Dépouillements

Screening tools for autism spectrum disorder, used with people with an intellectual disability: A systematic review / Dale METCALFE in Research in Autism Spectrum Disorders, 74 (June 2020)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 74 (June 2020) . - p.101549 Titre : Screening tools for autism spectrum disorder, used with people with an intellectual disability: A systematic review Type de document : Texte imprimé et/ou numérique Auteurs : Dale METCALFE, Auteur ; Karen MCKENZIE, Auteur ; Kristofor MCCARTY, Auteur ; George MURRAY, Auteur Article en page(s) : p.101549 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  Intellectual disability  Screening  Diagnosis Index. décimale : PER Périodiques Résumé : Background A diagnosis of autism spectrum disorder (ASD) can be beneficial in ensuring the person receives appropriate support. People with intellectual disability often have undiagnosed co-occurring ASD, due to the specific diagnostic challenges that having intellectual disability can present. Screening tools can be useful to indicate those who are likely to require full diagnostic assessment of ASD. Method We conducted a systematic review of the literature. The databases ProQuest, PsycArticles, PubMed, and Web of Science were searched for articles published before July 2019. When duplicates were removed 3068 articles were retained. Articles were removed in stages and were retained if there was a possibility that the content was relevant. In total, 14 articles were reviewed fully. Results The articles covered eight ASD screening instruments and were reviewed in respect of the quality of the available reliability and validity data when used with people with intellectual disability. Conclusion A few tools have psychometric properties that indicate they have potential to screen for ASD in people with intellectual disability, but overall research with this group is limited, particularly in terms of reliability. The implications for screening and diagnosis of ASD in people with intellectual disability are discussed. En ligne : https://doi.org/10.1016/j.rasd.2020.101549 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422 [article] Screening tools for autism spectrum disorder, used with people with an intellectual disability: A systematic review [Texte imprimé et/ou numérique] / Dale METCALFE, Auteur ; Karen MCKENZIE, Auteur ; Kristofor MCCARTY, Auteur ; George MURRAY, Auteur . - p.101549. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 74 (June 2020) . - p.101549 Mots-clés : Autism spectrum disorders  Intellectual disability  Screening  Diagnosis Index. décimale : PER Périodiques Résumé : Background A diagnosis of autism spectrum disorder (ASD) can be beneficial in ensuring the person receives appropriate support. People with intellectual disability often have undiagnosed co-occurring ASD, due to the specific diagnostic challenges that having intellectual disability can present. Screening tools can be useful to indicate those who are likely to require full diagnostic assessment of ASD. Method We conducted a systematic review of the literature. The databases ProQuest, PsycArticles, PubMed, and Web of Science were searched for articles published before July 2019. When duplicates were removed 3068 articles were retained. Articles were removed in stages and were retained if there was a possibility that the content was relevant. In total, 14 articles were reviewed fully. Results The articles covered eight ASD screening instruments and were reviewed in respect of the quality of the available reliability and validity data when used with people with intellectual disability. Conclusion A few tools have psychometric properties that indicate they have potential to screen for ASD in people with intellectual disability, but overall research with this group is limited, particularly in terms of reliability. The implications for screening and diagnosis of ASD in people with intellectual disability are discussed. En ligne : https://doi.org/10.1016/j.rasd.2020.101549 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422

Using thin-slice ratings to measure social communication in children with autism spectrum disorder / Kyle M. FROST in Research in Autism Spectrum Disorders, 74 (June 2020)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 74 (June 2020) . - p.101550 Titre : Using thin-slice ratings to measure social communication in children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Kyle M. FROST, Auteur ; Kaylin M. RUSSELL, Auteur ; Brooke R. INGERSOLL, Auteur Article en page(s) : p.101550 Langues : Anglais (eng) Mots-clés : ASD  Social communication  Thin-slice ratings  Observational measures Index. décimale : PER Périodiques Résumé : Background Thin-slice ratings have been shown to predict a variety of behaviors in children and adults. Recently, thin-slice ratings have been used to characterize social communication and autism symptomatology in children with autism spectrum disorder (ASD), suggesting their potential as an alternative to intensive observational coding systems. Objectives This study examined whether thin-slice ratings of social communication skills during a parent-child interaction are psychometrically valid, related to observational and standardized measures of child social communication, and sensitive to change over time in children with ASD. Methods Thin-slice ratings for 71 children were completed by 173 undergraduates from a psychology research pool. Groups of naïve raters viewed two-minute clips of parent-child interactions for different children at two time points. For each clip, raters assigned scores for 7 items derived from the Brief Observation of Social Communication Change (BOSCC). Results Thin-slice rating items formed a unidimensional scale with good internal consistency (? = .92) and inter-rater reliability. The thin-slice rating scale demonstrated convergence with observational data from the BOSCC, as well as other common measures of social communication. Unlike the BOSCC, the thin-slice ratings did not change significantly from Time 1 to Time 2. Conclusion Thin-slice ratings of young children with ASD during a parent-child interaction demonstrated criterion validity with the BOSCC and convergent validity with other measures of child social communication functioning. Future studies should investigate whether thin-slice ratings by naïve raters capture other aspects of autism symptomatology. Findings suggest thin-slice ratings may provide a stable estimate of child social communication functioning that tracks with other measures of child developmental functioning. En ligne : https://doi.org/10.1016/j.rasd.2020.101550 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422 [article] Using thin-slice ratings to measure social communication in children with autism spectrum disorder [Texte imprimé et/ou numérique] / Kyle M. FROST, Auteur ; Kaylin M. RUSSELL, Auteur ; Brooke R. INGERSOLL, Auteur . - p.101550. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 74 (June 2020) . - p.101550 Mots-clés : ASD  Social communication  Thin-slice ratings  Observational measures Index. décimale : PER Périodiques Résumé : Background Thin-slice ratings have been shown to predict a variety of behaviors in children and adults. Recently, thin-slice ratings have been used to characterize social communication and autism symptomatology in children with autism spectrum disorder (ASD), suggesting their potential as an alternative to intensive observational coding systems. Objectives This study examined whether thin-slice ratings of social communication skills during a parent-child interaction are psychometrically valid, related to observational and standardized measures of child social communication, and sensitive to change over time in children with ASD. Methods Thin-slice ratings for 71 children were completed by 173 undergraduates from a psychology research pool. Groups of naïve raters viewed two-minute clips of parent-child interactions for different children at two time points. For each clip, raters assigned scores for 7 items derived from the Brief Observation of Social Communication Change (BOSCC). Results Thin-slice rating items formed a unidimensional scale with good internal consistency (? = .92) and inter-rater reliability. The thin-slice rating scale demonstrated convergence with observational data from the BOSCC, as well as other common measures of social communication. Unlike the BOSCC, the thin-slice ratings did not change significantly from Time 1 to Time 2. Conclusion Thin-slice ratings of young children with ASD during a parent-child interaction demonstrated criterion validity with the BOSCC and convergent validity with other measures of child social communication functioning. Future studies should investigate whether thin-slice ratings by naïve raters capture other aspects of autism symptomatology. Findings suggest thin-slice ratings may provide a stable estimate of child social communication functioning that tracks with other measures of child developmental functioning. En ligne : https://doi.org/10.1016/j.rasd.2020.101550 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422

Self-reported social skills importance ratings, not social skills themselves, predict sociometric status among youth with autism spectrum disorder / Erin KANG in Research in Autism Spectrum Disorders, 74 (June 2020)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 74 (June 2020) . - p.101552 Titre : Self-reported social skills importance ratings, not social skills themselves, predict sociometric status among youth with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Erin KANG, Auteur ; Lee Ann SANTORE, Auteur ; James A. RANKIN, Auteur ; Matthew D. LERNER, Auteur Article en page(s) : p.101552 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Sociometric status  Social skills  Social skills importance  School-age children Index. décimale : PER Périodiques Résumé : Background As youth with autism spectrum disorder (ASD) often experience social difficulties but report wanting to be more well-liked and have more friends, it is important to understand beliefs that youth with ASD hold that may influence their peer relations. This study examined youths’ beliefs regarding their own social skills in relation to their peers’ views of them among youth with ASD. Method Fifty-five youth with ASD (ages 8–17) participated in a 10-week program with other youth with ASD. Participants completed measures of their own social skills frequency and social skills importance, as well as sociometric ratings of other group members. Hierarchical multiple regression models were used to examine relations between self-reported social skills frequency and social skills importance ratings with sociometric outcomes rated by other peers with ASD. Results Self-reported social skills frequency did not predict sociometric outcomes. However, youth who rated social skills as more important were less disliked by peers and were less frequently the most disliked person in the group, and peers reported greater desire to play with them again. Conclusions Results highlight the importance of evaluating youths’ own beliefs about social skills (rather than social skills frequency itself) as important predictors of social outcomes among youth with ASD. The current study adds to the growing evidence that integrating self-reports of youth with ASD as well as considering social skills importance represent valuable tools in assessing social outcomes in youth with ASD, and provides a foundation for further research in this area. En ligne : https://doi.org/10.1016/j.rasd.2020.101552 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422 [article] Self-reported social skills importance ratings, not social skills themselves, predict sociometric status among youth with autism spectrum disorder [Texte imprimé et/ou numérique] / Erin KANG, Auteur ; Lee Ann SANTORE, Auteur ; James A. RANKIN, Auteur ; Matthew D. LERNER, Auteur . - p.101552. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 74 (June 2020) . - p.101552 Mots-clés : Autism spectrum disorder  Sociometric status  Social skills  Social skills importance  School-age children Index. décimale : PER Périodiques Résumé : Background As youth with autism spectrum disorder (ASD) often experience social difficulties but report wanting to be more well-liked and have more friends, it is important to understand beliefs that youth with ASD hold that may influence their peer relations. This study examined youths’ beliefs regarding their own social skills in relation to their peers’ views of them among youth with ASD. Method Fifty-five youth with ASD (ages 8–17) participated in a 10-week program with other youth with ASD. Participants completed measures of their own social skills frequency and social skills importance, as well as sociometric ratings of other group members. Hierarchical multiple regression models were used to examine relations between self-reported social skills frequency and social skills importance ratings with sociometric outcomes rated by other peers with ASD. Results Self-reported social skills frequency did not predict sociometric outcomes. However, youth who rated social skills as more important were less disliked by peers and were less frequently the most disliked person in the group, and peers reported greater desire to play with them again. Conclusions Results highlight the importance of evaluating youths’ own beliefs about social skills (rather than social skills frequency itself) as important predictors of social outcomes among youth with ASD. The current study adds to the growing evidence that integrating self-reports of youth with ASD as well as considering social skills importance represent valuable tools in assessing social outcomes in youth with ASD, and provides a foundation for further research in this area. En ligne : https://doi.org/10.1016/j.rasd.2020.101552 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422

Consensus or chaos: Survey of prescribing practices of New Zealand child and adolescent psychiatrists for children and adolescents with autism spectrum disorder / Hiran THABREW in Research in Autism Spectrum Disorders, 74 (June 2020)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 74 (June 2020) . - p.101553 Titre : Consensus or chaos: Survey of prescribing practices of New Zealand child and adolescent psychiatrists for children and adolescents with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Hiran THABREW, Auteur ; Anisha VISWANATHAN, Auteur ; Matthew J. F. EGGLESTON, Auteur ; Stephanie MOOR, Auteur ; David CHINN, Auteur Article en page(s) : p.101553 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Autism  Children  Adolescents  Pharmacotherapy  Guidelines Index. décimale : PER Périodiques Résumé : Background There is limited national and international guidance on appropriate prescription of medications for children and adolescents with Autism Spectrum Disorder (ASD). In order to develop more detailed guidelines for prescribing for New Zealand children and young people with ASD, it is important to have some understanding of the nature of current prescribing and the circumstances that drive pharmacotherapy for children and young people with ASD. Method Seventy child and adolescent psychiatrists in New Zealand were electronically surveyed. Participants were asked to outline the four most common medications that they prescribed to address both core symptoms and comorbidities in children and young people with ASD. Additional questions included commonly used doses and durations of use, perceived effectiveness, adverse effects, level of confidence in prescribing and preferences for receiving up to date guidance about pharmacotherapy. Results Prescription by child and adolescent psychiatrists was most commonly undertaken for anxiety, sleep disturbance, ADHD, depression and restricted and repetitive behaviours (RRBs). The greatest difference in opinion regarding the value of medication related to the treatment of RRBs. The most commonly prescribed medications were fluoxetine, methylphenidate, melatonin, risperidone, quetiapine and clonidine. A range of non-pharmacological therapies were also described. Conclusions Although there appears to be general agreement between New Zealand child and adolescent psychiatrists regarding prescribing for children and young people with ASD, current clinical practice is not adequately informed by existing guidelines. Better dissemination of national guidelines incorporating both contemporary international evidence regarding medication efficacy and locally developed algorithms based on clinician consensus would be useful. En ligne : https://doi.org/10.1016/j.rasd.2020.101553 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422 [article] Consensus or chaos: Survey of prescribing practices of New Zealand child and adolescent psychiatrists for children and adolescents with autism spectrum disorder [Texte imprimé et/ou numérique] / Hiran THABREW, Auteur ; Anisha VISWANATHAN, Auteur ; Matthew J. F. EGGLESTON, Auteur ; Stephanie MOOR, Auteur ; David CHINN, Auteur . - p.101553. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 74 (June 2020) . - p.101553 Mots-clés : Autism spectrum disorder  Autism  Children  Adolescents  Pharmacotherapy  Guidelines Index. décimale : PER Périodiques Résumé : Background There is limited national and international guidance on appropriate prescription of medications for children and adolescents with Autism Spectrum Disorder (ASD). In order to develop more detailed guidelines for prescribing for New Zealand children and young people with ASD, it is important to have some understanding of the nature of current prescribing and the circumstances that drive pharmacotherapy for children and young people with ASD. Method Seventy child and adolescent psychiatrists in New Zealand were electronically surveyed. Participants were asked to outline the four most common medications that they prescribed to address both core symptoms and comorbidities in children and young people with ASD. Additional questions included commonly used doses and durations of use, perceived effectiveness, adverse effects, level of confidence in prescribing and preferences for receiving up to date guidance about pharmacotherapy. Results Prescription by child and adolescent psychiatrists was most commonly undertaken for anxiety, sleep disturbance, ADHD, depression and restricted and repetitive behaviours (RRBs). The greatest difference in opinion regarding the value of medication related to the treatment of RRBs. The most commonly prescribed medications were fluoxetine, methylphenidate, melatonin, risperidone, quetiapine and clonidine. A range of non-pharmacological therapies were also described. Conclusions Although there appears to be general agreement between New Zealand child and adolescent psychiatrists regarding prescribing for children and young people with ASD, current clinical practice is not adequately informed by existing guidelines. Better dissemination of national guidelines incorporating both contemporary international evidence regarding medication efficacy and locally developed algorithms based on clinician consensus would be useful. En ligne : https://doi.org/10.1016/j.rasd.2020.101553 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422

Plasticity of temporal binding in children with autism spectrum disorder: A single case experimental design perceptual training study / Jacob I. FELDMAN in Research in Autism Spectrum Disorders, 74 (June 2020)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 74 (June 2020) . - p.101555 Titre : Plasticity of temporal binding in children with autism spectrum disorder: A single case experimental design perceptual training study Type de document : Texte imprimé et/ou numérique Auteurs : Jacob I. FELDMAN, Auteur ; Kacie DUNHAM, Auteur ; Julie G. CONRAD, Auteur ; David M. SIMON, Auteur ; Margaret CASSIDY, Auteur ; Yupeng LIU, Auteur ; Alexander TU, Auteur ; Neill A. BRODERICK, Auteur ; Mark T. WALLACE, Auteur ; Tiffany G. WOYNAROSKI, Auteur Article en page(s) : p.101555 Langues : Anglais (eng) Mots-clés : Autism  Multisensory integration  Perceptual training  Audiovisual  Plasticity Index. décimale : PER Périodiques Résumé : Background Many children with autism spectrum disorder (ASD) demonstrate atypical responses to multisensory stimuli. These disruptions, which are frequently seen in response to audiovisual speech, may produce cascading effects on the broader development of children with ASD. Perceptual training has been shown to enhance multisensory speech perception in typically developed adults. This study was the first to examine the effects of perceptual training on audiovisual speech perception in children with ASD. Method A multiple baseline across participants design was utilized with four 7- to 13-year-old children with ASD. The dependent variable, which was probed outside the training task each day using a simultaneity judgment task in baseline, intervention, and maintenance conditions, was audiovisual temporal binding window (TBW), an index of multisensory temporal acuity. During perceptual training, participants completed the same simultaneity judgment task with feedback on their accuracy after each trial in easy-, medium-, and hard-difficulty blocks. Results A functional relation between the multisensory perceptual training program and TBW size was not observed. Of the three participants who were entered into training, one participant demonstrated a strong effect, characterized by a fairly immediate change in TBW trend. The two remaining participants demonstrated a less clear response (i.e., longer latency to effect, lack of functional independence). The first participant to enter the training condition demonstrated some maintenance of a narrower TBW post-training. Conclusions Results indicate TBWs in children with ASD may be malleable, but additional research is needed and may entail further adaptation to the multisensory perceptual training paradigm. En ligne : https://doi.org/10.1016/j.rasd.2020.101555 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422 [article] Plasticity of temporal binding in children with autism spectrum disorder: A single case experimental design perceptual training study [Texte imprimé et/ou numérique] / Jacob I. FELDMAN, Auteur ; Kacie DUNHAM, Auteur ; Julie G. CONRAD, Auteur ; David M. SIMON, Auteur ; Margaret CASSIDY, Auteur ; Yupeng LIU, Auteur ; Alexander TU, Auteur ; Neill A. BRODERICK, Auteur ; Mark T. WALLACE, Auteur ; Tiffany G. WOYNAROSKI, Auteur . - p.101555. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 74 (June 2020) . - p.101555 Mots-clés : Autism  Multisensory integration  Perceptual training  Audiovisual  Plasticity Index. décimale : PER Périodiques Résumé : Background Many children with autism spectrum disorder (ASD) demonstrate atypical responses to multisensory stimuli. These disruptions, which are frequently seen in response to audiovisual speech, may produce cascading effects on the broader development of children with ASD. Perceptual training has been shown to enhance multisensory speech perception in typically developed adults. This study was the first to examine the effects of perceptual training on audiovisual speech perception in children with ASD. Method A multiple baseline across participants design was utilized with four 7- to 13-year-old children with ASD. The dependent variable, which was probed outside the training task each day using a simultaneity judgment task in baseline, intervention, and maintenance conditions, was audiovisual temporal binding window (TBW), an index of multisensory temporal acuity. During perceptual training, participants completed the same simultaneity judgment task with feedback on their accuracy after each trial in easy-, medium-, and hard-difficulty blocks. Results A functional relation between the multisensory perceptual training program and TBW size was not observed. Of the three participants who were entered into training, one participant demonstrated a strong effect, characterized by a fairly immediate change in TBW trend. The two remaining participants demonstrated a less clear response (i.e., longer latency to effect, lack of functional independence). The first participant to enter the training condition demonstrated some maintenance of a narrower TBW post-training. Conclusions Results indicate TBWs in children with ASD may be malleable, but additional research is needed and may entail further adaptation to the multisensory perceptual training paradigm. En ligne : https://doi.org/10.1016/j.rasd.2020.101555 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422

Examining the relationship between social support and stress for parents of individuals with autism / Suzanne ROBINSON in Research in Autism Spectrum Disorders, 74 (June 2020)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 74 (June 2020) . - p.101557 Titre : Examining the relationship between social support and stress for parents of individuals with autism Type de document : Texte imprimé et/ou numérique Auteurs : Suzanne ROBINSON, Auteur ; Jonathan A. WEISS, Auteur Article en page(s) : p.101557 Langues : Anglais (eng) Mots-clés : Autism  Social support  Parents  Parent stress Index. décimale : PER Périodiques Résumé : Background Social support has been considered a fundamental component of promoting parent and child well-being. Best understood as a multi-faceted resource, perceived and received support appear to be distinct concepts. The current study examined how received and perceived social support may be associated with, and moderate, the impact of child behavior problems on parent stress. Method This study examined the stress-buffering effects of perceived and received support in a sample of 249 caregivers of individuals with autism. Results Both types of support were significantly associated with less reported stress, when the two support types were examined individually. When considered together in a single model, received support was not uniquely associated with stress. Neither kinds of social support moderated the association between a commonly known stressors and stress. Conclusions This was the first study involving parents of individuals with autism assessing the stress-buffering effects of social support using two types of support. Existing social support interventions typically focus on increasing received support as a mechanism for improving emotional well-being, and the current results suggest that perceived support may have a more robust and direct link. En ligne : https://doi.org/10.1016/j.rasd.2020.101557 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=423 [article] Examining the relationship between social support and stress for parents of individuals with autism [Texte imprimé et/ou numérique] / Suzanne ROBINSON, Auteur ; Jonathan A. WEISS, Auteur . - p.101557. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 74 (June 2020) . - p.101557 Mots-clés : Autism  Social support  Parents  Parent stress Index. décimale : PER Périodiques Résumé : Background Social support has been considered a fundamental component of promoting parent and child well-being. Best understood as a multi-faceted resource, perceived and received support appear to be distinct concepts. The current study examined how received and perceived social support may be associated with, and moderate, the impact of child behavior problems on parent stress. Method This study examined the stress-buffering effects of perceived and received support in a sample of 249 caregivers of individuals with autism. Results Both types of support were significantly associated with less reported stress, when the two support types were examined individually. When considered together in a single model, received support was not uniquely associated with stress. Neither kinds of social support moderated the association between a commonly known stressors and stress. Conclusions This was the first study involving parents of individuals with autism assessing the stress-buffering effects of social support using two types of support. Existing social support interventions typically focus on increasing received support as a mechanism for improving emotional well-being, and the current results suggest that perceived support may have a more robust and direct link. En ligne : https://doi.org/10.1016/j.rasd.2020.101557 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=423