Dépouillements

Exploring receptive and expressive language components at the age of 36 months in siblings at risk for autism spectrum disorder / Eva BRUYNEEL in Research in Autism Spectrum Disorders, 66 (October 2019)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 66 (October 2019) . - p.101419 Titre : Exploring receptive and expressive language components at the age of 36 months in siblings at risk for autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Eva BRUYNEEL, Auteur ; Ellen DEMURIE, Auteur ; Inge ZINK, Auteur ; Petra WARREYN, Auteur ; Herbert ROEYERS, Auteur Article en page(s) : p.101419 Langues : Anglais (eng) Mots-clés : Receptive language  Expressive language  Language components  High-risk siblings  Autism spectrum disorder Index. décimale : PER Périodiques Résumé : Background Language difficulties are highly prevalent in children with autism spectrum disorder (ASD) as well as in their younger siblings (high-risk (HR) sibs). Children with ASD show substantial heterogeneity in difficulties with different language components, but it remains unknown whether this variability is also present in HR-sibs. Method Receptive (RL) and expressive language (EL) were evaluated in siblings of typically developing children (low-risk (LR) sibs, N?=?33) and HR-sibs (N?=?30) at 36 months, using the Mullen Scales of Early Learning (MSEL), the Dutch version of the Reynell Developmental Language Scales – 2nd edition (RDLS-2) and spontaneous language analysis (SL). Next, composite scores for receptive and expressive phonology, grammar, semantics and pragmatics were formed. Group comparisons were performed and delays in the different language components were explored. Results En ligne : https://doi.org/10.1016/j.rasd.2019.101419 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=404 [article] Exploring receptive and expressive language components at the age of 36 months in siblings at risk for autism spectrum disorder [Texte imprimé et/ou numérique] / Eva BRUYNEEL, Auteur ; Ellen DEMURIE, Auteur ; Inge ZINK, Auteur ; Petra WARREYN, Auteur ; Herbert ROEYERS, Auteur . - p.101419. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 66 (October 2019) . - p.101419 Mots-clés : Receptive language  Expressive language  Language components  High-risk siblings  Autism spectrum disorder Index. décimale : PER Périodiques Résumé : Background Language difficulties are highly prevalent in children with autism spectrum disorder (ASD) as well as in their younger siblings (high-risk (HR) sibs). Children with ASD show substantial heterogeneity in difficulties with different language components, but it remains unknown whether this variability is also present in HR-sibs. Method Receptive (RL) and expressive language (EL) were evaluated in siblings of typically developing children (low-risk (LR) sibs, N?=?33) and HR-sibs (N?=?30) at 36 months, using the Mullen Scales of Early Learning (MSEL), the Dutch version of the Reynell Developmental Language Scales – 2nd edition (RDLS-2) and spontaneous language analysis (SL). Next, composite scores for receptive and expressive phonology, grammar, semantics and pragmatics were formed. Group comparisons were performed and delays in the different language components were explored. Results En ligne : https://doi.org/10.1016/j.rasd.2019.101419 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=404

Disembedding performance and eye gaze behavior of adolescents with Autism Spectrum Disorder / Melissa H. BLACK in Research in Autism Spectrum Disorders, 66 (October 2019)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 66 (October 2019) . - p.101417 Titre : Disembedding performance and eye gaze behavior of adolescents with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Melissa H. BLACK, Auteur ; Sharmila VAZ, Auteur ; Richard PARSONS, Auteur ; Torbjörn FALKMER, Auteur ; Julia S. Y. TANG, Auteur ; Susan MORRIS, Auteur ; Hoe LEE, Auteur ; Marita FALKMER, Auteur Article en page(s) : p.101417 Langues : Anglais (eng) Mots-clés : Eye tracking  Local bias  Weak central coherence  Enhanced perceptual functioning Index. décimale : PER Périodiques Résumé : Background Atypical visual perception in individuals with Autism Spectrum Disorders (ASD) may contribute to superiority in disembedding tasks. Gaze behavior has provided some insights in to mechanisms underlying this purported superiority in children, however evidence is limited and requires additional investigation. Method The performance and gaze behavior of 27 adolescents with ASD and 27 matched typically developing (TD) peers were examined during the Figure Ground Subtest of the Test of Visual Perception Skills-third edition (TVPS-3). Results Compared to their TD counterparts, adolescents with ASD were no different in accuracy, however, had a longer response time. Differences in gaze behavior were also observed, characterized by adolescents with ASD spending less time viewing the incorrect and target figures, and spending a greater proportion of time viewing irrelevant areas of the stimuli compared to TD adolescents. Conclusions Results suggest that while altered visual perception was observed, this did not contribute to superiority in disembedding tasks in adolescents with ASD. Future research is required to elucidate conditions under which altered visual perception may contribute to behavioral superiority. En ligne : https://doi.org/10.1016/j.rasd.2019.101417 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=404 [article] Disembedding performance and eye gaze behavior of adolescents with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Melissa H. BLACK, Auteur ; Sharmila VAZ, Auteur ; Richard PARSONS, Auteur ; Torbjörn FALKMER, Auteur ; Julia S. Y. TANG, Auteur ; Susan MORRIS, Auteur ; Hoe LEE, Auteur ; Marita FALKMER, Auteur . - p.101417. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 66 (October 2019) . - p.101417 Mots-clés : Eye tracking  Local bias  Weak central coherence  Enhanced perceptual functioning Index. décimale : PER Périodiques Résumé : Background Atypical visual perception in individuals with Autism Spectrum Disorders (ASD) may contribute to superiority in disembedding tasks. Gaze behavior has provided some insights in to mechanisms underlying this purported superiority in children, however evidence is limited and requires additional investigation. Method The performance and gaze behavior of 27 adolescents with ASD and 27 matched typically developing (TD) peers were examined during the Figure Ground Subtest of the Test of Visual Perception Skills-third edition (TVPS-3). Results Compared to their TD counterparts, adolescents with ASD were no different in accuracy, however, had a longer response time. Differences in gaze behavior were also observed, characterized by adolescents with ASD spending less time viewing the incorrect and target figures, and spending a greater proportion of time viewing irrelevant areas of the stimuli compared to TD adolescents. Conclusions Results suggest that while altered visual perception was observed, this did not contribute to superiority in disembedding tasks in adolescents with ASD. Future research is required to elucidate conditions under which altered visual perception may contribute to behavioral superiority. En ligne : https://doi.org/10.1016/j.rasd.2019.101417 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=404

Parent-mediated intervention tends to improve parent-child engagement, and behavioral outcomes of toddlers with ASD-positive screening: A randomized crossover trial / Audrée Jeanne BEAUDOIN in Research in Autism Spectrum Disorders, 66 (October 2019)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 66 (October 2019) . - p.101416 Titre : Parent-mediated intervention tends to improve parent-child engagement, and behavioral outcomes of toddlers with ASD-positive screening: A randomized crossover trial Type de document : Texte imprimé et/ou numérique Auteurs : Audrée Jeanne BEAUDOIN, Auteur ; Guillaume SEBIRE, Auteur ; Mélanie COUTURE, Auteur Article en page(s) : p.101416 Langues : Anglais (eng) Mots-clés : Parent coaching  Caregiver  Parent-child interaction  Infant  Early intervention Index. décimale : PER Périodiques Résumé : Background By participating in parent-mediated interventions, parents develop skills to promote their toddler’s development. Knowing that the potential mediating role of a parent’s behavior has been poorly assessed, our objective was to measure the effects of a parent-mediated intervention on the developmental outcome of toddlers (12–30 months) at risk for autism spectrum disorder (ASD), and on parent-child interactions. Methods Randomized crossover trial using a 12-week parent-mediated intervention (adapted from the parent delivery of the Early Start Denver Model and the Social Communication Emotion Regulation Transaction Support) and measuring its impact on parent-child dyadic engagement and child development. Results The intervention resulted in improved toddlers’ motor skills (p?=?.005; ES?=?.60) and a trend toward improvement in social adaptive behaviors (p?=?.053; ES?=?.45) compared to the Waitlist group. There was also a trend toward improved parent-child engagement during the Intervention (p?=?.010; ES?=?.77), that did not significantly differ from the change in the Waitlist group (p?=?.221). Conclusions This study highlights potential benefits in motor and social skills for children at risk of ASD, as well as in parent-child engagement. En ligne : https://doi.org/10.1016/j.rasd.2019.101416 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=404 [article] Parent-mediated intervention tends to improve parent-child engagement, and behavioral outcomes of toddlers with ASD-positive screening: A randomized crossover trial [Texte imprimé et/ou numérique] / Audrée Jeanne BEAUDOIN, Auteur ; Guillaume SEBIRE, Auteur ; Mélanie COUTURE, Auteur . - p.101416. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 66 (October 2019) . - p.101416 Mots-clés : Parent coaching  Caregiver  Parent-child interaction  Infant  Early intervention Index. décimale : PER Périodiques Résumé : Background By participating in parent-mediated interventions, parents develop skills to promote their toddler’s development. Knowing that the potential mediating role of a parent’s behavior has been poorly assessed, our objective was to measure the effects of a parent-mediated intervention on the developmental outcome of toddlers (12–30 months) at risk for autism spectrum disorder (ASD), and on parent-child interactions. Methods Randomized crossover trial using a 12-week parent-mediated intervention (adapted from the parent delivery of the Early Start Denver Model and the Social Communication Emotion Regulation Transaction Support) and measuring its impact on parent-child dyadic engagement and child development. Results The intervention resulted in improved toddlers’ motor skills (p?=?.005; ES?=?.60) and a trend toward improvement in social adaptive behaviors (p?=?.053; ES?=?.45) compared to the Waitlist group. There was also a trend toward improved parent-child engagement during the Intervention (p?=?.010; ES?=?.77), that did not significantly differ from the change in the Waitlist group (p?=?.221). Conclusions This study highlights potential benefits in motor and social skills for children at risk of ASD, as well as in parent-child engagement. En ligne : https://doi.org/10.1016/j.rasd.2019.101416 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=404

Parents’ experiences of an early autism diagnosis: Insights into their needs / Aspasia Stacey RABBA in Research in Autism Spectrum Disorders, 66 (October 2019)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 66 (October 2019) . - p.101415 Titre : Parents’ experiences of an early autism diagnosis: Insights into their needs Type de document : Texte imprimé et/ou numérique Auteurs : Aspasia Stacey RABBA, Auteur ; Cheryl DISSANAYAKE, Auteur ; Josephine BARBARO, Auteur Article en page(s) : p.101415 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Parents  Parental experience  Early diagnosis  Coping  Support Index. décimale : PER Périodiques Résumé : Background Little research has directly examined parental needs following their child’s early diagnosis of autism. Method The experiences and support needs of 13 mothers and fathers who had a young child diagnosed (<36 months) were explored via a series of semi-structured interviews and a focus group. Results Thematic analysis identified four key themes: emotional response to diagnosis, ability to manage the uncertainty post-diagnosis, resourcefulness, and experiences of sharing the diagnosis. Conclusions Parents highlighted that receipt of an early diagnosis triggered an array of emotions, which influenced their coping. Charting parents’ lived experiences following an early diagnosis provides valuable insights that have important implications for the development of resources and supports for families at this time. En ligne : https://doi.org/10.1016/j.rasd.2019.101415 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=404 [article] Parents’ experiences of an early autism diagnosis: Insights into their needs [Texte imprimé et/ou numérique] / Aspasia Stacey RABBA, Auteur ; Cheryl DISSANAYAKE, Auteur ; Josephine BARBARO, Auteur . - p.101415. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 66 (October 2019) . - p.101415 Mots-clés : Autism spectrum disorder  Parents  Parental experience  Early diagnosis  Coping  Support Index. décimale : PER Périodiques Résumé : Background Little research has directly examined parental needs following their child’s early diagnosis of autism. Method The experiences and support needs of 13 mothers and fathers who had a young child diagnosed (<36 months) were explored via a series of semi-structured interviews and a focus group. Results Thematic analysis identified four key themes: emotional response to diagnosis, ability to manage the uncertainty post-diagnosis, resourcefulness, and experiences of sharing the diagnosis. Conclusions Parents highlighted that receipt of an early diagnosis triggered an array of emotions, which influenced their coping. Charting parents’ lived experiences following an early diagnosis provides valuable insights that have important implications for the development of resources and supports for families at this time. En ligne : https://doi.org/10.1016/j.rasd.2019.101415 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=404

Struggling with alternative descriptions: Impaired referential processing in children with Autism Spectrum Disorder / Ekaterina OSTASHCHENKO in Research in Autism Spectrum Disorders, 66 (October 2019)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 66 (October 2019) . - p.101414 Titre : Struggling with alternative descriptions: Impaired referential processing in children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Ekaterina OSTASHCHENKO, Auteur ; Philippine GEELHAND, Auteur ; Gaétane DELIENS, Auteur ; Mikhail KISSINE, Auteur Article en page(s) : p.101414 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Lexical entrainment  Conceptual perspective  Referential communication  Perspective-taking  Flexibility Index. décimale : PER Périodiques Résumé : Background Children and adults with Autism Spectrum Disorder (ASD) show a tendency to preferentially rely on those referential descriptions that have previously been used by their conversational partner. However, such a tendency may become maladaptive in a situation of interaction with different partners who may introduce alternative lexical descriptions for the same referent. Methods Six-year-old children with ASD, as well as mental- and verbal-age-matched typically developing (TD) children moved items on a touch-screen following instructions by an experimenter. During the entrainment phase, the experimenter introduced lexical descriptions for all the items. Then, either the original experimenter or a new partner, depending on the condition, used alternative descriptions for some items and kept the same descriptions for others. Accuracy and time to locate items were collected. Results Relative to TD children, children with ASD had more difficulty in recognizing and interpreting referential descriptions when another description has been previously used. Whether a new description was introduced by a new or the original experimenter had no effect in any group. Conclusion Referential processing in ASD is compromised by impaired ability to confront alternative conceptual perspectives. A potential executive source for these difficulties is discussed. En ligne : https://doi.org/10.1016/j.rasd.2019.101414 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=404 [article] Struggling with alternative descriptions: Impaired referential processing in children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Ekaterina OSTASHCHENKO, Auteur ; Philippine GEELHAND, Auteur ; Gaétane DELIENS, Auteur ; Mikhail KISSINE, Auteur . - p.101414. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 66 (October 2019) . - p.101414 Mots-clés : Autism Spectrum Disorder  Lexical entrainment  Conceptual perspective  Referential communication  Perspective-taking  Flexibility Index. décimale : PER Périodiques Résumé : Background Children and adults with Autism Spectrum Disorder (ASD) show a tendency to preferentially rely on those referential descriptions that have previously been used by their conversational partner. However, such a tendency may become maladaptive in a situation of interaction with different partners who may introduce alternative lexical descriptions for the same referent. Methods Six-year-old children with ASD, as well as mental- and verbal-age-matched typically developing (TD) children moved items on a touch-screen following instructions by an experimenter. During the entrainment phase, the experimenter introduced lexical descriptions for all the items. Then, either the original experimenter or a new partner, depending on the condition, used alternative descriptions for some items and kept the same descriptions for others. Accuracy and time to locate items were collected. Results Relative to TD children, children with ASD had more difficulty in recognizing and interpreting referential descriptions when another description has been previously used. Whether a new description was introduced by a new or the original experimenter had no effect in any group. Conclusion Referential processing in ASD is compromised by impaired ability to confront alternative conceptual perspectives. A potential executive source for these difficulties is discussed. En ligne : https://doi.org/10.1016/j.rasd.2019.101414 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=404

Injury-related treatments and outcomes in preschool children with autism spectrum disorder: Study to Explore Early Development (SEED) / Carolyn G. DIGUISEPPI in Research in Autism Spectrum Disorders, 66 (October 2019)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 66 (October 2019) . - p.101413 Titre : Injury-related treatments and outcomes in preschool children with autism spectrum disorder: Study to Explore Early Development (SEED) Type de document : Texte imprimé et/ou numérique Auteurs : Carolyn G. DIGUISEPPI, Auteur ; Katherine R. SABOURIN, Auteur ; Susan E. LEVY, Auteur ; Gnakub N. SOKE, Auteur ; Li-Ching LEE, Auteur ; Lisa D. WIGGINS, Auteur ; Laura A. SCHIEVE, Auteur Article en page(s) : p.101413 Langues : Anglais (eng) Mots-clés : ASD  Injuries  Surgery  Emergency care  Injury outcomes  Treatment Index. décimale : PER Périodiques Résumé : Background Evidence about injury management and outcomes in children with autism spectrum disorder (ASD) is limited. Method Cross-sectional analyses included children aged 30–68 months with at least one medically attended injury. Standardized diagnostic instruments determined ASD cases. Parent-reported injury treatments and outcomes were examined in ASD cases (n?=?224) versus developmental delays/disorders (DD) (n?=?188) and population (POP) (n?=?267) controls, adjusting for child and family characteristics using logistic regression. Results Injury characteristics were similar between groups. Most children (82.5%) had emergency care (EC) or hospitalization after injury. Nearly half (46.4%) ever received a medication or injection, mostly analgesics (53.4%) and local anesthetics (23.8%), while 9.4% ever received surgery, most often for open wound (47.0%) or fracture (16.7%). ASD group children were less likely than DD group children to receive medication/injection (41.1% vs. 53.2%, adjusted odds ratio [aOR]?=?0.60 [0.40, 0.90]); receipt of EC/hospitalization and surgery were comparable. Children with ASD more often had surgery than POP children (14.3% vs. 4.9%, aOR?=?2.62 [1.31, 5.25]); receipt of EC/hospitalization and medication/injection were similar. Loss of consciousness was uncommon (ASD?=?6.3%, DD?=?5.3%, POP?=?3.4%), as was long-term or significant behavior change (ASD?=?5.4%, DD?=?3.2%, POP?=?3.2%); differences were not significant. Conclusions Injured children with ASD received fewer medications/injections than children with non-ASD developmental delays/disorders and more surgical treatments than general population children. Injury management was otherwise similar between groups. Understanding whether these results reflect child or injury characteristics or provider perceptions about behaviors and pain thresholds of children with ASD, and how these may influence care, requires further study. En ligne : https://doi.org/10.1016/j.rasd.2019.101413 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=404 [article] Injury-related treatments and outcomes in preschool children with autism spectrum disorder: Study to Explore Early Development (SEED) [Texte imprimé et/ou numérique] / Carolyn G. DIGUISEPPI, Auteur ; Katherine R. SABOURIN, Auteur ; Susan E. LEVY, Auteur ; Gnakub N. SOKE, Auteur ; Li-Ching LEE, Auteur ; Lisa D. WIGGINS, Auteur ; Laura A. SCHIEVE, Auteur . - p.101413. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 66 (October 2019) . - p.101413 Mots-clés : ASD  Injuries  Surgery  Emergency care  Injury outcomes  Treatment Index. décimale : PER Périodiques Résumé : Background Evidence about injury management and outcomes in children with autism spectrum disorder (ASD) is limited. Method Cross-sectional analyses included children aged 30–68 months with at least one medically attended injury. Standardized diagnostic instruments determined ASD cases. Parent-reported injury treatments and outcomes were examined in ASD cases (n?=?224) versus developmental delays/disorders (DD) (n?=?188) and population (POP) (n?=?267) controls, adjusting for child and family characteristics using logistic regression. Results Injury characteristics were similar between groups. Most children (82.5%) had emergency care (EC) or hospitalization after injury. Nearly half (46.4%) ever received a medication or injection, mostly analgesics (53.4%) and local anesthetics (23.8%), while 9.4% ever received surgery, most often for open wound (47.0%) or fracture (16.7%). ASD group children were less likely than DD group children to receive medication/injection (41.1% vs. 53.2%, adjusted odds ratio [aOR]?=?0.60 [0.40, 0.90]); receipt of EC/hospitalization and surgery were comparable. Children with ASD more often had surgery than POP children (14.3% vs. 4.9%, aOR?=?2.62 [1.31, 5.25]); receipt of EC/hospitalization and medication/injection were similar. Loss of consciousness was uncommon (ASD?=?6.3%, DD?=?5.3%, POP?=?3.4%), as was long-term or significant behavior change (ASD?=?5.4%, DD?=?3.2%, POP?=?3.2%); differences were not significant. Conclusions Injured children with ASD received fewer medications/injections than children with non-ASD developmental delays/disorders and more surgical treatments than general population children. Injury management was otherwise similar between groups. Understanding whether these results reflect child or injury characteristics or provider perceptions about behaviors and pain thresholds of children with ASD, and how these may influence care, requires further study. En ligne : https://doi.org/10.1016/j.rasd.2019.101413 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=404

A systematic review and meta-analysis of social emotional computer based interventions for autistic individuals using the serious game framework / Julia S. Y. TANG in Research in Autism Spectrum Disorders, 66 (October 2019)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 66 (October 2019) . - p.101412 Titre : A systematic review and meta-analysis of social emotional computer based interventions for autistic individuals using the serious game framework Type de document : Texte imprimé et/ou numérique Auteurs : Julia S. Y. TANG, Auteur ; Nigel T. M. CHEN, Auteur ; Marita FALKMER, Auteur ; Sven B?LTE, Auteur ; Sonya GIRDLER, Auteur Article en page(s) : p.101412 Langues : Anglais (eng) Mots-clés : Autism  Innovative technology  Social skills  Serious games Index. décimale : PER Périodiques Résumé : Background and aim Adopting the elements of the Serious Game framework has been hypothesised as a strategy to promote the efficacy of social emotional computer-based interventions (CBI) for autistic individuals. This systematic review aimed to review the application of Serious Game principles in current social emotional CBI targeting autistic individuals and evaluate the effect of these principles in remediating social emotional outcomes via meta-analysis. Methods Database searches identified 34 studies evaluating social emotional CBI with 17 controlled efficacy studies included in meta-regressions analyses. Narrative synthesis summarised the attributes of each CBI based on the five Serious Game principles; motivating storyline, goal directed learning, rewards and feedback, increasing levels of difficulty and individualisation. Results Based on the scores of the Serious Game assessment tool we developed, findings revealed on average a limited (45%) integration of Serious Game design principles in social emotional CBI for autistic individuals. Main findings from the meta-regressions of 17 controlled efficacy studies revealed a moderating effect of Serious Game design principles on the distant generalisation of social emotional skills and transferability of outcomes among autistic individuals. No significant moderating effects of Serious Game was found for close generalisation and maintenance outcomes. Conclusion Overall, findings suggest that the Serious Game design framework has utility in guiding the development of social emotional CBI which improve the social emotional skills of autistic individuals. En ligne : https://doi.org/10.1016/j.rasd.2019.101412 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=404 [article] A systematic review and meta-analysis of social emotional computer based interventions for autistic individuals using the serious game framework [Texte imprimé et/ou numérique] / Julia S. Y. TANG, Auteur ; Nigel T. M. CHEN, Auteur ; Marita FALKMER, Auteur ; Sven B?LTE, Auteur ; Sonya GIRDLER, Auteur . - p.101412. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 66 (October 2019) . - p.101412 Mots-clés : Autism  Innovative technology  Social skills  Serious games Index. décimale : PER Périodiques Résumé : Background and aim Adopting the elements of the Serious Game framework has been hypothesised as a strategy to promote the efficacy of social emotional computer-based interventions (CBI) for autistic individuals. This systematic review aimed to review the application of Serious Game principles in current social emotional CBI targeting autistic individuals and evaluate the effect of these principles in remediating social emotional outcomes via meta-analysis. Methods Database searches identified 34 studies evaluating social emotional CBI with 17 controlled efficacy studies included in meta-regressions analyses. Narrative synthesis summarised the attributes of each CBI based on the five Serious Game principles; motivating storyline, goal directed learning, rewards and feedback, increasing levels of difficulty and individualisation. Results Based on the scores of the Serious Game assessment tool we developed, findings revealed on average a limited (45%) integration of Serious Game design principles in social emotional CBI for autistic individuals. Main findings from the meta-regressions of 17 controlled efficacy studies revealed a moderating effect of Serious Game design principles on the distant generalisation of social emotional skills and transferability of outcomes among autistic individuals. No significant moderating effects of Serious Game was found for close generalisation and maintenance outcomes. Conclusion Overall, findings suggest that the Serious Game design framework has utility in guiding the development of social emotional CBI which improve the social emotional skills of autistic individuals. En ligne : https://doi.org/10.1016/j.rasd.2019.101412 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=404

Community-based service use in preschool children with autism spectrum disorder and associations with insurance status / Eric RUBENSTEIN in Research in Autism Spectrum Disorders, 66 (October 2019)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 66 (October 2019) . - p.101410 Titre : Community-based service use in preschool children with autism spectrum disorder and associations with insurance status Type de document : Texte imprimé et/ou numérique Auteurs : Eric RUBENSTEIN, Auteur ; Lisa A. CROEN, Auteur ; Li-Ching LEE, Auteur ; Eric MOODY, Auteur ; Laura A. SCHIEVE, Auteur ; Gnakub N. SOKE, Auteur ; Kathleen THOMAS, Auteur ; Lisa D. WIGGINS, Auteur ; Julie L. DANIELS, Auteur Article en page(s) : p.101410 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Service  Therapy  Insurance  Behavioral therapy Index. décimale : PER Périodiques Résumé : Background ASD-related services can improve outcomes for children, but less is known about service outside of school settings during preschool age. We aimed to describe amount and category of community-based service use among 3–5-year-old children with ASD and examine differences by health insurance. Methods We used cross-sectional data on 792 children with ASD diagnoses in the Study to Explore Early Development, a community-based study of neurodevelopment with enrollment between 2012-2016. Mothers reported current child service use and insurance status at study entry. We used log-Poisson and logistic regression to compare service use by insurance group. Results Nearly 40% of children were not receiving community-based services at study entry. Children with public insurance had fewer total services than children with private or both insurances. After adjustment for sociodemographic confounders, insurance status was not associated with amount of different categories of community-based services. However, children with public insurance alone were least likely to receive community-based behavioral therapy and most likely to receive psychotropic medication compared to other insurances. Conclusion Many preschool-aged children do not receive community-based services, with receipt of some service types associated with insurance type. Increasing access and availability for evidence-based service, especially for beneficiaries of public insurance, may improve service use and outcomes. En ligne : https://doi.org/10.1016/j.rasd.2019.101410 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=404 [article] Community-based service use in preschool children with autism spectrum disorder and associations with insurance status [Texte imprimé et/ou numérique] / Eric RUBENSTEIN, Auteur ; Lisa A. CROEN, Auteur ; Li-Ching LEE, Auteur ; Eric MOODY, Auteur ; Laura A. SCHIEVE, Auteur ; Gnakub N. SOKE, Auteur ; Kathleen THOMAS, Auteur ; Lisa D. WIGGINS, Auteur ; Julie L. DANIELS, Auteur . - p.101410. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 66 (October 2019) . - p.101410 Mots-clés : Autism spectrum disorder  Service  Therapy  Insurance  Behavioral therapy Index. décimale : PER Périodiques Résumé : Background ASD-related services can improve outcomes for children, but less is known about service outside of school settings during preschool age. We aimed to describe amount and category of community-based service use among 3–5-year-old children with ASD and examine differences by health insurance. Methods We used cross-sectional data on 792 children with ASD diagnoses in the Study to Explore Early Development, a community-based study of neurodevelopment with enrollment between 2012-2016. Mothers reported current child service use and insurance status at study entry. We used log-Poisson and logistic regression to compare service use by insurance group. Results Nearly 40% of children were not receiving community-based services at study entry. Children with public insurance had fewer total services than children with private or both insurances. After adjustment for sociodemographic confounders, insurance status was not associated with amount of different categories of community-based services. However, children with public insurance alone were least likely to receive community-based behavioral therapy and most likely to receive psychotropic medication compared to other insurances. Conclusion Many preschool-aged children do not receive community-based services, with receipt of some service types associated with insurance type. Increasing access and availability for evidence-based service, especially for beneficiaries of public insurance, may improve service use and outcomes. En ligne : https://doi.org/10.1016/j.rasd.2019.101410 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=404

RUBI parent training as a group intervention for children with autism: A community pilot study / Garet S. EDWARDS in Research in Autism Spectrum Disorders, 66 (October 2019)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 66 (October 2019) . - p.101409 Titre : RUBI parent training as a group intervention for children with autism: A community pilot study Type de document : Texte imprimé et/ou numérique Auteurs : Garet S. EDWARDS, Auteur ; Kimberly R. ZLOMKE, Auteur ; Ashley Dawn GREATHOUSE, Auteur Article en page(s) : p.101409 Langues : Anglais (eng) Mots-clés : Group parent training  Autism spectrum disorder  Problem behavior Index. décimale : PER Périodiques Résumé : Background Children with autism spectrum disorder (ASD) frequently present with co-occurring problem behaviors that interfere with daily living skills and educational placement. The Research Units in Behavioral Intervention (RUBI) parent training manualized intervention was developed as a stand-alone intervention for problem behavior in children with ASD. Group-based parent training options are a low-cost alternative that allow providers to simultaneously serve multiple clients. Currently, no community feasibility studies exist examining the RUBI Parent Training program when delivered as a group intervention. Method This study sought to provide preliminary evidence supporting the use of the RUBI Parent Training program as a group intervention. The manualized RUBI Parent Training intervention was delivered to four small groups of caregivers (N = 11) of children (M age?=?4.82 years) with ASD. Feasibility data were collected on treatment acceptability, fidelity, and effectiveness. Exploratory treatment effectiveness was evaluated through structured observations of child compliance and parent-report of child problem behavior. Results Overall, the group-implemented RUBI Parent Training program was found to be feasible as demonstrated by high levels of parent acceptableness, attendance, and treatment fidelity. Additionally, the majority of the children demonstrated improvements in problem behavior. Conclusions The current findings provide initial support for the delivery of the RUBI Parent Training in a group of parents. This could provide a cost-effective alternative for the treatment of problem behavior in children with ASD. En ligne : https://doi.org/10.1016/j.rasd.2019.101409 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=404 [article] RUBI parent training as a group intervention for children with autism: A community pilot study [Texte imprimé et/ou numérique] / Garet S. EDWARDS, Auteur ; Kimberly R. ZLOMKE, Auteur ; Ashley Dawn GREATHOUSE, Auteur . - p.101409. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 66 (October 2019) . - p.101409 Mots-clés : Group parent training  Autism spectrum disorder  Problem behavior Index. décimale : PER Périodiques Résumé : Background Children with autism spectrum disorder (ASD) frequently present with co-occurring problem behaviors that interfere with daily living skills and educational placement. The Research Units in Behavioral Intervention (RUBI) parent training manualized intervention was developed as a stand-alone intervention for problem behavior in children with ASD. Group-based parent training options are a low-cost alternative that allow providers to simultaneously serve multiple clients. Currently, no community feasibility studies exist examining the RUBI Parent Training program when delivered as a group intervention. Method This study sought to provide preliminary evidence supporting the use of the RUBI Parent Training program as a group intervention. The manualized RUBI Parent Training intervention was delivered to four small groups of caregivers (N = 11) of children (M age?=?4.82 years) with ASD. Feasibility data were collected on treatment acceptability, fidelity, and effectiveness. Exploratory treatment effectiveness was evaluated through structured observations of child compliance and parent-report of child problem behavior. Results Overall, the group-implemented RUBI Parent Training program was found to be feasible as demonstrated by high levels of parent acceptableness, attendance, and treatment fidelity. Additionally, the majority of the children demonstrated improvements in problem behavior. Conclusions The current findings provide initial support for the delivery of the RUBI Parent Training in a group of parents. This could provide a cost-effective alternative for the treatment of problem behavior in children with ASD. En ligne : https://doi.org/10.1016/j.rasd.2019.101409 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=404

Social validation of an online tool to support transitions to primary school for children with autism / Rhylee SULEK in Research in Autism Spectrum Disorders, 66 (October 2019)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 66 (October 2019) . - p.101408 Titre : Social validation of an online tool to support transitions to primary school for children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Rhylee SULEK, Auteur ; David TREMBATH, Auteur ; Jessica PAYNTER, Auteur ; Deb KEEN, Auteur Article en page(s) : p.101408 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  Transition to school  Education  Qualitative research Index. décimale : PER Périodiques Résumé : Background Successful transitions into primary school for children with autism relies on both the readiness of children to attend school and the readiness of schools and teachers to support students with additional needs. There is evidence that (a) connections between education settings, (b) teachers’ access to quality resources, and (c) support from other professionals, have the potential to contribute to successful transitions (see Hess et al., 2008; Jackson & Bruegmann, 2009; Pianta & Kraft-Sayre, 2003), however, the extent to which they are present is varied. This study examined the views of parents, teachers, heads of special education, and inclusive support staff regarding the social validity of harnessing these three factors in an online tool to support transitions to primary school. Method Using a qualitative approach, 21 stakeholders participated in interviews in which they (a) shared their views regarding the relevance of the three factors and (b) considered the application of these factors within a prototype online tool. Results The ‘Potential Value’ of the factors was explored, highlighting opportunities for the prototype online tool to increase the capacity of teachers working with students with autism while providing access to information and professional support. While the combination of factors, packaged as an online tool, was ‘Acceptable and Appropriate’ participants also emphasized that in development of any new tool there is a need to be conscious of, and not undermine, existing processes and systems. Conclusions These findings highlight the potential value and appropriateness of combining and presenting the identified factors in tools to support transitions to primary school for students with autism. En ligne : https://doi.org/10.1016/j.rasd.2019.101408 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=404 [article] Social validation of an online tool to support transitions to primary school for children with autism [Texte imprimé et/ou numérique] / Rhylee SULEK, Auteur ; David TREMBATH, Auteur ; Jessica PAYNTER, Auteur ; Deb KEEN, Auteur . - p.101408. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 66 (October 2019) . - p.101408 Mots-clés : Autism spectrum disorders  Transition to school  Education  Qualitative research Index. décimale : PER Périodiques Résumé : Background Successful transitions into primary school for children with autism relies on both the readiness of children to attend school and the readiness of schools and teachers to support students with additional needs. There is evidence that (a) connections between education settings, (b) teachers’ access to quality resources, and (c) support from other professionals, have the potential to contribute to successful transitions (see Hess et al., 2008; Jackson & Bruegmann, 2009; Pianta & Kraft-Sayre, 2003), however, the extent to which they are present is varied. This study examined the views of parents, teachers, heads of special education, and inclusive support staff regarding the social validity of harnessing these three factors in an online tool to support transitions to primary school. Method Using a qualitative approach, 21 stakeholders participated in interviews in which they (a) shared their views regarding the relevance of the three factors and (b) considered the application of these factors within a prototype online tool. Results The ‘Potential Value’ of the factors was explored, highlighting opportunities for the prototype online tool to increase the capacity of teachers working with students with autism while providing access to information and professional support. While the combination of factors, packaged as an online tool, was ‘Acceptable and Appropriate’ participants also emphasized that in development of any new tool there is a need to be conscious of, and not undermine, existing processes and systems. Conclusions These findings highlight the potential value and appropriateness of combining and presenting the identified factors in tools to support transitions to primary school for students with autism. En ligne : https://doi.org/10.1016/j.rasd.2019.101408 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=404

Eyewitness identification in child witnesses on the autism spectrum / Rachel WILCOCK in Research in Autism Spectrum Disorders, 66 (October 2019)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 66 (October 2019) . - p.101407 Titre : Eyewitness identification in child witnesses on the autism spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Rachel WILCOCK, Auteur ; Laura CRANE, Auteur ; Zoe HOBSON, Auteur ; Gilly NASH, Auteur ; Mimi KIRKE-SMITH, Auteur ; Lucy A. HENRY, Auteur Article en page(s) : p.101407 Langues : Anglais (eng) Mots-clés : Autism  Eyewitness memory  Identification lineup  Face memory  Child witnesses Index. décimale : PER Périodiques Résumé : Background Although there is increasing interest in the capabilities of children with autism at different stages of the criminal justice process, there is little research into how well this group perform when asked to identify perpetrators from identification lineups. This is despite theoretical and empirical literature suggesting that autistic children experience face recognition memory difficulties. Method As part of a broader study into eyewitness memory skills, 50 children with autism and 162 children with typical development (TD) (all with IQs?>?69) watched a mock crime event (either live or on a video) involving two male perpetrators. One week later, their eyewitness identification skills were compared, with children asked to identify the perpetrators from two ecologically valid video lineups. The children were also assessed on a standardised face memory task. Results When asked to identify perpetrators in the video lineups, in many respects the autistic children performed at an equivalent level to the TD children. This was despite the TD children outperforming the autistic children on the standardized face memory task. Conclusions These preliminary findings suggest that group differences between autistic and TD children may not always emerge on an ecologically valid, real world eyewitness identification lineup task, despite autistic children showing poorer performance on a standardized face memory task. However, as identification performance in both groups was low, it remains important for future research to identify how to scaffold eyewitness identification performance in both children with and without an autism diagnosis. En ligne : https://doi.org/10.1016/j.rasd.2019.05.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=404 [article] Eyewitness identification in child witnesses on the autism spectrum [Texte imprimé et/ou numérique] / Rachel WILCOCK, Auteur ; Laura CRANE, Auteur ; Zoe HOBSON, Auteur ; Gilly NASH, Auteur ; Mimi KIRKE-SMITH, Auteur ; Lucy A. HENRY, Auteur . - p.101407. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 66 (October 2019) . - p.101407 Mots-clés : Autism  Eyewitness memory  Identification lineup  Face memory  Child witnesses Index. décimale : PER Périodiques Résumé : Background Although there is increasing interest in the capabilities of children with autism at different stages of the criminal justice process, there is little research into how well this group perform when asked to identify perpetrators from identification lineups. This is despite theoretical and empirical literature suggesting that autistic children experience face recognition memory difficulties. Method As part of a broader study into eyewitness memory skills, 50 children with autism and 162 children with typical development (TD) (all with IQs?>?69) watched a mock crime event (either live or on a video) involving two male perpetrators. One week later, their eyewitness identification skills were compared, with children asked to identify the perpetrators from two ecologically valid video lineups. The children were also assessed on a standardised face memory task. Results When asked to identify perpetrators in the video lineups, in many respects the autistic children performed at an equivalent level to the TD children. This was despite the TD children outperforming the autistic children on the standardized face memory task. Conclusions These preliminary findings suggest that group differences between autistic and TD children may not always emerge on an ecologically valid, real world eyewitness identification lineup task, despite autistic children showing poorer performance on a standardized face memory task. However, as identification performance in both groups was low, it remains important for future research to identify how to scaffold eyewitness identification performance in both children with and without an autism diagnosis. En ligne : https://doi.org/10.1016/j.rasd.2019.05.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=404

Wearables and mobile technologies in Autism Spectrum Disorder interventions: A systematic literature review / Yiannis KOUMPOUROS in Research in Autism Spectrum Disorders, 66 (October 2019)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 66 (October 2019) . - p.101405 Titre : Wearables and mobile technologies in Autism Spectrum Disorder interventions: A systematic literature review Type de document : Texte imprimé et/ou numérique Auteurs : Yiannis KOUMPOUROS, Auteur ; Theodoros KAFAZIS, Auteur Article en page(s) : p.101405 Langues : Anglais (eng) Mots-clés : Autism  ASD  Mobile  Smart phone  Smart watch  Wearable  Autistic spectrum disorder  ICT Index. décimale : PER Périodiques Résumé : Background Nowadays, in the Internet of Things era, wearables, mobile technologies and enhanced communication and computing capabilities has led to the upsurge of innovative mobile health solutions. Many research efforts have taken place recently in the domain of autism spectrum disorders (ASD). Method The current paper presents a thorough review of the literature on the use of wearables and mobile technologies for ASD-related interventions. It intends to give insights and guidelines to researchers in order to develop more useful and closer to market products. Results We searched seven databases for research articles published after 2000. Of 4,722 articles initially retrieved, only 83 papers met the inclusion criteria. Several challenges still exist in the research efforts towards the development of applications exploiting the latest wearables and mobile technologies for ASD interventions: small number of participants in the studies, non-generalizable results, technology considerations, privacy, legal and ethical issues, etc. Subjective assessment is also another significant barrier for further adoption of the developed solutions. Conclusions The findings support the notion that this is a very promising sector which is expected to undergo an important increase in the coming years. There is a great need for highly customizable solutions. In parallel, researchers should focus on the importance of developing applications for the real world and not only for controlled environments. Further studies employing artificial intelligence and affective computing are needed to support both diagnosis and therapeutic interventions as well. En ligne : https://doi.org/10.1016/j.rasd.2019.05.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=404 [article] Wearables and mobile technologies in Autism Spectrum Disorder interventions: A systematic literature review [Texte imprimé et/ou numérique] / Yiannis KOUMPOUROS, Auteur ; Theodoros KAFAZIS, Auteur . - p.101405. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 66 (October 2019) . - p.101405 Mots-clés : Autism  ASD  Mobile  Smart phone  Smart watch  Wearable  Autistic spectrum disorder  ICT Index. décimale : PER Périodiques Résumé : Background Nowadays, in the Internet of Things era, wearables, mobile technologies and enhanced communication and computing capabilities has led to the upsurge of innovative mobile health solutions. Many research efforts have taken place recently in the domain of autism spectrum disorders (ASD). Method The current paper presents a thorough review of the literature on the use of wearables and mobile technologies for ASD-related interventions. It intends to give insights and guidelines to researchers in order to develop more useful and closer to market products. Results We searched seven databases for research articles published after 2000. Of 4,722 articles initially retrieved, only 83 papers met the inclusion criteria. Several challenges still exist in the research efforts towards the development of applications exploiting the latest wearables and mobile technologies for ASD interventions: small number of participants in the studies, non-generalizable results, technology considerations, privacy, legal and ethical issues, etc. Subjective assessment is also another significant barrier for further adoption of the developed solutions. Conclusions The findings support the notion that this is a very promising sector which is expected to undergo an important increase in the coming years. There is a great need for highly customizable solutions. In parallel, researchers should focus on the importance of developing applications for the real world and not only for controlled environments. Further studies employing artificial intelligence and affective computing are needed to support both diagnosis and therapeutic interventions as well. En ligne : https://doi.org/10.1016/j.rasd.2019.05.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=404