Dépouillements

Psychometric characteristics of the aberrant behavior checklist in a well-defined sample of youth with autism Spectrum disorder / Megan NORRIS in Research in Autism Spectrum Disorders, 62 (June 2019)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 62 (June 2019) . - p.1-9 Titre : Psychometric characteristics of the aberrant behavior checklist in a well-defined sample of youth with autism Spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Megan NORRIS, Auteur ; Michael G. AMAN, Auteur ; Micah Osborne MAZUREK, Auteur ; Jessica F. SCHERR, Auteur ; Eric BUTTER, Auteur Article en page(s) : p.1-9 Langues : Anglais (eng) Mots-clés : Aberrant behavior checklist  Autism spectrum disorder  Factor analysis  Validity Index. décimale : PER Périodiques Résumé : Background Behavior and emotional difficulties often occur in children and adolescents with Autism Spectrum Disorder (ASD), yet there are few instruments available to assess such problems in this population. The Aberrant Behavior Checklist (ABC), one option for this, is widely used and has substantial psychometric support. Despite this, only two studies to date have examined its structural validity in samples of individuals diagnosed exclusively with Autism Spectrum Disorder (ASD). This study sought to further examine the ABC’s validity for use with children and adolescents with ASD. Method Data from 470 individuals aged 2–14?years were submitted to confirmatory factor analysis (CFA). Correlations with other measures were examined. MANOVA was conducted to examine effects of subject characteristics on subscale scores of the ABC and assist in developing norms. Results Results supported the original factor structure of the ABC. Convergent and divergent validity analyses indicated correspondence with analogous measures and lack of relationship for dissimilar constructs. Results of normative analyses were very comparable to the only previously published norms for youth with ASD. Conclusions Overall, results provide further psychometric support for use of the ABC in individuals with ASD and better understanding the ABC’s clinical usefulness, particularly given the similarity between current and previous normative data. In a broader context, these results lend further support to the ABC as an instrument with wide applications. En ligne : https://doi.org/10.1016/j.rasd.2019.02.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=389 [article] Psychometric characteristics of the aberrant behavior checklist in a well-defined sample of youth with autism Spectrum disorder [Texte imprimé et/ou numérique] / Megan NORRIS, Auteur ; Michael G. AMAN, Auteur ; Micah Osborne MAZUREK, Auteur ; Jessica F. SCHERR, Auteur ; Eric BUTTER, Auteur . - p.1-9. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 62 (June 2019) . - p.1-9 Mots-clés : Aberrant behavior checklist  Autism spectrum disorder  Factor analysis  Validity Index. décimale : PER Périodiques Résumé : Background Behavior and emotional difficulties often occur in children and adolescents with Autism Spectrum Disorder (ASD), yet there are few instruments available to assess such problems in this population. The Aberrant Behavior Checklist (ABC), one option for this, is widely used and has substantial psychometric support. Despite this, only two studies to date have examined its structural validity in samples of individuals diagnosed exclusively with Autism Spectrum Disorder (ASD). This study sought to further examine the ABC’s validity for use with children and adolescents with ASD. Method Data from 470 individuals aged 2–14?years were submitted to confirmatory factor analysis (CFA). Correlations with other measures were examined. MANOVA was conducted to examine effects of subject characteristics on subscale scores of the ABC and assist in developing norms. Results Results supported the original factor structure of the ABC. Convergent and divergent validity analyses indicated correspondence with analogous measures and lack of relationship for dissimilar constructs. Results of normative analyses were very comparable to the only previously published norms for youth with ASD. Conclusions Overall, results provide further psychometric support for use of the ABC in individuals with ASD and better understanding the ABC’s clinical usefulness, particularly given the similarity between current and previous normative data. In a broader context, these results lend further support to the ABC as an instrument with wide applications. En ligne : https://doi.org/10.1016/j.rasd.2019.02.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=389

Comparing a Practice-Based Model with a Research-Based Model of social skills interventions for children with autism in schools / Jill LOCKE in Research in Autism Spectrum Disorders, 62 (June 2019)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 62 (June 2019) . - p.10-17 Titre : Comparing a Practice-Based Model with a Research-Based Model of social skills interventions for children with autism in schools Type de document : Texte imprimé et/ou numérique Auteurs : Jill LOCKE, Auteur ; Erin ROTHERAM-FULLER, Auteur ; Colleen HARKER, Auteur ; Connie KASARI, Auteur ; David S. MANDELL, Auteur Article en page(s) : p.10-17 Langues : Anglais (eng) Mots-clés : Practice-based evidence  Autism  Social skills interventions  Implementation Index. décimale : PER Périodiques Résumé : Background Social impairment is the most challenging core deficit for children with autism spectrum disorder (ASD). Several evidence-based interventions address social impairment in children with ASD; however, adoption, use, and implementation of these interventions in schools is challenging. Method Ninety-two children with ASD who received one of three intervention models: a) School personnel adapted and implemented evidence-based social skills intervention (Practice-Based Model; n?=?14); b) University researcher developed and implemented evidence-based social skills intervention (Research-Based Model; n?=?45); or c) standard educational practices model (Inclusion Only Model; n?=?33) participated. The average age was 8.4 (SD?=?1.6) years; majority was male (88%) and white (52.2%). Typically developing classmates completed sociometric ratings to determine children’s social network inclusion, and independent raters observed children on the playground using a time-interval behavior coding system to record solitary engagement and frequency of initiations. Results Separate linear regression models were conducted. Children in the Research-Based Model had significantly higher social network inclusion than children in the other two settings (p?=?.05). Children in the Practice-Based Model had significantly lower solitary engagement (p?=?.04) and more initiations on the playground than children in the University Developed Model (p?=?.04). Conclusions The results suggest that researchers: 1) may learn from public school stakeholders who have lived experiences to better understand the context in which implementation occurs; and 2) should partner with schools to learn about their processes of adaptation and adoption in order to facilitate successful implementation of evidence-based practices for children with ASD. Interventions designed with implementation in mind may be more feasible and increase the chances of use in schools. En ligne : https://doi.org/10.1016/j.rasd.2019.02.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=389 [article] Comparing a Practice-Based Model with a Research-Based Model of social skills interventions for children with autism in schools [Texte imprimé et/ou numérique] / Jill LOCKE, Auteur ; Erin ROTHERAM-FULLER, Auteur ; Colleen HARKER, Auteur ; Connie KASARI, Auteur ; David S. MANDELL, Auteur . - p.10-17. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 62 (June 2019) . - p.10-17 Mots-clés : Practice-based evidence  Autism  Social skills interventions  Implementation Index. décimale : PER Périodiques Résumé : Background Social impairment is the most challenging core deficit for children with autism spectrum disorder (ASD). Several evidence-based interventions address social impairment in children with ASD; however, adoption, use, and implementation of these interventions in schools is challenging. Method Ninety-two children with ASD who received one of three intervention models: a) School personnel adapted and implemented evidence-based social skills intervention (Practice-Based Model; n?=?14); b) University researcher developed and implemented evidence-based social skills intervention (Research-Based Model; n?=?45); or c) standard educational practices model (Inclusion Only Model; n?=?33) participated. The average age was 8.4 (SD?=?1.6) years; majority was male (88%) and white (52.2%). Typically developing classmates completed sociometric ratings to determine children’s social network inclusion, and independent raters observed children on the playground using a time-interval behavior coding system to record solitary engagement and frequency of initiations. Results Separate linear regression models were conducted. Children in the Research-Based Model had significantly higher social network inclusion than children in the other two settings (p?=?.05). Children in the Practice-Based Model had significantly lower solitary engagement (p?=?.04) and more initiations on the playground than children in the University Developed Model (p?=?.04). Conclusions The results suggest that researchers: 1) may learn from public school stakeholders who have lived experiences to better understand the context in which implementation occurs; and 2) should partner with schools to learn about their processes of adaptation and adoption in order to facilitate successful implementation of evidence-based practices for children with ASD. Interventions designed with implementation in mind may be more feasible and increase the chances of use in schools. En ligne : https://doi.org/10.1016/j.rasd.2019.02.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=389

Obtaining an autism spectrum disorder diagnosis and supports: New Zealand parents’ experiences / Matthew J. F. EGGLESTON in Research in Autism Spectrum Disorders, 62 (June 2019)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 62 (June 2019) . - p.18-25 Titre : Obtaining an autism spectrum disorder diagnosis and supports: New Zealand parents’ experiences Type de document : Texte imprimé et/ou numérique Auteurs : Matthew J. F. EGGLESTON, Auteur ; Hiran THABREW, Auteur ; Christopher M. A. FRAMPTON, Auteur ; Katherine H. F. EGGLESTON, Auteur ; Shannon C. HENNIG, Auteur Article en page(s) : p.18-25 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Parent  Satisfaction  Diagnosis  Supports  Survey Index. décimale : PER Périodiques Résumé : Background This study explored New Zealand parents’ experiences of obtaining an autism spectrum disorder (ASD) diagnosis for their child and aimed to identify factors that predicted parent satisfaction. Method Parents of ASD parent support groups were invited by email to participate in an anonymous online survey. Parents were asked to rate their satisfaction with a number of key aspects of the diagnostic process for ASD. Correlation analysis and ANOVA were utilized to explore possible associations between parent satisfaction and putative demographic and clinical factors and experiences. Multiple regression analysis was used to identify key predictor variables of parent satisfaction and stress. Results Parent (n?=?516) satisfaction with the diagnostic process for ASD was endorsed by 53.1%. The strongest predictor was satisfaction with the diagnostic assessment report, followed by higher levels of parent stress. Higher satisfaction was also predicted by spending less time on a wait-list for assessment, multi-disciplinary assessment and the absence of concurrent ADHD. Most parents found the diagnostic process stressful. Only 23% of parents were satisfied with post-diagnostic supports, and just 19% their coordination. Conclusions Just over half of New Zealand parents are satisfied with the diagnostic process for ASD, despite most finding the process stressful. Streamlining referral pathways, reducing assessment wait-times and increasing rates of multi-disciplinary team assessment may raise satisfaction rates further. Receiving a satisfactory diagnostic assessment report appears to be of particular importance to parents. The very low rate of satisfaction with post-diagnostic supports indicates that further development of these services is a priority for NZ. En ligne : https://doi.org/10.1016/j.rasd.2019.02.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=389 [article] Obtaining an autism spectrum disorder diagnosis and supports: New Zealand parents’ experiences [Texte imprimé et/ou numérique] / Matthew J. F. EGGLESTON, Auteur ; Hiran THABREW, Auteur ; Christopher M. A. FRAMPTON, Auteur ; Katherine H. F. EGGLESTON, Auteur ; Shannon C. HENNIG, Auteur . - p.18-25. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 62 (June 2019) . - p.18-25 Mots-clés : Autism spectrum disorder  Parent  Satisfaction  Diagnosis  Supports  Survey Index. décimale : PER Périodiques Résumé : Background This study explored New Zealand parents’ experiences of obtaining an autism spectrum disorder (ASD) diagnosis for their child and aimed to identify factors that predicted parent satisfaction. Method Parents of ASD parent support groups were invited by email to participate in an anonymous online survey. Parents were asked to rate their satisfaction with a number of key aspects of the diagnostic process for ASD. Correlation analysis and ANOVA were utilized to explore possible associations between parent satisfaction and putative demographic and clinical factors and experiences. Multiple regression analysis was used to identify key predictor variables of parent satisfaction and stress. Results Parent (n?=?516) satisfaction with the diagnostic process for ASD was endorsed by 53.1%. The strongest predictor was satisfaction with the diagnostic assessment report, followed by higher levels of parent stress. Higher satisfaction was also predicted by spending less time on a wait-list for assessment, multi-disciplinary assessment and the absence of concurrent ADHD. Most parents found the diagnostic process stressful. Only 23% of parents were satisfied with post-diagnostic supports, and just 19% their coordination. Conclusions Just over half of New Zealand parents are satisfied with the diagnostic process for ASD, despite most finding the process stressful. Streamlining referral pathways, reducing assessment wait-times and increasing rates of multi-disciplinary team assessment may raise satisfaction rates further. Receiving a satisfactory diagnostic assessment report appears to be of particular importance to parents. The very low rate of satisfaction with post-diagnostic supports indicates that further development of these services is a priority for NZ. En ligne : https://doi.org/10.1016/j.rasd.2019.02.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=389

Effectiveness of a low-intensity peer-mediated intervention for middle school students with autism spectrum disorder / Thea BRAIN in Research in Autism Spectrum Disorders, 62 (June 2019)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 62 (June 2019) . - p.26-38 Titre : Effectiveness of a low-intensity peer-mediated intervention for middle school students with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Thea BRAIN, Auteur ; Pat MIRENDA, Auteur Article en page(s) : p.26-38 Langues : Anglais (eng) Mots-clés : Peer-mediated intervention  Autism spectrum disorder  Engagement  Communication  Middle school Index. décimale : PER Périodiques Résumé : Background Peer-mediated interventions (PMI) are used to promote social interactions and academic engagement between individuals with autism spectrum disorder (ASD) and their peers. Most PMI research has been conducted with preschoolers and students in the early elementary grades. There is a need for additional research examining the effectiveness of low-intensity PMI for older students. Method This study used a non-concurrent multiple-baseline, multiple-probe across participants design to investigate the effectiveness of a low-intensity PMI on engagement and communicative acts for middle-school aged students with ASD during lunch breaks at school. Nine typically developing peers received 40–50?minutes of peer coach training. Peer coaches were encouraged to interact with their classmate with ASD during lunch breaks at school, using the strategies they learned. They were provided with brief feedback and/or praise after each probe observation during intervention and follow-up. Results Results showed a functional relation between the intervention and both engagement and communicative acts, with three demonstrations of effect across participants. Indicators of mutual enjoyment were observed for the majority of probe observation sessions across groups. There was some maintenance of effect at 1–4 weeks follow-up. Social validity was high for both peer coaches and classroom teachers. Conclusions This study contributes to and extends the existing PMI research by including middle school students with varying intellectual and social-communication abilities. Schools may be more likely to adopt evidence-based interventions such as the one used in this study if they are also efficient. En ligne : https://doi.org/10.1016/j.rasd.2019.02.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=389 [article] Effectiveness of a low-intensity peer-mediated intervention for middle school students with autism spectrum disorder [Texte imprimé et/ou numérique] / Thea BRAIN, Auteur ; Pat MIRENDA, Auteur . - p.26-38. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 62 (June 2019) . - p.26-38 Mots-clés : Peer-mediated intervention  Autism spectrum disorder  Engagement  Communication  Middle school Index. décimale : PER Périodiques Résumé : Background Peer-mediated interventions (PMI) are used to promote social interactions and academic engagement between individuals with autism spectrum disorder (ASD) and their peers. Most PMI research has been conducted with preschoolers and students in the early elementary grades. There is a need for additional research examining the effectiveness of low-intensity PMI for older students. Method This study used a non-concurrent multiple-baseline, multiple-probe across participants design to investigate the effectiveness of a low-intensity PMI on engagement and communicative acts for middle-school aged students with ASD during lunch breaks at school. Nine typically developing peers received 40–50?minutes of peer coach training. Peer coaches were encouraged to interact with their classmate with ASD during lunch breaks at school, using the strategies they learned. They were provided with brief feedback and/or praise after each probe observation during intervention and follow-up. Results Results showed a functional relation between the intervention and both engagement and communicative acts, with three demonstrations of effect across participants. Indicators of mutual enjoyment were observed for the majority of probe observation sessions across groups. There was some maintenance of effect at 1–4 weeks follow-up. Social validity was high for both peer coaches and classroom teachers. Conclusions This study contributes to and extends the existing PMI research by including middle school students with varying intellectual and social-communication abilities. Schools may be more likely to adopt evidence-based interventions such as the one used in this study if they are also efficient. En ligne : https://doi.org/10.1016/j.rasd.2019.02.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=389

Anxiety moderates the influence of ASD severity on quality of life in adults with ASD / Isaac C. SMITH in Research in Autism Spectrum Disorders, 62 (June 2019)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 62 (June 2019) . - p.39-47 Titre : Anxiety moderates the influence of ASD severity on quality of life in adults with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Isaac C. SMITH, Auteur ; Thomas H. OLLENDICK, Auteur ; Susan W. WHITE, Auteur Article en page(s) : p.39-47 Langues : Anglais (eng) Mots-clés : Autism  Anxiety  Adult  Quality of life  Comorbidity Index. décimale : PER Périodiques Résumé : Background Comorbidity of anxiety and autism spectrum disorder (ASD) in children and adolescents is well-documented. Preliminary evidence suggests rates of comorbidity in adults with ASD may be comparable. Little is known about the manifestation of anxiety symptoms in adults with ASD or the potential for these symptoms to impact quality of life in this population. The current study aimed to examine the role of anxiety symptoms in quality of life among young adults with ASD. Method We collected online survey data from a large sample (N = 224) of parents of young adults with ASD and a subsample of adults with ASD. We examined prevalence of anxiety symptoms based on reported prior diagnoses and proportion of individuals exceeding clinical cutoffs on anxiety measures. Regression models were used to evaluate anxiety as a moderator of the relationship between ASD symptoms and quality of life. Results Based on parent- and self-report data, 48% of adults with ASD exceeded clinical cutoffs for anxiety. Anxiety moderated the relationship between ASD severity and the social relations domain of quality of life such that ASD severity predicted quality of life only among individuals with low levels of anxiety. Conclusions Results provide preliminary evidence that anxiety symptoms relate to quality of life in adults with ASD independently of core ASD symptomatology. Future research should further characterize anxiety symptoms among adults with ASD, as well as evaluate the impact of anxiety symptoms on quality of life and overall outcome through the use of prospective longitudinal studies. En ligne : https://doi.org/10.1016/j.rasd.2019.03.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=389 [article] Anxiety moderates the influence of ASD severity on quality of life in adults with ASD [Texte imprimé et/ou numérique] / Isaac C. SMITH, Auteur ; Thomas H. OLLENDICK, Auteur ; Susan W. WHITE, Auteur . - p.39-47. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 62 (June 2019) . - p.39-47 Mots-clés : Autism  Anxiety  Adult  Quality of life  Comorbidity Index. décimale : PER Périodiques Résumé : Background Comorbidity of anxiety and autism spectrum disorder (ASD) in children and adolescents is well-documented. Preliminary evidence suggests rates of comorbidity in adults with ASD may be comparable. Little is known about the manifestation of anxiety symptoms in adults with ASD or the potential for these symptoms to impact quality of life in this population. The current study aimed to examine the role of anxiety symptoms in quality of life among young adults with ASD. Method We collected online survey data from a large sample (N = 224) of parents of young adults with ASD and a subsample of adults with ASD. We examined prevalence of anxiety symptoms based on reported prior diagnoses and proportion of individuals exceeding clinical cutoffs on anxiety measures. Regression models were used to evaluate anxiety as a moderator of the relationship between ASD symptoms and quality of life. Results Based on parent- and self-report data, 48% of adults with ASD exceeded clinical cutoffs for anxiety. Anxiety moderated the relationship between ASD severity and the social relations domain of quality of life such that ASD severity predicted quality of life only among individuals with low levels of anxiety. Conclusions Results provide preliminary evidence that anxiety symptoms relate to quality of life in adults with ASD independently of core ASD symptomatology. Future research should further characterize anxiety symptoms among adults with ASD, as well as evaluate the impact of anxiety symptoms on quality of life and overall outcome through the use of prospective longitudinal studies. En ligne : https://doi.org/10.1016/j.rasd.2019.03.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=389

The relationship between subtypes of repetitive behaviors and anxiety in children with autism spectrum disorder / Kaylin M. RUSSELL in Research in Autism Spectrum Disorders, 62 (June 2019)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 62 (June 2019) . - p.48-54 Titre : The relationship between subtypes of repetitive behaviors and anxiety in children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Kaylin M. RUSSELL, Auteur ; Kyle M. FROST, Auteur ; Brooke R. INGERSOLL, Auteur Article en page(s) : p.48-54 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Anxiety  Repetitive behaviors  Insistence on sameness  Self-injury Index. décimale : PER Périodiques Résumé : Background Many children with autism spectrum disorder (ASD) experience comorbid anxiety problems. Research suggests that anxiety symptoms are related to restricted and repetitive behaviors (RRBs) in general, and insistence on sameness behaviors, in particular. However, the extent to which other subtypes of RRBs are related to anxiety is less clear. Method This study evaluated the relationship between anxiety symptoms and subtypes of restricted and repetitive behaviors (RRBs) using the Repetitive Behavior Scale-Revised (RBS-R) in a large sample of children ages 68 months to 18 years-old with autism spectrum disorder (ASD) from the Simons Simplex Collection (N?=?2093). Results An exploratory factor analysis suggested a four-factor solution to the RBS-R. All four factors were significantly correlated with each other and with anxiety symptoms (ps?0.001). A hierarchical regression controlling for age and IQ indicated that the Sameness and Self-Injury factors accounted for unique variance in anxiety. There were no interactions between IQ and any of the RRB factors in predicting anxiety. Conclusions Results suggest that researchers and clinicians should consider the role of anxiety when understanding and treating RRBs in children with ASD. High endorsement of items that load on the Sameness and Self-Injury subscales of the RBS-R might be used to identify children who are at risk for anxiety but who may not show overt symptoms. En ligne : https://doi.org/10.1016/j.rasd.2019.03.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=389 [article] The relationship between subtypes of repetitive behaviors and anxiety in children with autism spectrum disorder [Texte imprimé et/ou numérique] / Kaylin M. RUSSELL, Auteur ; Kyle M. FROST, Auteur ; Brooke R. INGERSOLL, Auteur . - p.48-54. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 62 (June 2019) . - p.48-54 Mots-clés : Autism spectrum disorder  Anxiety  Repetitive behaviors  Insistence on sameness  Self-injury Index. décimale : PER Périodiques Résumé : Background Many children with autism spectrum disorder (ASD) experience comorbid anxiety problems. Research suggests that anxiety symptoms are related to restricted and repetitive behaviors (RRBs) in general, and insistence on sameness behaviors, in particular. However, the extent to which other subtypes of RRBs are related to anxiety is less clear. Method This study evaluated the relationship between anxiety symptoms and subtypes of restricted and repetitive behaviors (RRBs) using the Repetitive Behavior Scale-Revised (RBS-R) in a large sample of children ages 68 months to 18 years-old with autism spectrum disorder (ASD) from the Simons Simplex Collection (N?=?2093). Results An exploratory factor analysis suggested a four-factor solution to the RBS-R. All four factors were significantly correlated with each other and with anxiety symptoms (ps?0.001). A hierarchical regression controlling for age and IQ indicated that the Sameness and Self-Injury factors accounted for unique variance in anxiety. There were no interactions between IQ and any of the RRB factors in predicting anxiety. Conclusions Results suggest that researchers and clinicians should consider the role of anxiety when understanding and treating RRBs in children with ASD. High endorsement of items that load on the Sameness and Self-Injury subscales of the RBS-R might be used to identify children who are at risk for anxiety but who may not show overt symptoms. En ligne : https://doi.org/10.1016/j.rasd.2019.03.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=389

Translation and cultural adaptation of parent-report developmental assessments: Improving rigor in methodology / Michaela DUBAY in Research in Autism Spectrum Disorders, 62 (June 2019)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 62 (June 2019) . - p.55-65 Titre : Translation and cultural adaptation of parent-report developmental assessments: Improving rigor in methodology Type de document : Texte imprimé et/ou numérique Auteurs : Michaela DUBAY, Auteur ; Linda R. WATSON, Auteur Article en page(s) : p.55-65 Langues : Anglais (eng) Mots-clés : Translation  Cultural adaptation  Screening  Assessment  Parent-report Index. décimale : PER Périodiques Résumé : Most parent-report autism screening and assessment tools are developed and validated in English. Tools developed in one language with a specific culture require translation and cultural adaptation for use with a culturally or linguistically different population. Traditional translation methods are not sufficient to maintain the validity of these tools in the new population. A more rigorous methodology that maintains linguistic, construct, and technical equivalence is recommended. This article summarizes the basic stages in this translation and cultural adaptation process along with descriptions and rationales for various possible strategies used to complete each stage. A quality appraisal checklist is provided to allow readers to systematically analyze the quality of a translation or to guide instrument developers in the translation process. En ligne : https://doi.org/10.1016/j.rasd.2019.02.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=389 [article] Translation and cultural adaptation of parent-report developmental assessments: Improving rigor in methodology [Texte imprimé et/ou numérique] / Michaela DUBAY, Auteur ; Linda R. WATSON, Auteur . - p.55-65. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 62 (June 2019) . - p.55-65 Mots-clés : Translation  Cultural adaptation  Screening  Assessment  Parent-report Index. décimale : PER Périodiques Résumé : Most parent-report autism screening and assessment tools are developed and validated in English. Tools developed in one language with a specific culture require translation and cultural adaptation for use with a culturally or linguistically different population. Traditional translation methods are not sufficient to maintain the validity of these tools in the new population. A more rigorous methodology that maintains linguistic, construct, and technical equivalence is recommended. This article summarizes the basic stages in this translation and cultural adaptation process along with descriptions and rationales for various possible strategies used to complete each stage. A quality appraisal checklist is provided to allow readers to systematically analyze the quality of a translation or to guide instrument developers in the translation process. En ligne : https://doi.org/10.1016/j.rasd.2019.02.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=389

Are tantrums in autism distinct from those of other childhood conditions? A comparative prevalence and naturalistic study / Alexis BEAUCHAMP-CHÂTEL in Research in Autism Spectrum Disorders, 62 (June 2019)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 62 (June 2019) . - p.66-74 Titre : Are tantrums in autism distinct from those of other childhood conditions? A comparative prevalence and naturalistic study Type de document : Texte imprimé et/ou numérique Auteurs : Alexis BEAUCHAMP-CHÂTEL, Auteur ; Valérie COURCHESNE, Auteur ; Baudouin FORGEOT D'ARC, Auteur ; Laurent MOTTRON, Auteur Article en page(s) : p.66-74 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  Tantrums  Temper tantrums  Behavioral problems  Emotional problems  Preschoolers Index. décimale : PER Périodiques Résumé : Background While autistic temper tantrums during preschool age are a common challenging behavior, it is unknown whether they are qualitatively and quantitatively different from those arising in other neurodevelopmental conditions. Method Tantrum frequency, duration, triggering factors, behavioral components, parental responses and parental perception of their impact on functioning were collected in 48 autistic spectrum (AS) preschoolers and in 47 preschoolers with other neurodevelopmental conditions, aged from 2 to 5 years. Results The AS group had more frequent tantrums with no identifiable triggers, a higher proportion of tantrums triggered by communication problems and in the context of demands, and their parents were more likely to give in to their demands in response to tantrums. No other group differences in terms of frequency, duration, perceived impact, triggers, modulators and behaviors were found. Conclusion This study did not find an increased frequency of tantrums at a preschool age in youth with and without an AS diagnosis. Further research should now consider if autistic tantrums differ from that of typically developing peers. En ligne : https://doi.org/10.1016/j.rasd.2019.03.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=389 [article] Are tantrums in autism distinct from those of other childhood conditions? A comparative prevalence and naturalistic study [Texte imprimé et/ou numérique] / Alexis BEAUCHAMP-CHÂTEL, Auteur ; Valérie COURCHESNE, Auteur ; Baudouin FORGEOT D'ARC, Auteur ; Laurent MOTTRON, Auteur . - p.66-74. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 62 (June 2019) . - p.66-74 Mots-clés : Autism spectrum disorders  Tantrums  Temper tantrums  Behavioral problems  Emotional problems  Preschoolers Index. décimale : PER Périodiques Résumé : Background While autistic temper tantrums during preschool age are a common challenging behavior, it is unknown whether they are qualitatively and quantitatively different from those arising in other neurodevelopmental conditions. Method Tantrum frequency, duration, triggering factors, behavioral components, parental responses and parental perception of their impact on functioning were collected in 48 autistic spectrum (AS) preschoolers and in 47 preschoolers with other neurodevelopmental conditions, aged from 2 to 5 years. Results The AS group had more frequent tantrums with no identifiable triggers, a higher proportion of tantrums triggered by communication problems and in the context of demands, and their parents were more likely to give in to their demands in response to tantrums. No other group differences in terms of frequency, duration, perceived impact, triggers, modulators and behaviors were found. Conclusion This study did not find an increased frequency of tantrums at a preschool age in youth with and without an AS diagnosis. Further research should now consider if autistic tantrums differ from that of typically developing peers. En ligne : https://doi.org/10.1016/j.rasd.2019.03.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=389

Exactly the same but completely different: A thematic analysis of Clinical Psychologists’ conceptions of Autism across genders / Joshua T. B. MUGGLETON in Research in Autism Spectrum Disorders, 62 (June 2019)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 62 (June 2019) . - p.75-84 Titre : Exactly the same but completely different: A thematic analysis of Clinical Psychologists’ conceptions of Autism across genders Type de document : Texte imprimé et/ou numérique Auteurs : Joshua T. B. MUGGLETON, Auteur ; Ken MACMAHON, Auteur ; Katrina JOHNSTON, Auteur Article en page(s) : p.75-84 Langues : Anglais (eng) Mots-clés : Autism  Gender  Sex  Diagnosis  Culture  Camouflage  Children  Young people Index. décimale : PER Périodiques Résumé : Background Existing diagnostic criteria for autism do not indicate gender differences in the expression of core domains of the condition. Yet, an increasing body of research suggests that pronounced gender differences do exist. It may be that current diagnostic criteria do not capture individuals with a gender-specific presentation of autism. Method Fourteen Clinical Psychologists who routinely conduct autism assessments were interviewed about their conceptions of autism in children, and any gender differences therein. Thematic analysis was used, with thematic networks developed from data. Results Autism itself was conceptualised by clinicians as gender-neutral, with social communication and interaction at its core. Girls and boys were thought equally affected by autism, but girls were viewed as likely to be more socially aware and socially motivated, better at emotional recognition, and more internalising in their stress coping response, altering their presentation. Further, culture affects how a person with autism acts, and observers’ interpretations of these behaviours. Conclusions While existing diagnostic criteria provide appropriate coverage for the core features of autism, they may not capture everything about autism. Participants felt that restricted and repetitive behaviours and interests were less central to the concept of autism than social communication difficulties. Gender differences were identified in areas closely related to, but distinct from the diagnostic criteria. Consideration of these gender-specific presentations during assessment may aid diagnosticians. Participants’ themes provide an experienced-based narrative for understanding the interaction between autism and gender. En ligne : https://doi.org/10.1016/j.rasd.2019.03.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=389 [article] Exactly the same but completely different: A thematic analysis of Clinical Psychologists’ conceptions of Autism across genders [Texte imprimé et/ou numérique] / Joshua T. B. MUGGLETON, Auteur ; Ken MACMAHON, Auteur ; Katrina JOHNSTON, Auteur . - p.75-84. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 62 (June 2019) . - p.75-84 Mots-clés : Autism  Gender  Sex  Diagnosis  Culture  Camouflage  Children  Young people Index. décimale : PER Périodiques Résumé : Background Existing diagnostic criteria for autism do not indicate gender differences in the expression of core domains of the condition. Yet, an increasing body of research suggests that pronounced gender differences do exist. It may be that current diagnostic criteria do not capture individuals with a gender-specific presentation of autism. Method Fourteen Clinical Psychologists who routinely conduct autism assessments were interviewed about their conceptions of autism in children, and any gender differences therein. Thematic analysis was used, with thematic networks developed from data. Results Autism itself was conceptualised by clinicians as gender-neutral, with social communication and interaction at its core. Girls and boys were thought equally affected by autism, but girls were viewed as likely to be more socially aware and socially motivated, better at emotional recognition, and more internalising in their stress coping response, altering their presentation. Further, culture affects how a person with autism acts, and observers’ interpretations of these behaviours. Conclusions While existing diagnostic criteria provide appropriate coverage for the core features of autism, they may not capture everything about autism. Participants felt that restricted and repetitive behaviours and interests were less central to the concept of autism than social communication difficulties. Gender differences were identified in areas closely related to, but distinct from the diagnostic criteria. Consideration of these gender-specific presentations during assessment may aid diagnosticians. Participants’ themes provide an experienced-based narrative for understanding the interaction between autism and gender. En ligne : https://doi.org/10.1016/j.rasd.2019.03.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=389

Development of a gaze contingent method for auditory threshold evaluation in non-verbal ASD children / Brian SULLIVAN in Research in Autism Spectrum Disorders, 62 (June 2019)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 62 (June 2019) . - p.85-98 Titre : Development of a gaze contingent method for auditory threshold evaluation in non-verbal ASD children Type de document : Texte imprimé et/ou numérique Auteurs : Brian SULLIVAN, Auteur ; C. Ellie WILSON, Auteur ; David SALDANA, Auteur Article en page(s) : p.85-98 Langues : Anglais (eng) Mots-clés : Children  Audition  Non-verbal  Eye tracking  Gaze contingent  Perceptual threshold Index. décimale : PER Périodiques Résumé : Background Minimally verbal children with autistic spectrum disorder (ASD) make up an estimated third of the ASD population (Downs et al., 2005), but have been understudied due to difficulties in running experiments with such participants. We sought to develop an instrument to evaluate auditory perception, with the goal of testing both typically developing (TD) and ASD children, including minimally verbal ASD. Audio difference thresholds are typically measured by an audiologist using visual reinforcement audiometry (VRA) techniques, but this requires a trained clinician. Alternatively, mismatch negativity (MMN) via an electroencephalogram can provide an objective threshold measure and the participant can passively attend to stimuli. However, EEG equipment is expensive, and the procedure can be uncomfortable and difficult with anxious or touch sensitive participants. Method We developed a testing software for estimating auditory thresholds in children using a gaze contingent ‘game’. Our open source software uses an eye tracker, Matlab and child-oriented stimuli to automate aspects of VRA. Initial results suggest that audio thresholds can be obtained using our affordable non-invasive system, operated with minimal training, but refinement is necessary. Results Our method can obtain thresholds for most typical children, but data collection in young ASD children proved more challenging, yielding poor results, and will require further development to make the game more accessible. While promising, these results need to be corroborated with an alternate measure of difference threshold. Conclusion We document our efforts to design an effective interactive game to assess auditory perception using gaze-contingent eye-tracking methods; and provide case level insights on the testing individual participants and the heterogeneous ability and performance levels within ASD. We discuss the challenges experienced in testing and eye tracking both typical and ASD children to inform clinical and research groups to advance this promising line of research. En ligne : https://doi.org/10.1016/j.rasd.2019.02.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=389 [article] Development of a gaze contingent method for auditory threshold evaluation in non-verbal ASD children [Texte imprimé et/ou numérique] / Brian SULLIVAN, Auteur ; C. Ellie WILSON, Auteur ; David SALDANA, Auteur . - p.85-98. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 62 (June 2019) . - p.85-98 Mots-clés : Children  Audition  Non-verbal  Eye tracking  Gaze contingent  Perceptual threshold Index. décimale : PER Périodiques Résumé : Background Minimally verbal children with autistic spectrum disorder (ASD) make up an estimated third of the ASD population (Downs et al., 2005), but have been understudied due to difficulties in running experiments with such participants. We sought to develop an instrument to evaluate auditory perception, with the goal of testing both typically developing (TD) and ASD children, including minimally verbal ASD. Audio difference thresholds are typically measured by an audiologist using visual reinforcement audiometry (VRA) techniques, but this requires a trained clinician. Alternatively, mismatch negativity (MMN) via an electroencephalogram can provide an objective threshold measure and the participant can passively attend to stimuli. However, EEG equipment is expensive, and the procedure can be uncomfortable and difficult with anxious or touch sensitive participants. Method We developed a testing software for estimating auditory thresholds in children using a gaze contingent ‘game’. Our open source software uses an eye tracker, Matlab and child-oriented stimuli to automate aspects of VRA. Initial results suggest that audio thresholds can be obtained using our affordable non-invasive system, operated with minimal training, but refinement is necessary. Results Our method can obtain thresholds for most typical children, but data collection in young ASD children proved more challenging, yielding poor results, and will require further development to make the game more accessible. While promising, these results need to be corroborated with an alternate measure of difference threshold. Conclusion We document our efforts to design an effective interactive game to assess auditory perception using gaze-contingent eye-tracking methods; and provide case level insights on the testing individual participants and the heterogeneous ability and performance levels within ASD. We discuss the challenges experienced in testing and eye tracking both typical and ASD children to inform clinical and research groups to advance this promising line of research. En ligne : https://doi.org/10.1016/j.rasd.2019.02.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=389