstrate, for the first time, that sleep problems are associated with unemployment in adults with autism spectrum disorder. Further research exploring the direction of this effect is required; sleep problems that have developed during adolescence make attainment of employment for those with autism spectrum disorder difficult, or unemployment results in less restrictions required for optimal and appropriate sleep timing. En ligne : http://dx.doi.org/10.1177/1362361317745857 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383 [article] Employment status is related to sleep problems in adults with autism spectrum disorder and no comorbid intellectual impairment [Texte imprimé et/ou numérique] / E. K. BAKER, Auteur ; A. L. RICHDALE, Auteur ; Agnes HAZI, Auteur . - p.531-536. Langues : Anglais (eng) in Autism > 23-2 (February 2019) . - p.531-536 Mots-clés : autism  circadian rhythm sleep-wake disorder  employment  insomnia  sleep Index. décimale : PER Périodiques Résumé : Both sleep problems and unemployment are common in adults with autism spectrum disorder; however, little research has explored this relationship in this population. This study aimed to explore factors that may be associated with the presence of an International Classification of Sleep Disorders-Third Edition defined sleep disorder in adults with autism spectrum disorder (IQ > 80). A total of 36 adults with autism spectrum disorder and 36 controls were included in the study. Participants completed a 14-day actigraphy assessment and questionnaire battery. Overall, 20 adults with autism spectrum disorder met the International Classification of Sleep Disorders-Third Edition criteria for insomnia and/or a circadian rhythm sleep-wake disorder, while only 4 controls met criteria for these disorders. Adults with autism spectrum disorder and an International Classification of Sleep Disorders-Third Edition sleep disorder had higher scores on the Pittsburgh Sleep Quality Index and were more likely to be unemployed compared to adults with autism spectrum disorder and no sleep disorder. The findings demonstrate, for the first time, that sleep problems are associated with unemployment in adults with autism spectrum disorder. Further research exploring the direction of this effect is required; sleep problems that have developed during adolescence make attainment of employment for those with autism spectrum disorder difficult, or unemployment results in less restrictions required for optimal and appropriate sleep timing. En ligne : http://dx.doi.org/10.1177/1362361317745857 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383