Dépouillements

Predictors of health service use among adolescents and adults with autism and aggression / Melissa PAQUETTE-SMITH in Research in Autism Spectrum Disorders, 68 (December 2019)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 68 (December 2019) . - p.101418 Titre : Predictors of health service use among adolescents and adults with autism and aggression Type de document : Texte imprimé et/ou numérique Auteurs : Melissa PAQUETTE-SMITH, Auteur ; Jonathan A. WEISS, Auteur ; Julie DERGAL, Auteur ; Johanna LAKE, Auteur ; Yona LUNSKY, Auteur Article en page(s) : p.101418 Langues : Anglais (eng) Mots-clés : Health services  Autism  Adolescents  Adults  Psychotropic medication  Psychosocial intervention  Behavioral intervention  Aggression Index. décimale : PER Périodiques Résumé : Background Clinical guidelines recommend that psychosocial interventions be used before medication to manage aggressive behavior in individuals with autism. However, the extent to which a multidisciplinary approach is implemented and the factors that influence service use in this complex population are not well understood. Methods In this study, parents of 182 adolescents and adults with autism and a history of aggression were asked to report on their child’s health service use every two months for a year. Individuals that used services in this time period (N?=?158) were classified into three groups: users of psychotropic medication alone (n?=?28, 17.7%); psychosocial services alone (n?=?33, 20.9%); or users of both (n?=?97, 61.4%). Results Although the majority of the sample (82.3%) received guideline recommended treatment (i.e., psychosocial services or a combination of psychosocial services and psychotropic medication), 17.7% were using psychotropic medication alone. Several enabling variables, including visiting a family physician in the two-months prior to baseline, having higher parental education, and having parents who reported being able to effectively access services predicted using psychosocial services alone or in combination with medication. Predisposing and need variables (i.e., being younger and having no psychiatric disorders) also predicted using psychosocial services compared to medication alone. Conclusions Understanding predictors of service use can help to identify and address barriers that may prevent adults with autism and aggression from accessing guideline recommended care. En ligne : https://doi.org/10.1016/j.rasd.2019.101418 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=407 [article] Predictors of health service use among adolescents and adults with autism and aggression [Texte imprimé et/ou numérique] / Melissa PAQUETTE-SMITH, Auteur ; Jonathan A. WEISS, Auteur ; Julie DERGAL, Auteur ; Johanna LAKE, Auteur ; Yona LUNSKY, Auteur . - p.101418. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 68 (December 2019) . - p.101418 Mots-clés : Health services  Autism  Adolescents  Adults  Psychotropic medication  Psychosocial intervention  Behavioral intervention  Aggression Index. décimale : PER Périodiques Résumé : Background Clinical guidelines recommend that psychosocial interventions be used before medication to manage aggressive behavior in individuals with autism. However, the extent to which a multidisciplinary approach is implemented and the factors that influence service use in this complex population are not well understood. Methods In this study, parents of 182 adolescents and adults with autism and a history of aggression were asked to report on their child’s health service use every two months for a year. Individuals that used services in this time period (N?=?158) were classified into three groups: users of psychotropic medication alone (n?=?28, 17.7%); psychosocial services alone (n?=?33, 20.9%); or users of both (n?=?97, 61.4%). Results Although the majority of the sample (82.3%) received guideline recommended treatment (i.e., psychosocial services or a combination of psychosocial services and psychotropic medication), 17.7% were using psychotropic medication alone. Several enabling variables, including visiting a family physician in the two-months prior to baseline, having higher parental education, and having parents who reported being able to effectively access services predicted using psychosocial services alone or in combination with medication. Predisposing and need variables (i.e., being younger and having no psychiatric disorders) also predicted using psychosocial services compared to medication alone. Conclusions Understanding predictors of service use can help to identify and address barriers that may prevent adults with autism and aggression from accessing guideline recommended care. En ligne : https://doi.org/10.1016/j.rasd.2019.101418 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=407

A systematic review of emotion regulation in children with Autism Spectrum Disorder / Sara CIBRALIC in Research in Autism Spectrum Disorders, 68 (December 2019)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 68 (December 2019) . - p.101422 Titre : A systematic review of emotion regulation in children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Sara CIBRALIC, Auteur ; Jane KOHLHOFF, Auteur ; Nancy WALLACE, Auteur ; Catherine MCMAHON, Auteur ; Valsamma EAPEN, Auteur Article en page(s) : p.101422 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Developmental disability  Emotion regulation  Co-regulation  Extrinsic regulation  Intrinsic regulation  Toddlers  Preschoolers  Children Index. décimale : PER Périodiques Résumé : Background Autism Spectrum Disorder (ASD) has significant negative impacts on a child’s development as well as their family’s social, emotional, and economic wellbeing. In an effort to better understand the aeitology of ASD and therefore provide interventions for children on the autism spectrum, various factors have been taken into consideration, one of which is emotion regulation (ER) ability. This paper sought to synthesize the current research on ER in children, specifically young children (aged 12–72 months), with ASD to better understand the association between ASD and ER in young children. Method Research databases and reference lists of relevant papers were searched systematically for articles on ASD and ER in young children. Fifteen articles were identified that reported on ER in children with ASD and had participants that fell within the 12–72 month age range. These articles were systematically reviewed. Results Children with ASD were found to have a different repertoire of ER strategies and rely more on others to regulate their emotions than their typically developing peers; ASD symptom severity and executive functioning ability were associated with ER abilities; and treatments incorporating both parents and children were found to improve ER abilities in children. Conclusions Research on ER in young children with ASD is in its infancy with many of the studies reviewed being preliminary in nature. Furthermore, the majority of studies include participants that encompass a broad age range, making it difficult to distinguish the nature and occurrence of ER in toddlers and preschoolers with ASD from ER in older children and adolescence with ASD. Nonetheless, the review provides some insight into the nature of ER in young children with ASD and highlights important directions for future research. En ligne : https://doi.org/10.1016/j.rasd.2019.101422 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=408 [article] A systematic review of emotion regulation in children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Sara CIBRALIC, Auteur ; Jane KOHLHOFF, Auteur ; Nancy WALLACE, Auteur ; Catherine MCMAHON, Auteur ; Valsamma EAPEN, Auteur . - p.101422. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 68 (December 2019) . - p.101422 Mots-clés : Autism Spectrum Disorder  Developmental disability  Emotion regulation  Co-regulation  Extrinsic regulation  Intrinsic regulation  Toddlers  Preschoolers  Children Index. décimale : PER Périodiques Résumé : Background Autism Spectrum Disorder (ASD) has significant negative impacts on a child’s development as well as their family’s social, emotional, and economic wellbeing. In an effort to better understand the aeitology of ASD and therefore provide interventions for children on the autism spectrum, various factors have been taken into consideration, one of which is emotion regulation (ER) ability. This paper sought to synthesize the current research on ER in children, specifically young children (aged 12–72 months), with ASD to better understand the association between ASD and ER in young children. Method Research databases and reference lists of relevant papers were searched systematically for articles on ASD and ER in young children. Fifteen articles were identified that reported on ER in children with ASD and had participants that fell within the 12–72 month age range. These articles were systematically reviewed. Results Children with ASD were found to have a different repertoire of ER strategies and rely more on others to regulate their emotions than their typically developing peers; ASD symptom severity and executive functioning ability were associated with ER abilities; and treatments incorporating both parents and children were found to improve ER abilities in children. Conclusions Research on ER in young children with ASD is in its infancy with many of the studies reviewed being preliminary in nature. Furthermore, the majority of studies include participants that encompass a broad age range, making it difficult to distinguish the nature and occurrence of ER in toddlers and preschoolers with ASD from ER in older children and adolescence with ASD. Nonetheless, the review provides some insight into the nature of ER in young children with ASD and highlights important directions for future research. En ligne : https://doi.org/10.1016/j.rasd.2019.101422 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=408

Brief report: Perceived credibility of autistic witnesses and the effect of diagnostic information on credibility ratings / Katie MARAS in Research in Autism Spectrum Disorders, 68 (December 2019)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 68 (December 2019) . - p.101442 Titre : Brief report: Perceived credibility of autistic witnesses and the effect of diagnostic information on credibility ratings Type de document : Texte imprimé et/ou numérique Auteurs : Katie MARAS, Auteur ; Laura CRANE, Auteur ; Ian WALKER, Auteur ; Amina MEMON, Auteur Article en page(s) : p.101442 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Witness  Credibility  Diagnosis disclosure  Interviewing  Jurors  Perceptions  Criminal justice Index. décimale : PER Périodiques Résumé : Background People with autism spectrum disorder (henceforth, autism) exhibit a number of atypical behaviours that may be relied upon by jurors when making judgements about their credibility as witnesses. The current study aimed to: (1) examine whether autistic witnesses were perceived as less credible than typically developing (TD) witnesses, irrespective of the number of correct details they reported; and (2) determine whether mock jurors’ credibility ratings of autistic witnesses improved if they were aware of their autism diagnoses and were provided with information about autism. Method One-hundred-and-twenty-five mock jurors rated the credibility of video testimony of 17 autistic and 17 TD witness participants recalling an event. Half of the juror participants were informed that some of the witnesses were autistic and were provided with information about autism; the other half received no information about witnesses’ diagnoses. Results Contrary to predictions, autistic witnesses were seen to be as credible as TD witnesses when no information about their diagnosis was provided. However, when jurors were informed that a witness was autistic and were also provided with further information about autism, they were rated as slightly more credible than TD witnesses. Credibility ratings were only predicted by jurors’ prior knowledge/experience of autism when they were explicitly informed of witnesses’ autism diagnoses. Conclusions These results indicate that disclosing one’s autism diagnosis (alongside further information about autism) may result in a positive bias in terms of witnesses’ perceived credibility. Implications for jury instructions and future research directions are discussed. En ligne : https://doi.org/10.1016/j.rasd.2019.101442 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=408 [article] Brief report: Perceived credibility of autistic witnesses and the effect of diagnostic information on credibility ratings [Texte imprimé et/ou numérique] / Katie MARAS, Auteur ; Laura CRANE, Auteur ; Ian WALKER, Auteur ; Amina MEMON, Auteur . - p.101442. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 68 (December 2019) . - p.101442 Mots-clés : Autism spectrum disorder  Witness  Credibility  Diagnosis disclosure  Interviewing  Jurors  Perceptions  Criminal justice Index. décimale : PER Périodiques Résumé : Background People with autism spectrum disorder (henceforth, autism) exhibit a number of atypical behaviours that may be relied upon by jurors when making judgements about their credibility as witnesses. The current study aimed to: (1) examine whether autistic witnesses were perceived as less credible than typically developing (TD) witnesses, irrespective of the number of correct details they reported; and (2) determine whether mock jurors’ credibility ratings of autistic witnesses improved if they were aware of their autism diagnoses and were provided with information about autism. Method One-hundred-and-twenty-five mock jurors rated the credibility of video testimony of 17 autistic and 17 TD witness participants recalling an event. Half of the juror participants were informed that some of the witnesses were autistic and were provided with information about autism; the other half received no information about witnesses’ diagnoses. Results Contrary to predictions, autistic witnesses were seen to be as credible as TD witnesses when no information about their diagnosis was provided. However, when jurors were informed that a witness was autistic and were also provided with further information about autism, they were rated as slightly more credible than TD witnesses. Credibility ratings were only predicted by jurors’ prior knowledge/experience of autism when they were explicitly informed of witnesses’ autism diagnoses. Conclusions These results indicate that disclosing one’s autism diagnosis (alongside further information about autism) may result in a positive bias in terms of witnesses’ perceived credibility. Implications for jury instructions and future research directions are discussed. En ligne : https://doi.org/10.1016/j.rasd.2019.101442 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=408

Repetitive behaviors in Autism Spectrum Disorder: Associations with depression and anxiety symptoms / A. MUSKETT in Research in Autism Spectrum Disorders, 68 (December 2019)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 68 (December 2019) . - p.101449 Titre : Repetitive behaviors in Autism Spectrum Disorder: Associations with depression and anxiety symptoms Type de document : Texte imprimé et/ou numérique Auteurs : A. MUSKETT, Auteur ; Nicole N. CAPRIOLA-HALL, Auteur ; S. Ryan RADTKE, Auteur ; R. FACTOR, Auteur ; A. SCARPA, Auteur Article en page(s) : p.101449 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Depression  Anxiety  Restricted and repetitive behaviors Index. décimale : PER Périodiques Résumé : Youth with Autism Spectrum Disorder (ASD) experience depression and anxiety at higher rates than typically developing (TD) youth. The current study examined how restricted and repetitive behaviors or interests (RRBs) may be related to symptoms of depression and anxiety. Participants included 35 children with ASD (29 male, 6 female) between 3 and 14 years. Youth who met clinical cut-off for depression and anxiety demonstrated increased self-injurious behavior compared to peers with ASD who did not meet clinical cut-off. These findings might suggest that self-injurious behaviors may serve as behavioral indicators of heightened negative affect. This could have important implications for assessment of symptoms of anxiety and depression in this population, which is especially critical given that children with ASD often experience language delays and difficulties. En ligne : https://doi.org/10.1016/j.rasd.2019.101449 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=408 [article] Repetitive behaviors in Autism Spectrum Disorder: Associations with depression and anxiety symptoms [Texte imprimé et/ou numérique] / A. MUSKETT, Auteur ; Nicole N. CAPRIOLA-HALL, Auteur ; S. Ryan RADTKE, Auteur ; R. FACTOR, Auteur ; A. SCARPA, Auteur . - p.101449. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 68 (December 2019) . - p.101449 Mots-clés : Autism Spectrum Disorder  Depression  Anxiety  Restricted and repetitive behaviors Index. décimale : PER Périodiques Résumé : Youth with Autism Spectrum Disorder (ASD) experience depression and anxiety at higher rates than typically developing (TD) youth. The current study examined how restricted and repetitive behaviors or interests (RRBs) may be related to symptoms of depression and anxiety. Participants included 35 children with ASD (29 male, 6 female) between 3 and 14 years. Youth who met clinical cut-off for depression and anxiety demonstrated increased self-injurious behavior compared to peers with ASD who did not meet clinical cut-off. These findings might suggest that self-injurious behaviors may serve as behavioral indicators of heightened negative affect. This could have important implications for assessment of symptoms of anxiety and depression in this population, which is especially critical given that children with ASD often experience language delays and difficulties. En ligne : https://doi.org/10.1016/j.rasd.2019.101449 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=408

Parent focused interventions for older children or adults with ASD and parent wellbeing outcomes: A systematic review with meta-analysis / Marion RUTHERFORD in Research in Autism Spectrum Disorders, 68 (December 2019)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 68 (December 2019) . - p.101450 Titre : Parent focused interventions for older children or adults with ASD and parent wellbeing outcomes: A systematic review with meta-analysis Type de document : Texte imprimé et/ou numérique Auteurs : Marion RUTHERFORD, Auteur ; Anusua SINGH-ROY, Auteur ; Robert RUSH, Auteur ; Deborah MCCARTNEY, Auteur ; Anne O’HARE, Auteur ; Kirsty FORSYTH, Auteur Article en page(s) : p.101450 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Wellbeing  Quality of life  Parent stress  Intervention Index. décimale : PER Périodiques Résumé : Background There is a need for better evidence in relation to parent-focussed interventions for older children (over 7 years) and adults, which are recommended in clinical guidelines. Method We conducted a systematic review of studies published between 2006 and 2016 investigating wellbeing outcomes of ASD parent focussed interventions via a search of electronic databases including MEDLINE, PsychINFO, CINAHL and the Cochrane database. Results We screened 9605 titles, 57 full text articles and abstracts were read. Two were systematic reviews and 22 experimental intervention studies were included for review. Of these, five were Randomised Controlled Trials, three Controlled Trials and 14 Cohort studies. Interventions were Parent education and training (n?=?12); Mindfulness or relaxation training (n?=?6), Parent support groups (n?=?2) and Multicomponent interventions (n?=?2). Studies reported five wellbeing outcomes: quality of life, parent stress, self-efficacy, parenting style and satisfaction. Separate meta-analyses compared each outcome, to test and estimate the summary effect shared by studies reporting each intervention. Statistically significant outcomes were obtained for reducing parent stress via mindfulness training and for improving parent style and satisfaction, through parent education. Conclusions Analyses of a small number of studies indicate that parent focussed interventions could be effective in improving parent wellbeing, however further research is needed to determine optimal parent intervention models. En ligne : https://doi.org/10.1016/j.rasd.2019.101450 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=408 [article] Parent focused interventions for older children or adults with ASD and parent wellbeing outcomes: A systematic review with meta-analysis [Texte imprimé et/ou numérique] / Marion RUTHERFORD, Auteur ; Anusua SINGH-ROY, Auteur ; Robert RUSH, Auteur ; Deborah MCCARTNEY, Auteur ; Anne O’HARE, Auteur ; Kirsty FORSYTH, Auteur . - p.101450. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 68 (December 2019) . - p.101450 Mots-clés : Autism spectrum disorder  Wellbeing  Quality of life  Parent stress  Intervention Index. décimale : PER Périodiques Résumé : Background There is a need for better evidence in relation to parent-focussed interventions for older children (over 7 years) and adults, which are recommended in clinical guidelines. Method We conducted a systematic review of studies published between 2006 and 2016 investigating wellbeing outcomes of ASD parent focussed interventions via a search of electronic databases including MEDLINE, PsychINFO, CINAHL and the Cochrane database. Results We screened 9605 titles, 57 full text articles and abstracts were read. Two were systematic reviews and 22 experimental intervention studies were included for review. Of these, five were Randomised Controlled Trials, three Controlled Trials and 14 Cohort studies. Interventions were Parent education and training (n?=?12); Mindfulness or relaxation training (n?=?6), Parent support groups (n?=?2) and Multicomponent interventions (n?=?2). Studies reported five wellbeing outcomes: quality of life, parent stress, self-efficacy, parenting style and satisfaction. Separate meta-analyses compared each outcome, to test and estimate the summary effect shared by studies reporting each intervention. Statistically significant outcomes were obtained for reducing parent stress via mindfulness training and for improving parent style and satisfaction, through parent education. Conclusions Analyses of a small number of studies indicate that parent focussed interventions could be effective in improving parent wellbeing, however further research is needed to determine optimal parent intervention models. En ligne : https://doi.org/10.1016/j.rasd.2019.101450 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=408

A comparison of two models of support for students with autism spectrum disorder in school and predictors of school success / Mark CARTER in Research in Autism Spectrum Disorders, 68 (December 2019)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 68 (December 2019) . - p.101452 Titre : A comparison of two models of support for students with autism spectrum disorder in school and predictors of school success Type de document : Texte imprimé et/ou numérique Auteurs : Mark CARTER, Auteur ; Jennifer STEPHENSON, Auteur ; Trevor CLARK, Auteur ; Debra COSTLEY, Auteur ; Jon MARTIN, Auteur ; Katrina WILLIAMS, Auteur ; Susan BRUCK, Auteur ; Louise DAVIES, Auteur ; Leah BROWNE, Auteur ; Naomi SWELLER, Auteur Article en page(s) : p.101452 Langues : Anglais (eng) Mots-clés : ASD  Educational support models  School success Index. décimale : PER Périodiques Résumé : Background There is little comparative data on models of support for children with Autism spectrum disorder (ASD) in school. The objectives of this research were (1) to compare the outcomes of two service delivery models (Autism Spectrum Australia satellite support class and Autism SA consultative model) that were designed to facilitate the support of children with ASD in mainstream schools and (2) to examine factors that were associated with successful outcomes. Method A total of 90 students were followed 6-monthly for up to 7 rounds (3.5 years). Primary outcomes of interest included continuity of placement, school engagement and adjustment, perceived success of placement, and parent/teacher/principal satisfaction with service delivery. Results Continuity of placement was relatively high in both models. There were no differences in child outcome across the models but the parents in the satellite model rated placement success higher, albeit in the context of high overall ratings in both groups. Parents and principals also rated satisfaction with support higher in the satellite model but transitions from the model into regular classes were low during the period of the study. Teacher rated academic skill predicted child social skills as well as engagement and adjustment, child problem behavior negatively predicted parent and teacher rating of placement success and adaptive behavior predicted teacher and principal rating of placement success. Conclusions The present study offers insight into possible program and child related predictors of a range of outcome measures. Implications for the respective service delivery models and directions for future research are presented. En ligne : https://doi.org/10.1016/j.rasd.2019.101452 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=408 [article] A comparison of two models of support for students with autism spectrum disorder in school and predictors of school success [Texte imprimé et/ou numérique] / Mark CARTER, Auteur ; Jennifer STEPHENSON, Auteur ; Trevor CLARK, Auteur ; Debra COSTLEY, Auteur ; Jon MARTIN, Auteur ; Katrina WILLIAMS, Auteur ; Susan BRUCK, Auteur ; Louise DAVIES, Auteur ; Leah BROWNE, Auteur ; Naomi SWELLER, Auteur . - p.101452. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 68 (December 2019) . - p.101452 Mots-clés : ASD  Educational support models  School success Index. décimale : PER Périodiques Résumé : Background There is little comparative data on models of support for children with Autism spectrum disorder (ASD) in school. The objectives of this research were (1) to compare the outcomes of two service delivery models (Autism Spectrum Australia satellite support class and Autism SA consultative model) that were designed to facilitate the support of children with ASD in mainstream schools and (2) to examine factors that were associated with successful outcomes. Method A total of 90 students were followed 6-monthly for up to 7 rounds (3.5 years). Primary outcomes of interest included continuity of placement, school engagement and adjustment, perceived success of placement, and parent/teacher/principal satisfaction with service delivery. Results Continuity of placement was relatively high in both models. There were no differences in child outcome across the models but the parents in the satellite model rated placement success higher, albeit in the context of high overall ratings in both groups. Parents and principals also rated satisfaction with support higher in the satellite model but transitions from the model into regular classes were low during the period of the study. Teacher rated academic skill predicted child social skills as well as engagement and adjustment, child problem behavior negatively predicted parent and teacher rating of placement success and adaptive behavior predicted teacher and principal rating of placement success. Conclusions The present study offers insight into possible program and child related predictors of a range of outcome measures. Implications for the respective service delivery models and directions for future research are presented. En ligne : https://doi.org/10.1016/j.rasd.2019.101452 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=408