Dépouillements

The lifetime social cost of autism: 1990–2029 / Janet CAKIR in Research in Autism Spectrum Disorders, 72 (April 2020)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 72 (April 2020) . - p.101502 Titre : The lifetime social cost of autism: 1990–2029 Type de document : Texte imprimé et/ou numérique Auteurs : Janet CAKIR, Auteur ; Richard E. FRYE, Auteur ; Stephen J. WALKER, Auteur Article en page(s) : p.101502 Langues : Anglais (eng) Mots-clés : Autism  Autism cost  Autism rates  Autism policy  US autism  ASD Index. décimale : PER Périodiques Résumé : This cost of illness analysis computes a baseline and future estimate of lifetime social costs associated with autism spectrum disorder (ASD) for the 50 states in the United States (US). The number of cases of ASD are estimated, then multiplied by annual direct and indirect medical and non-medical costs identified in the peer-reviewed literature. This amount is then extrapolated across the number of years each cost type is expected to be incurred to calculate a total lifetime cost for each state in the US from 1990–2019, and to project future cost for 2020–2029. From 1990–2019, there have been an estimated 2 million new cases of (ASD), with social costs of more than $7 trillion. If the future prevalence of ASD remains unchanged over the next decade, there will be an estimated additional 1 million new cases, resulting in an additional $4 trillion to the United States in social costs, however if the rate of increase in prevalence continues, costs could reach nearly $15 trillion by 2029. The financial burden of ASD is significant and identifying the modifiable causes of ASD has the potential to provide tangible benefits. En ligne : https://doi.org/10.1016/j.rasd.2019.101502 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=420 [article] The lifetime social cost of autism: 1990–2029 [Texte imprimé et/ou numérique] / Janet CAKIR, Auteur ; Richard E. FRYE, Auteur ; Stephen J. WALKER, Auteur . - p.101502. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 72 (April 2020) . - p.101502 Mots-clés : Autism  Autism cost  Autism rates  Autism policy  US autism  ASD Index. décimale : PER Périodiques Résumé : This cost of illness analysis computes a baseline and future estimate of lifetime social costs associated with autism spectrum disorder (ASD) for the 50 states in the United States (US). The number of cases of ASD are estimated, then multiplied by annual direct and indirect medical and non-medical costs identified in the peer-reviewed literature. This amount is then extrapolated across the number of years each cost type is expected to be incurred to calculate a total lifetime cost for each state in the US from 1990–2019, and to project future cost for 2020–2029. From 1990–2019, there have been an estimated 2 million new cases of (ASD), with social costs of more than $7 trillion. If the future prevalence of ASD remains unchanged over the next decade, there will be an estimated additional 1 million new cases, resulting in an additional $4 trillion to the United States in social costs, however if the rate of increase in prevalence continues, costs could reach nearly $15 trillion by 2029. The financial burden of ASD is significant and identifying the modifiable causes of ASD has the potential to provide tangible benefits. En ligne : https://doi.org/10.1016/j.rasd.2019.101502 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=420

The self-identified positive attributes and favourite activities of children on the autism spectrum / Megan L. E. CLARK in Research in Autism Spectrum Disorders, 72 (April 2020)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 72 (April 2020) . - p.101512 Titre : The self-identified positive attributes and favourite activities of children on the autism spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Megan L. E. CLARK, Auteur ; Dawn ADAMS, Auteur Article en page(s) : p.101512 Langues : Anglais (eng) Mots-clés : Autism  Self-report  Positive attributes  Assets  Strengths Index. décimale : PER Périodiques Résumé : Background When autism is viewed through a deficit lens the strengths, positive attributes and interests of individuals on the spectrum can be overshadowed. A strengths-based focus counteracts the deficit view that is traditionally associated with developmental disabilites. More strength-based research is needed in the field to shift the emphasis from difficulties, to the positive attributes and interests of individuls on the autism spectrum. Method Eighty-three children on the autism spectrum (aged 8 to 15 years) responded to the following questions: “What do you like most about yourself?”, “What are you absolutely best at?” and “What do you enjoy the most?” Results Similar responses were collated into themes within the data using content analysis. When asked “What do you like most about yourself?” a good friend or person to be around (n = 15; 18.5 %) and I am good at particular things (n = 14; 16.8 %) were the most common themes. Children identified that they were “absolutely best at” physical activity (n = 20; 24 %) and maths/science (n = 13; 15.6 %). Overall, technology and gaming (n = 42; 50.6 %) and social interaction were the most endorsed themes (n = 29; 34.9 %) in response to “What do you enjoy most?” Conclusions Self-report studies provide individuals on the autism spectrum with a much-needed opportunity to express and share their attributes, strengths and interests with others, adding their voice to the literature. Further work is needed to explore the impact of such positive self-descriptions on an individual’s positive sense of self and self-confidence. En ligne : https://doi.org/10.1016/j.rasd.2020.101512 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=420 [article] The self-identified positive attributes and favourite activities of children on the autism spectrum [Texte imprimé et/ou numérique] / Megan L. E. CLARK, Auteur ; Dawn ADAMS, Auteur . - p.101512. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 72 (April 2020) . - p.101512 Mots-clés : Autism  Self-report  Positive attributes  Assets  Strengths Index. décimale : PER Périodiques Résumé : Background When autism is viewed through a deficit lens the strengths, positive attributes and interests of individuals on the spectrum can be overshadowed. A strengths-based focus counteracts the deficit view that is traditionally associated with developmental disabilites. More strength-based research is needed in the field to shift the emphasis from difficulties, to the positive attributes and interests of individuls on the autism spectrum. Method Eighty-three children on the autism spectrum (aged 8 to 15 years) responded to the following questions: “What do you like most about yourself?”, “What are you absolutely best at?” and “What do you enjoy the most?” Results Similar responses were collated into themes within the data using content analysis. When asked “What do you like most about yourself?” a good friend or person to be around (n = 15; 18.5 %) and I am good at particular things (n = 14; 16.8 %) were the most common themes. Children identified that they were “absolutely best at” physical activity (n = 20; 24 %) and maths/science (n = 13; 15.6 %). Overall, technology and gaming (n = 42; 50.6 %) and social interaction were the most endorsed themes (n = 29; 34.9 %) in response to “What do you enjoy most?” Conclusions Self-report studies provide individuals on the autism spectrum with a much-needed opportunity to express and share their attributes, strengths and interests with others, adding their voice to the literature. Further work is needed to explore the impact of such positive self-descriptions on an individual’s positive sense of self and self-confidence. En ligne : https://doi.org/10.1016/j.rasd.2020.101512 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=420

Knowledge, attitude and professional self-efficacy of Chinese mainstream primary school teachers regarding children with autism spectrum disorder / Minghui LU in Research in Autism Spectrum Disorders, 72 (April 2020)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 72 (April 2020) . - p.101513 Titre : Knowledge, attitude and professional self-efficacy of Chinese mainstream primary school teachers regarding children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Minghui LU, Auteur ; Yuqing ZOU, Auteur ; Xiaomeng CHEN, Auteur ; Jiawei CHEN, Auteur ; Wanting HE, Auteur ; Feifan PANG, Auteur Article en page(s) : p.101513 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Mainstream primary school teacher  Knowledge  Attitude  Professional self-efficacy Index. décimale : PER Périodiques Résumé : Background This study investigated primary school teachers’ knowledge of autism spectrum disorder (ASD) and their attitude and professional self-efficacy regarding children with ASD. Method Four hundred and ten mainstream primary school teachers were assessed using the Autism Stigma and Knowledge Questionnaire, the Autism Attitudes Scale for Teachers and a professional self-efficacy scale. Results The results showed that the teachers’ knowledge of ASD was significantly correlated with their attitude and professional self-efficacy regarding children with ASD. Attitude both mediated and moderated the correlation between knowledge and professional self-efficacy. Conclusions The study demonstrated that knowledge and attitude are important indicators of professional self-efficacy. As such, teachers’ professional self-efficacy regarding children with ASD can be improved by improving their knowledge of ASD and attitude toward these children. En ligne : https://doi.org/10.1016/j.rasd.2020.101513 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=420 [article] Knowledge, attitude and professional self-efficacy of Chinese mainstream primary school teachers regarding children with autism spectrum disorder [Texte imprimé et/ou numérique] / Minghui LU, Auteur ; Yuqing ZOU, Auteur ; Xiaomeng CHEN, Auteur ; Jiawei CHEN, Auteur ; Wanting HE, Auteur ; Feifan PANG, Auteur . - p.101513. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 72 (April 2020) . - p.101513 Mots-clés : Autism spectrum disorder  Mainstream primary school teacher  Knowledge  Attitude  Professional self-efficacy Index. décimale : PER Périodiques Résumé : Background This study investigated primary school teachers’ knowledge of autism spectrum disorder (ASD) and their attitude and professional self-efficacy regarding children with ASD. Method Four hundred and ten mainstream primary school teachers were assessed using the Autism Stigma and Knowledge Questionnaire, the Autism Attitudes Scale for Teachers and a professional self-efficacy scale. Results The results showed that the teachers’ knowledge of ASD was significantly correlated with their attitude and professional self-efficacy regarding children with ASD. Attitude both mediated and moderated the correlation between knowledge and professional self-efficacy. Conclusions The study demonstrated that knowledge and attitude are important indicators of professional self-efficacy. As such, teachers’ professional self-efficacy regarding children with ASD can be improved by improving their knowledge of ASD and attitude toward these children. En ligne : https://doi.org/10.1016/j.rasd.2020.101513 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=420

Examining the specificity of postural control deficits in children with Autism Spectrum Disorder using a cross-syndrome approach / Daniel E. LIDSTONE in Research in Autism Spectrum Disorders, 72 (April 2020)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 72 (April 2020) . - p.101514 Titre : Examining the specificity of postural control deficits in children with Autism Spectrum Disorder using a cross-syndrome approach Type de document : Texte imprimé et/ou numérique Auteurs : Daniel E. LIDSTONE, Auteur ; Faria Z. MIAH, Auteur ; Brach POSTON, Auteur ; Julie F. BEASLEY, Auteur ; Janet S. DUFEK, Auteur Article en page(s) : p.101514 Langues : Anglais (eng) Mots-clés : Cross-syndrome  Postural control  Balance  Postural sway  ASD  Entropy Index. décimale : PER Périodiques Résumé : Background Postural control deficits are commonly reported in children with Autism Spectrum Disorder (ASD). However, identification of specific postural sway features that differentiate ASD from other neurodevelopmental disorders has not been examined. The current study employs a cross-syndrome approach by comparing postural sway area and direction-specific features of sway magnitude, sway velocity, and sway complexity between children with ASD, Fetal Alcohol Spectrum Disorder (FASD), Attention-Deficit Hyperactivity Disorder (ADHD), and typically developing (TD) controls. Method Eighty children (7–17 years old) participated in this study. Postural sway was measured on a force plate during 30-s of bilateral quiet stance and balance was assessed using a timed unipedal stance test. Results Results showed that (1) postural sway area and mediolateral (ML) sway magnitude were significantly greater in children with ASD vs. all groups (p? En ligne : https://doi.org/10.1016/j.rasd.2020.101514 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=420 [article] Examining the specificity of postural control deficits in children with Autism Spectrum Disorder using a cross-syndrome approach [Texte imprimé et/ou numérique] / Daniel E. LIDSTONE, Auteur ; Faria Z. MIAH, Auteur ; Brach POSTON, Auteur ; Julie F. BEASLEY, Auteur ; Janet S. DUFEK, Auteur . - p.101514. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 72 (April 2020) . - p.101514 Mots-clés : Cross-syndrome  Postural control  Balance  Postural sway  ASD  Entropy Index. décimale : PER Périodiques Résumé : Background Postural control deficits are commonly reported in children with Autism Spectrum Disorder (ASD). However, identification of specific postural sway features that differentiate ASD from other neurodevelopmental disorders has not been examined. The current study employs a cross-syndrome approach by comparing postural sway area and direction-specific features of sway magnitude, sway velocity, and sway complexity between children with ASD, Fetal Alcohol Spectrum Disorder (FASD), Attention-Deficit Hyperactivity Disorder (ADHD), and typically developing (TD) controls. Method Eighty children (7–17 years old) participated in this study. Postural sway was measured on a force plate during 30-s of bilateral quiet stance and balance was assessed using a timed unipedal stance test. Results Results showed that (1) postural sway area and mediolateral (ML) sway magnitude were significantly greater in children with ASD vs. all groups (p? En ligne : https://doi.org/10.1016/j.rasd.2020.101514 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=420

Distraction, distress and diversity: Exploring the impact of sensory processing differences on learning and school life for pupils with autism spectrum disorders / Elizabeth K. JONES in Research in Autism Spectrum Disorders, 72 (April 2020)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 72 (April 2020) . - p.101515 Titre : Distraction, distress and diversity: Exploring the impact of sensory processing differences on learning and school life for pupils with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Elizabeth K. JONES, Auteur ; Mary HANLEY, Auteur ; Deborah M. RIBY, Auteur Article en page(s) : p.101515 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  ASD  Sensory  Education  Classroom  Learning Index. décimale : PER Périodiques Résumé : Background Many individuals with Autism Spectrum Disorders (ASD) experience sensory differences that impact daily functioning. This study aimed to capture parent and teacher perspectives on how sensory differences affect learning and life at school for pupils with ASD. Method Fifty-seven parents and seventy UK teachers completed a bespoke online questionnaire that focused on the type of sensory experiences encountered at school and how these experiences impacted learning and school life for autistic pupils. Results Despite considerable heterogeneity in the experiences perceived as enjoyable or distressing, parents and teachers reported that sensory experiences at school were frequently negative. Data indicate that it was largely negative sensory experiences that impacted learning, in turn causing distraction, anxiety and limited participation. Although five teachers highlighted positive sensory experiences, the examples offered focused on children’s ability to engage in classroom activities, once their sensory needs had been met (e.g. using weighted blankets). Factors including predictability of sensory input, school resources, and staff knowledge minimized sensory disruption. Conclusions According to teachers and parents, sensory experiences significantly impact learning and school life for autistic pupils and these findings can inform teacher training and intervention development. En ligne : https://doi.org/10.1016/j.rasd.2020.101515 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=420 [article] Distraction, distress and diversity: Exploring the impact of sensory processing differences on learning and school life for pupils with autism spectrum disorders [Texte imprimé et/ou numérique] / Elizabeth K. JONES, Auteur ; Mary HANLEY, Auteur ; Deborah M. RIBY, Auteur . - p.101515. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 72 (April 2020) . - p.101515 Mots-clés : Autism spectrum disorder  ASD  Sensory  Education  Classroom  Learning Index. décimale : PER Périodiques Résumé : Background Many individuals with Autism Spectrum Disorders (ASD) experience sensory differences that impact daily functioning. This study aimed to capture parent and teacher perspectives on how sensory differences affect learning and life at school for pupils with ASD. Method Fifty-seven parents and seventy UK teachers completed a bespoke online questionnaire that focused on the type of sensory experiences encountered at school and how these experiences impacted learning and school life for autistic pupils. Results Despite considerable heterogeneity in the experiences perceived as enjoyable or distressing, parents and teachers reported that sensory experiences at school were frequently negative. Data indicate that it was largely negative sensory experiences that impacted learning, in turn causing distraction, anxiety and limited participation. Although five teachers highlighted positive sensory experiences, the examples offered focused on children’s ability to engage in classroom activities, once their sensory needs had been met (e.g. using weighted blankets). Factors including predictability of sensory input, school resources, and staff knowledge minimized sensory disruption. Conclusions According to teachers and parents, sensory experiences significantly impact learning and school life for autistic pupils and these findings can inform teacher training and intervention development. En ligne : https://doi.org/10.1016/j.rasd.2020.101515 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=420

Assessments of sensory processing in infants and children with autism spectrum disorder between 0–12 years old: A scoping review / Lok Him Jason YEUNG in Research in Autism Spectrum Disorders, 72 (April 2020)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 72 (April 2020) . - p.101517 Titre : Assessments of sensory processing in infants and children with autism spectrum disorder between 0–12 years old: A scoping review Type de document : Texte imprimé et/ou numérique Auteurs : Lok Him Jason YEUNG, Auteur ; Nikos THOMACOS, Auteur Article en page(s) : p.101517 Langues : Anglais (eng) Mots-clés : Sensory processing  Assessments  Infants  Children  Psychometric properties  Scoping review Index. décimale : PER Périodiques Résumé : Background Sensory processing has been increasingly researched, especially in respect to its association with Autism Spectrum Disorder (ASD). Children who experience ASD often also experience sensory processing difficulties, yet, a gap in the evidence remains regarding the use of sensory assessments specifically with infants and children with ASD aged 0–12 years. To address this gap and given that children in this age group typically move through three levels of education during these years, a scoping review was conducted. Method The scoping review reviewed the peer-reviewed literature since 2008 in order to identify research that examined the use of sensory assessments with children with ASD aged 0–12. Seven databases were used. Results Of the 37 articles included in this review, and 12 sensory assessments were identified. Three themes emerged: (a) administration, (b) focus and content, and, (c) reliability and validity. Conclusions The findings suggest that additional research is necessary given the diversity in assessments and their application to the target population. Considering the available evidence, it is difficult to identify which is/are the most appropriate, psychometrically-sound assessment(s) when assessing sensory processing with this population. As assessments are administered in different ways; appear to capture slightly different sensory modalities and concepts related to sensory processing; and given that the psychometric properties of some assessments are poor to moderate, it is suggested that health professionals interpret sensory assessment findings with caution. It is also recommended that health professionals utilise a variety of sensory assessments. En ligne : https://doi.org/10.1016/j.rasd.2020.101517 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=420 [article] Assessments of sensory processing in infants and children with autism spectrum disorder between 0–12 years old: A scoping review [Texte imprimé et/ou numérique] / Lok Him Jason YEUNG, Auteur ; Nikos THOMACOS, Auteur . - p.101517. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 72 (April 2020) . - p.101517 Mots-clés : Sensory processing  Assessments  Infants  Children  Psychometric properties  Scoping review Index. décimale : PER Périodiques Résumé : Background Sensory processing has been increasingly researched, especially in respect to its association with Autism Spectrum Disorder (ASD). Children who experience ASD often also experience sensory processing difficulties, yet, a gap in the evidence remains regarding the use of sensory assessments specifically with infants and children with ASD aged 0–12 years. To address this gap and given that children in this age group typically move through three levels of education during these years, a scoping review was conducted. Method The scoping review reviewed the peer-reviewed literature since 2008 in order to identify research that examined the use of sensory assessments with children with ASD aged 0–12. Seven databases were used. Results Of the 37 articles included in this review, and 12 sensory assessments were identified. Three themes emerged: (a) administration, (b) focus and content, and, (c) reliability and validity. Conclusions The findings suggest that additional research is necessary given the diversity in assessments and their application to the target population. Considering the available evidence, it is difficult to identify which is/are the most appropriate, psychometrically-sound assessment(s) when assessing sensory processing with this population. As assessments are administered in different ways; appear to capture slightly different sensory modalities and concepts related to sensory processing; and given that the psychometric properties of some assessments are poor to moderate, it is suggested that health professionals interpret sensory assessment findings with caution. It is also recommended that health professionals utilise a variety of sensory assessments. En ligne : https://doi.org/10.1016/j.rasd.2020.101517 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=420

Urinary essential elements of young children with autism spectrum disorder and their mothers / Fatir QURESHI in Research in Autism Spectrum Disorders, 72 (April 2020)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 72 (April 2020) . - p.101518 Titre : Urinary essential elements of young children with autism spectrum disorder and their mothers Type de document : Texte imprimé et/ou numérique Auteurs : Fatir QURESHI, Auteur ; James B. ADAMS, Auteur ; Devon COLEMAN, Auteur ; David QUIG, Auteur ; Juergen HAHN, Auteur Article en page(s) : p.101518 Langues : Anglais (eng) Mots-clés : ASD  Metabolism  Essential elements  Urine analysis Index. décimale : PER Périodiques Résumé : Background Even though the cause of autism spectrum disorders (ASD) remains unknown, the current understanding points towards complex interactions between environmental and genetic factors. One important environmental factor to consider is intake of toxic and essential elements, and their role in metabolism. Essential elements have received considerably less attention in the literature than the presence of toxins in urine. Method The purpose of this investigation is to comprehensively assess the association between urinary element compositions of 28 mothers who had young children with ASD and 29 mothers who had young typically developing (TD) children, and in a subset of their children (21 with ASD and 26 TD). Results The results show that there are significant differences between the ASD and TD children cohorts’ concentrations for four specific elements (sulfur, phosphorous, molybdenum, and tin). Utilizing multivariate statistical techniques (Fisher’s discriminant analysis and support vector machines), it was possible to distinguish the ASD from the TD children groups with an 81 % accuracy after cross-validation utilizing the four significantly different elements. However, among the mother cohorts assessed, there were no significant differences between those that had children with ASD and those with TD children. There was a significant correlation of levels of phosphorus and sulfur in the children with ASD (r?=?0.63, p?=?3.0E-3) and in the TD children (r?=?0.47, p?=?0.02). Conclusions Notable differences were observed between the elemental concentration in urine of children with ASD and their TD peers. Analyzing cellular pathways related to these elements are promising areas of future research. En ligne : https://doi.org/10.1016/j.rasd.2020.101518 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=420 [article] Urinary essential elements of young children with autism spectrum disorder and their mothers [Texte imprimé et/ou numérique] / Fatir QURESHI, Auteur ; James B. ADAMS, Auteur ; Devon COLEMAN, Auteur ; David QUIG, Auteur ; Juergen HAHN, Auteur . - p.101518. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 72 (April 2020) . - p.101518 Mots-clés : ASD  Metabolism  Essential elements  Urine analysis Index. décimale : PER Périodiques Résumé : Background Even though the cause of autism spectrum disorders (ASD) remains unknown, the current understanding points towards complex interactions between environmental and genetic factors. One important environmental factor to consider is intake of toxic and essential elements, and their role in metabolism. Essential elements have received considerably less attention in the literature than the presence of toxins in urine. Method The purpose of this investigation is to comprehensively assess the association between urinary element compositions of 28 mothers who had young children with ASD and 29 mothers who had young typically developing (TD) children, and in a subset of their children (21 with ASD and 26 TD). Results The results show that there are significant differences between the ASD and TD children cohorts’ concentrations for four specific elements (sulfur, phosphorous, molybdenum, and tin). Utilizing multivariate statistical techniques (Fisher’s discriminant analysis and support vector machines), it was possible to distinguish the ASD from the TD children groups with an 81 % accuracy after cross-validation utilizing the four significantly different elements. However, among the mother cohorts assessed, there were no significant differences between those that had children with ASD and those with TD children. There was a significant correlation of levels of phosphorus and sulfur in the children with ASD (r?=?0.63, p?=?3.0E-3) and in the TD children (r?=?0.47, p?=?0.02). Conclusions Notable differences were observed between the elemental concentration in urine of children with ASD and their TD peers. Analyzing cellular pathways related to these elements are promising areas of future research. En ligne : https://doi.org/10.1016/j.rasd.2020.101518 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=420

Understanding the factors that affect university completion for autistic people / Eilidh CAGE in Research in Autism Spectrum Disorders, 72 (April 2020)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 72 (April 2020) . - p.101519 Titre : Understanding the factors that affect university completion for autistic people Type de document : Texte imprimé et/ou numérique Auteurs : Eilidh CAGE, Auteur ; Maria DE ANDRES, Auteur ; Paige MAHONEY, Auteur Article en page(s) : p.101519 Langues : Anglais (eng) Mots-clés : Higher education  Autistic students  Non-completion  Dropout Index. décimale : PER Périodiques Résumé : Background Autistic individuals may be less likely to complete their university studies, but there is no research to date that examines why this is the case. This study thus examined the factors that may affect university completion for autistic people. Method Two-hundred and thirty autistic people who had attended university completed an online survey, whereby 151 had graduated on their first attempt, 34 graduated after several attempts, and 45 had not completed. Participants answered questions regarding the transition to university, academic and social experiences, diagnosis, mental wellbeing and sensory sensitivities. Results Those who did not complete had a poorer academic experience, found the transition more difficult, and felt less organisational and social identification at university. Logistic regression suggested the transition to university is particularly important in predicting non-completion. Conclusions Finding the transition challenging and struggling with academic and social aspects may contribute to the risk of dropping-out. The study has implications for universities, who must ensure all autistic students are able to achieve their full academic potential by providing appropriate transition support, fostering a sense of community at university and ensuring staff are appropriately trained. En ligne : https://doi.org/10.1016/j.rasd.2020.101519 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=420 [article] Understanding the factors that affect university completion for autistic people [Texte imprimé et/ou numérique] / Eilidh CAGE, Auteur ; Maria DE ANDRES, Auteur ; Paige MAHONEY, Auteur . - p.101519. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 72 (April 2020) . - p.101519 Mots-clés : Higher education  Autistic students  Non-completion  Dropout Index. décimale : PER Périodiques Résumé : Background Autistic individuals may be less likely to complete their university studies, but there is no research to date that examines why this is the case. This study thus examined the factors that may affect university completion for autistic people. Method Two-hundred and thirty autistic people who had attended university completed an online survey, whereby 151 had graduated on their first attempt, 34 graduated after several attempts, and 45 had not completed. Participants answered questions regarding the transition to university, academic and social experiences, diagnosis, mental wellbeing and sensory sensitivities. Results Those who did not complete had a poorer academic experience, found the transition more difficult, and felt less organisational and social identification at university. Logistic regression suggested the transition to university is particularly important in predicting non-completion. Conclusions Finding the transition challenging and struggling with academic and social aspects may contribute to the risk of dropping-out. The study has implications for universities, who must ensure all autistic students are able to achieve their full academic potential by providing appropriate transition support, fostering a sense of community at university and ensuring staff are appropriately trained. En ligne : https://doi.org/10.1016/j.rasd.2020.101519 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=420

Olanzapine, risperidone, and aripiprazole use in children and adolescents with Autism Spectrum Disorders / Selma TURAL HESAPCIOGLU in Research in Autism Spectrum Disorders, 72 (April 2020)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 72 (April 2020) . - p.101520 Titre : Olanzapine, risperidone, and aripiprazole use in children and adolescents with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Selma TURAL HESAPCIOGLU, Auteur ; Mehmet Fatih CEYLAN, Auteur ; Meryem KASAK, Auteur ; Cansu P?nar SEN, Auteur Article en page(s) : p.101520 Langues : Anglais (eng) Mots-clés : Antipsychotic  Aripiprazole  Autism Spectrum Disorders  Irritability  Olanzapine  Risperidone Index. décimale : PER Périodiques Résumé : Background The aim of this study is to examine the use of olanzapine, risperidone and aripiprazole in autism spectrum disorders (ASD) in terms of their effects and side effects. Methods ASD patients that had been initiated to be treated with one of the three antipsychotics that continued for a minimum of eight weeks were included in the study, retrospectively. The participants were recruited with 20 olanzapine using patients (2.5?10 mg/day) in comparison with 42 risperidone (1?4 mg/day) and 40 aripiprazole (3?15 mg/day) using patients that are using the matched equivalent chlorpromazine doses of the antipsychotics between the same time period. Results All three antipsychotics significantly decreased all of the ABC subscales scores in eight weeks. Sleepiness/sedation, increased duration of sleep, and weight gain were the most common side effects of the three antipsychotics and they were more frequent with olanzapine than with the others (X2 = 26.9, p < 0.0001; X2 = 20.8, p < 0.0001; X2 = 8.4, p = 0.01, respectively). Discussion Our results reveal that risperidone, aripiprazole, and olanzapine are effective in treatment of irritability, hyperactivity, social withdrawal, stereotypy, and inappropriate speech in ASD. But the side effects are more frequent with olanzapine and it should be considered when choosing antipsychotics for ASD. En ligne : https://doi.org/10.1016/j.rasd.2020.101520 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=421 [article] Olanzapine, risperidone, and aripiprazole use in children and adolescents with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Selma TURAL HESAPCIOGLU, Auteur ; Mehmet Fatih CEYLAN, Auteur ; Meryem KASAK, Auteur ; Cansu P?nar SEN, Auteur . - p.101520. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 72 (April 2020) . - p.101520 Mots-clés : Antipsychotic  Aripiprazole  Autism Spectrum Disorders  Irritability  Olanzapine  Risperidone Index. décimale : PER Périodiques Résumé : Background The aim of this study is to examine the use of olanzapine, risperidone and aripiprazole in autism spectrum disorders (ASD) in terms of their effects and side effects. Methods ASD patients that had been initiated to be treated with one of the three antipsychotics that continued for a minimum of eight weeks were included in the study, retrospectively. The participants were recruited with 20 olanzapine using patients (2.5?10 mg/day) in comparison with 42 risperidone (1?4 mg/day) and 40 aripiprazole (3?15 mg/day) using patients that are using the matched equivalent chlorpromazine doses of the antipsychotics between the same time period. Results All three antipsychotics significantly decreased all of the ABC subscales scores in eight weeks. Sleepiness/sedation, increased duration of sleep, and weight gain were the most common side effects of the three antipsychotics and they were more frequent with olanzapine than with the others (X2 = 26.9, p < 0.0001; X2 = 20.8, p < 0.0001; X2 = 8.4, p = 0.01, respectively). Discussion Our results reveal that risperidone, aripiprazole, and olanzapine are effective in treatment of irritability, hyperactivity, social withdrawal, stereotypy, and inappropriate speech in ASD. But the side effects are more frequent with olanzapine and it should be considered when choosing antipsychotics for ASD. En ligne : https://doi.org/10.1016/j.rasd.2020.101520 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=421

Brief report: Does “healthy” family functioning look different for families who have a child with autism? / Katherine M. WALTON in Research in Autism Spectrum Disorders, 72 (April 2020)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 72 (April 2020) . - p.101527 Titre : Brief report: Does “healthy” family functioning look different for families who have a child with autism? Type de document : Texte imprimé et/ou numérique Auteurs : Katherine M. WALTON, Auteur ; Gabrielle TIEDE, Auteur Article en page(s) : p.101527 Langues : Anglais (eng) Mots-clés : Enmeshment  Family functioning  Parents  ASD Index. décimale : PER Périodiques Résumé : Background For families of typically developing children, extremes of family cohesion (enmeshed and disengaged) and flexibility (rigid and chaotic) are associated with negative outcomes (Olson, 2011). Some work suggests that this may not be true for families of children with autism spectrum disorder (ASD; Altiere & Von Kluge, 2009). Specifically, regimented daily routines (increased rigidity) and highly involved caregivers (increased enmeshment) might theoretically be associated with positive outcomes. Objectives This study examined whether families who have a child with ASD report different family dynamics than families with typically developing children, and if these dynamics are equally predictive of outcomes for both groups. Method Regression-based interaction analyses using data from an online survey (n?=?235) were used to examine how diagnostic group (typically-developing child or child with ASD) affected the relationships between elements of family functioning and parent outcomes of happiness, depression, and satisfaction with family life. Results Higher parent-reported enmeshment was associated with decreased parent-reported happiness in typical families only; these variables were unrelated in families with a child with ASD. In addition, the relationship between disengagement and parent happiness was marginally weaker in the ASD group. Other scales (rigid and chaotic) exhibited similar relationships with family outcomes across both diagnostic groups. Conclusion In alignment with previous findings (Altiere & Von Kluge, 2009), elevated levels of enmeshment were not predictive of poorer outcomes in families of children with ASD. There is a need to critically consider whether behaviors traditionally thought of as “enmeshed” may represent different, more adaptive support strategies for families who have a child with ASD. En ligne : https://doi.org/10.1016/j.rasd.2020.101527 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=421 [article] Brief report: Does “healthy” family functioning look different for families who have a child with autism? [Texte imprimé et/ou numérique] / Katherine M. WALTON, Auteur ; Gabrielle TIEDE, Auteur . - p.101527. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 72 (April 2020) . - p.101527 Mots-clés : Enmeshment  Family functioning  Parents  ASD Index. décimale : PER Périodiques Résumé : Background For families of typically developing children, extremes of family cohesion (enmeshed and disengaged) and flexibility (rigid and chaotic) are associated with negative outcomes (Olson, 2011). Some work suggests that this may not be true for families of children with autism spectrum disorder (ASD; Altiere & Von Kluge, 2009). Specifically, regimented daily routines (increased rigidity) and highly involved caregivers (increased enmeshment) might theoretically be associated with positive outcomes. Objectives This study examined whether families who have a child with ASD report different family dynamics than families with typically developing children, and if these dynamics are equally predictive of outcomes for both groups. Method Regression-based interaction analyses using data from an online survey (n?=?235) were used to examine how diagnostic group (typically-developing child or child with ASD) affected the relationships between elements of family functioning and parent outcomes of happiness, depression, and satisfaction with family life. Results Higher parent-reported enmeshment was associated with decreased parent-reported happiness in typical families only; these variables were unrelated in families with a child with ASD. In addition, the relationship between disengagement and parent happiness was marginally weaker in the ASD group. Other scales (rigid and chaotic) exhibited similar relationships with family outcomes across both diagnostic groups. Conclusion In alignment with previous findings (Altiere & Von Kluge, 2009), elevated levels of enmeshment were not predictive of poorer outcomes in families of children with ASD. There is a need to critically consider whether behaviors traditionally thought of as “enmeshed” may represent different, more adaptive support strategies for families who have a child with ASD. En ligne : https://doi.org/10.1016/j.rasd.2020.101527 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=421

Social referencing skills in children with autism spectrum disorder: A systematic review / Maithri SIVARAMAN in Research in Autism Spectrum Disorders, 72 (April 2020)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 72 (April 2020) . - p.101528 Titre : Social referencing skills in children with autism spectrum disorder: A systematic review Type de document : Texte imprimé et/ou numérique Auteurs : Maithri SIVARAMAN, Auteur ; Javier VIRUES-ORTEGA, Auteur ; Herbert ROEYERS, Auteur Article en page(s) : p.101528 Langues : Anglais (eng) Mots-clés : Social referencing  Autism  Joint attention  Referential looking Index. décimale : PER Périodiques Résumé : Background Children with autism spectrum disorder (ASD) often exhibit severe and persistent deficits in social behaviors. An area of socialization that develops towards the end of the first year of life is social referencing, wherein infants when confronted with a new or unusual event, look at an adult, and base their subsequent behavior on the facial expression of the adult. Method We undertook a systematic review to highlight the existing conceptualizations of social referencing, and study the social referencing repertoire in children with ASD. We searched five databases for studies published until December 2018. Articles included reported behavioral measures of social referencing and were specific to individuals with ASD or those at elevated risk for ASD. Results Of the 54 articles meeting eligibility for full-text review, eight met inclusion criteria and the data were synthesized narratively. Deficits in social referencing were reported in seven studies, and data from all studies indicated atypical attention shifts between social and non-social stimuli in children with ASD. Conclusions A deficiency exists in spontaneous looking behaviors and possibly in differential responding to affective cues among children with ASD. The variations in the definitions and measurement methods present in the literature call for additional research that examines both referential looking and differential cue responding components within an ambiguous context. Guidelines for future research and clinical implications are discussed. En ligne : https://doi.org/10.1016/j.rasd.2020.101528 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=421 [article] Social referencing skills in children with autism spectrum disorder: A systematic review [Texte imprimé et/ou numérique] / Maithri SIVARAMAN, Auteur ; Javier VIRUES-ORTEGA, Auteur ; Herbert ROEYERS, Auteur . - p.101528. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 72 (April 2020) . - p.101528 Mots-clés : Social referencing  Autism  Joint attention  Referential looking Index. décimale : PER Périodiques Résumé : Background Children with autism spectrum disorder (ASD) often exhibit severe and persistent deficits in social behaviors. An area of socialization that develops towards the end of the first year of life is social referencing, wherein infants when confronted with a new or unusual event, look at an adult, and base their subsequent behavior on the facial expression of the adult. Method We undertook a systematic review to highlight the existing conceptualizations of social referencing, and study the social referencing repertoire in children with ASD. We searched five databases for studies published until December 2018. Articles included reported behavioral measures of social referencing and were specific to individuals with ASD or those at elevated risk for ASD. Results Of the 54 articles meeting eligibility for full-text review, eight met inclusion criteria and the data were synthesized narratively. Deficits in social referencing were reported in seven studies, and data from all studies indicated atypical attention shifts between social and non-social stimuli in children with ASD. Conclusions A deficiency exists in spontaneous looking behaviors and possibly in differential responding to affective cues among children with ASD. The variations in the definitions and measurement methods present in the literature call for additional research that examines both referential looking and differential cue responding components within an ambiguous context. Guidelines for future research and clinical implications are discussed. En ligne : https://doi.org/10.1016/j.rasd.2020.101528 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=421

Effects of systematic instruction and self-directed video prompting on text comprehension of elementary students with autism spectrum disorder / Emily C. SARTINI in Research in Autism Spectrum Disorders, 72 (April 2020)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 72 (April 2020) . - p.101529 Titre : Effects of systematic instruction and self-directed video prompting on text comprehension of elementary students with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Emily C. SARTINI, Auteur ; Victoria KNIGHT, Auteur ; Amy D. SPRIGGS, Auteur ; R. Allan ALLDAY, Auteur Article en page(s) : p.101529 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Text comprehension  Self-directed video  Academic instruction  Elementary school  ELA Index. décimale : PER Périodiques Résumé : The purpose of this study was to investigate the effects of systematic instruction combined with a self-directed video prompt to teach text comprehension skills to students with autism spectrum disorder. Participants included four elementary school students with autism spectrum disorder. A multiple probe across participants design was used to evaluate the intervention's effectiveness. Results indicated the intervention was successful for all participants. All participants mastered the comprehension skills; however, data were highly variable during the acquisition phase. Implications for researchers and practitioners are discussed, followed by limitations and recommendations for future research. En ligne : https://doi.org/10.1016/j.rasd.2020.101529 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=421 [article] Effects of systematic instruction and self-directed video prompting on text comprehension of elementary students with autism spectrum disorder [Texte imprimé et/ou numérique] / Emily C. SARTINI, Auteur ; Victoria KNIGHT, Auteur ; Amy D. SPRIGGS, Auteur ; R. Allan ALLDAY, Auteur . - p.101529. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 72 (April 2020) . - p.101529 Mots-clés : Autism spectrum disorder  Text comprehension  Self-directed video  Academic instruction  Elementary school  ELA Index. décimale : PER Périodiques Résumé : The purpose of this study was to investigate the effects of systematic instruction combined with a self-directed video prompt to teach text comprehension skills to students with autism spectrum disorder. Participants included four elementary school students with autism spectrum disorder. A multiple probe across participants design was used to evaluate the intervention's effectiveness. Results indicated the intervention was successful for all participants. All participants mastered the comprehension skills; however, data were highly variable during the acquisition phase. Implications for researchers and practitioners are discussed, followed by limitations and recommendations for future research. En ligne : https://doi.org/10.1016/j.rasd.2020.101529 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=421