Dépouillements

One-year outcomes of low-intensity behavioral interventions among Japanese preschoolers with autism spectrum disorders: Community-based study / Hideyuki HARAGUCHI in Research in Autism Spectrum Disorders, 76 (August 2020)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 76 (August 2020) . - p.101556 Titre : One-year outcomes of low-intensity behavioral interventions among Japanese preschoolers with autism spectrum disorders: Community-based study Type de document : Texte imprimé et/ou numérique Auteurs : Hideyuki HARAGUCHI, Auteur ; Honami YAMAGUCHI, Auteur ; Atsuko MIYAKE, Auteur ; Yoshiyuki TACHIBANA, Auteur ; Andrew STICKLEY, Auteur ; Mari HORIGUCHI, Auteur ; Masahiko INOUE, Auteur ; Fumiyuki NORO, Auteur ; Yoko KAMIO, Auteur Article en page(s) : p.101556 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Low-intensity behavioral intervention  Preschoolers  Community  Outcome Index. décimale : PER Périodiques Résumé : Despite the need for evidence-based practice for children with autism spectrum disorders in the community, especially in areas with a scarcity of qualified experts and high financial costs, there is a lack of evidence concerning the potential benefits of early interventions which may be affordable in the real world (e.g. low-intensity behavioral or eclectic interventions). This study examined behavioral changes in preschool-aged children with autism spectrum disorders who received low-intensity behavioral interventions (a mean of 5.5?h per week) or non-behavioral eclectic interventions delivered in community settings in Japan across a 1-year period and compared outcomes between the groups. We assessed children’s developmental quotient, adaptive behavior, autism symptom/severity, and maternal stress and depression at baseline and after 1?year. Our results revealed that children receiving interventions in their communities showed improvement in language and social development. Further, the degree of improvement in children receiving low-intensity behavioral interventions was significantly greater than in children receiving non-behavioral eclectic interventions. The improvement was associated with the intensity of total, especially one-to-one interventions. On the other hand, there were no group differences in the degree of improvement in other outcome measures. Our results suggest that some preschool-aged children with autism spectrum disorder may benefit from low-intensity behavioral interventions for their language and social development. A greater intensity of one-to-one interventions was found to be associated with greater progress in language development and communication skills. The current study highlights the importance of implementing early interventions in the community, even at a low intensity. En ligne : https://doi.org/10.1016/j.rasd.2020.101556 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=429 [article] One-year outcomes of low-intensity behavioral interventions among Japanese preschoolers with autism spectrum disorders: Community-based study [Texte imprimé et/ou numérique] / Hideyuki HARAGUCHI, Auteur ; Honami YAMAGUCHI, Auteur ; Atsuko MIYAKE, Auteur ; Yoshiyuki TACHIBANA, Auteur ; Andrew STICKLEY, Auteur ; Mari HORIGUCHI, Auteur ; Masahiko INOUE, Auteur ; Fumiyuki NORO, Auteur ; Yoko KAMIO, Auteur . - p.101556. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 76 (August 2020) . - p.101556 Mots-clés : Autism spectrum disorder  Low-intensity behavioral intervention  Preschoolers  Community  Outcome Index. décimale : PER Périodiques Résumé : Despite the need for evidence-based practice for children with autism spectrum disorders in the community, especially in areas with a scarcity of qualified experts and high financial costs, there is a lack of evidence concerning the potential benefits of early interventions which may be affordable in the real world (e.g. low-intensity behavioral or eclectic interventions). This study examined behavioral changes in preschool-aged children with autism spectrum disorders who received low-intensity behavioral interventions (a mean of 5.5?h per week) or non-behavioral eclectic interventions delivered in community settings in Japan across a 1-year period and compared outcomes between the groups. We assessed children’s developmental quotient, adaptive behavior, autism symptom/severity, and maternal stress and depression at baseline and after 1?year. Our results revealed that children receiving interventions in their communities showed improvement in language and social development. Further, the degree of improvement in children receiving low-intensity behavioral interventions was significantly greater than in children receiving non-behavioral eclectic interventions. The improvement was associated with the intensity of total, especially one-to-one interventions. On the other hand, there were no group differences in the degree of improvement in other outcome measures. Our results suggest that some preschool-aged children with autism spectrum disorder may benefit from low-intensity behavioral interventions for their language and social development. A greater intensity of one-to-one interventions was found to be associated with greater progress in language development and communication skills. The current study highlights the importance of implementing early interventions in the community, even at a low intensity. En ligne : https://doi.org/10.1016/j.rasd.2020.101556 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=429

Sensorimotor skills in autism spectrum disorder: A meta-analysis / Sarah-Maude COLL in Research in Autism Spectrum Disorders, 76 (August 2020)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 76 (August 2020) . - p.101570 Titre : Sensorimotor skills in autism spectrum disorder: A meta-analysis Type de document : Texte imprimé et/ou numérique Auteurs : Sarah-Maude COLL, Auteur ; Nicholas E. V. FOSTER, Auteur ; Alexa MEILLEUR, Auteur ; Simona M. BRAMBATI, Auteur ; Krista L. HYDE, Auteur Article en page(s) : p.101570 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Sensorimotor skills  Motor coordination  Motor impairments Index. décimale : PER Périodiques Résumé : Background Sensorimotor skills are often reported as atypical in individuals with autism spectrum disorder (ASD). Little is known about how sensorimotor skills in ASD may vary across development and with symptom severity. The main objective of this study was to conduct a comprehensive quantitative meta-analysis of sensorimotor skills in ASD. The specific aims were: to assess impairment of gross and fine sensorimotor skills in ASD, to examine the effect of age on sensorimotor skills in ASD and to examine the relationship between sensorimotor skills and ASD symptom severity. Method An exhaustive search was conducted in Psycnet, PubMed, Web of Science and Cochrane Database to identify studies in ASD from 1980 to 2018 that involved quantitative evaluations of motor coordination, motor impairments, arm movement, gait, postural stability, visuomotor or auditory motor integration. A total of 139 studies were included and this represent 3436 individuals with ASD. Results Results strongly support the presence of deficits in overall sensorimotor abilities in ASD (Hedges’ g?=?1.22, p? En ligne : https://doi.org/10.1016/j.rasd.2020.101570 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=429 [article] Sensorimotor skills in autism spectrum disorder: A meta-analysis [Texte imprimé et/ou numérique] / Sarah-Maude COLL, Auteur ; Nicholas E. V. FOSTER, Auteur ; Alexa MEILLEUR, Auteur ; Simona M. BRAMBATI, Auteur ; Krista L. HYDE, Auteur . - p.101570. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 76 (August 2020) . - p.101570 Mots-clés : Autism spectrum disorder  Sensorimotor skills  Motor coordination  Motor impairments Index. décimale : PER Périodiques Résumé : Background Sensorimotor skills are often reported as atypical in individuals with autism spectrum disorder (ASD). Little is known about how sensorimotor skills in ASD may vary across development and with symptom severity. The main objective of this study was to conduct a comprehensive quantitative meta-analysis of sensorimotor skills in ASD. The specific aims were: to assess impairment of gross and fine sensorimotor skills in ASD, to examine the effect of age on sensorimotor skills in ASD and to examine the relationship between sensorimotor skills and ASD symptom severity. Method An exhaustive search was conducted in Psycnet, PubMed, Web of Science and Cochrane Database to identify studies in ASD from 1980 to 2018 that involved quantitative evaluations of motor coordination, motor impairments, arm movement, gait, postural stability, visuomotor or auditory motor integration. A total of 139 studies were included and this represent 3436 individuals with ASD. Results Results strongly support the presence of deficits in overall sensorimotor abilities in ASD (Hedges’ g?=?1.22, p? En ligne : https://doi.org/10.1016/j.rasd.2020.101570 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=429

Sources and impact of occupational demands for autistic employees / Susan M. HAYWARD in Research in Autism Spectrum Disorders, 76 (August 2020)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 76 (August 2020) . - p.101571 Titre : Sources and impact of occupational demands for autistic employees Type de document : Texte imprimé et/ou numérique Auteurs : Susan M. HAYWARD, Auteur ; Keith R. MCVILLY, Auteur ; Mark A. STOKES, Auteur Article en page(s) : p.101571 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Barrier  Conservation of resources theory  Coping  Employment  Job demands resources model  Stress  Work Index. décimale : PER Périodiques Résumé : Background Occupational demands are well documented for the general population. Social relationships are one such demand, according to job demands-resources theory. When demands exceed an individual’s available resources, stress results; in turn impacting well-being. Little research has investigated the potential differences between social demands, the impact of demands and relationships that buffer these comparing autistic and non-autistic (i.e., neuro-typical; NT) individuals. Method Using an online survey, the present exploratory study gathered 140 responses. Thematic analysis was applied. Results Different facets of social relationships were described by autistic (n = 81) and NT individuals (n = 31) as an occupational demand. Together, demands appear to have a greater impact on well-being for autistic, compared to NT, employees. To buffer demands, both autistic and NT individuals expressed relationships with management as important. Yet, autistic employees favoured non-organisational supports, compared to NT individuals who favoured collegial support. Conclusions By understanding individual needs and providing flexible work practices, supportive management processes can assist autistic individuals in managing workplace demands, particularly improving social interactions in the work environment. Employers might also consider adapting job roles and organisational diversity policies to better suit individual needs. As well, providing additional external supports, e.g., via employee assistance programs. En ligne : https://doi.org/10.1016/j.rasd.2020.101571 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=429 [article] Sources and impact of occupational demands for autistic employees [Texte imprimé et/ou numérique] / Susan M. HAYWARD, Auteur ; Keith R. MCVILLY, Auteur ; Mark A. STOKES, Auteur . - p.101571. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 76 (August 2020) . - p.101571 Mots-clés : Autism spectrum disorder  Barrier  Conservation of resources theory  Coping  Employment  Job demands resources model  Stress  Work Index. décimale : PER Périodiques Résumé : Background Occupational demands are well documented for the general population. Social relationships are one such demand, according to job demands-resources theory. When demands exceed an individual’s available resources, stress results; in turn impacting well-being. Little research has investigated the potential differences between social demands, the impact of demands and relationships that buffer these comparing autistic and non-autistic (i.e., neuro-typical; NT) individuals. Method Using an online survey, the present exploratory study gathered 140 responses. Thematic analysis was applied. Results Different facets of social relationships were described by autistic (n = 81) and NT individuals (n = 31) as an occupational demand. Together, demands appear to have a greater impact on well-being for autistic, compared to NT, employees. To buffer demands, both autistic and NT individuals expressed relationships with management as important. Yet, autistic employees favoured non-organisational supports, compared to NT individuals who favoured collegial support. Conclusions By understanding individual needs and providing flexible work practices, supportive management processes can assist autistic individuals in managing workplace demands, particularly improving social interactions in the work environment. Employers might also consider adapting job roles and organisational diversity policies to better suit individual needs. As well, providing additional external supports, e.g., via employee assistance programs. En ligne : https://doi.org/10.1016/j.rasd.2020.101571 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=429

Brief report: Caregiver perceptions of autism practices / Veronica P. FLEURY in Research in Autism Spectrum Disorders, 76 (August 2020)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 76 (August 2020) . - p.101583 Titre : Brief report: Caregiver perceptions of autism practices Type de document : Texte imprimé et/ou numérique Auteurs : Veronica P. FLEURY, Auteur ; Pang CHAXIONG, Auteur Article en page(s) : p.101583 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Evidence-based practices  Unsubstantiated practices  Caregiver  Survey Index. décimale : PER Périodiques Résumé : Background Unsubstantiated practices continue to be viewed as viable options by caregivers, despite the existence of evidence-based practices. The purpose of this study was to better understand factors that influence caregivers’ acceptance of various practices for their children with autism spectrum disorder (ASD). Methods Primary aims were addressed using survey methodology. Caregivers of children with ASD (N?=?75) read texts describing eight practices for intervening or treating aspects of ASD: four evidence-based practices (EBP) and four unsubstantiated practices. The text presentation was based on a 2?×?2 within-subjects factorial design with practice status (EBP or unsubstantiated) and source credibility (credible or non-credible) as the independent variables. For each text, caregivers reported on their familiarity with the practice and the extent to which they approve of the practice described. Results Caregivers were more familiar with unsubstantiated practices than with EBPs but reported higher approval of EBPs. The main effect of source credibility on caregiver approval ratings was not significant. A significant interaction was observed between practice status and source credibility. Caregivers were more likely to approve of unsubstantiated practices endorsed by credible sources and, similarly, of EBPs endorsed by non-credible sources. Conclusion Understanding how caregivers perceive of ASD practices is the first step in developing trainings aimed at teaching them to be savvy consumers of autism information. These are preliminary findings based on a probabilistic sample. Readers are cautioned about applying these findings to the broader caregiver population. Future research directions are discussed. En ligne : https://doi.org/10.1016/j.rasd.2020.101583 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=429 [article] Brief report: Caregiver perceptions of autism practices [Texte imprimé et/ou numérique] / Veronica P. FLEURY, Auteur ; Pang CHAXIONG, Auteur . - p.101583. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 76 (August 2020) . - p.101583 Mots-clés : Autism spectrum disorder  Evidence-based practices  Unsubstantiated practices  Caregiver  Survey Index. décimale : PER Périodiques Résumé : Background Unsubstantiated practices continue to be viewed as viable options by caregivers, despite the existence of evidence-based practices. The purpose of this study was to better understand factors that influence caregivers’ acceptance of various practices for their children with autism spectrum disorder (ASD). Methods Primary aims were addressed using survey methodology. Caregivers of children with ASD (N?=?75) read texts describing eight practices for intervening or treating aspects of ASD: four evidence-based practices (EBP) and four unsubstantiated practices. The text presentation was based on a 2?×?2 within-subjects factorial design with practice status (EBP or unsubstantiated) and source credibility (credible or non-credible) as the independent variables. For each text, caregivers reported on their familiarity with the practice and the extent to which they approve of the practice described. Results Caregivers were more familiar with unsubstantiated practices than with EBPs but reported higher approval of EBPs. The main effect of source credibility on caregiver approval ratings was not significant. A significant interaction was observed between practice status and source credibility. Caregivers were more likely to approve of unsubstantiated practices endorsed by credible sources and, similarly, of EBPs endorsed by non-credible sources. Conclusion Understanding how caregivers perceive of ASD practices is the first step in developing trainings aimed at teaching them to be savvy consumers of autism information. These are preliminary findings based on a probabilistic sample. Readers are cautioned about applying these findings to the broader caregiver population. Future research directions are discussed. En ligne : https://doi.org/10.1016/j.rasd.2020.101583 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=429

A systematic review of the effectiveness and efficacy of clinician-led psychological interventions for parents of children with ASD / Kieron MERRIMAN in Research in Autism Spectrum Disorders, 76 (August 2020)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 76 (August 2020) . - p.101584 Titre : A systematic review of the effectiveness and efficacy of clinician-led psychological interventions for parents of children with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Kieron MERRIMAN, Auteur ; Tom BURKE, Auteur ; Gary O’REILLY, Auteur Article en page(s) : p.101584 Langues : Anglais (eng) Mots-clés : Parent  Mother  Father  ASD  Autism  Intervention  Targeted  Focused  Specific  Systemic  Clinician-led  Psychoeducation  Therapy  Therapeutic Index. décimale : PER Périodiques Résumé : In families with a child with an Autistic Spectrum Disorder (ASD) much is known about the usefulness of parent training interventions focusing on children’s behaviour, social or linguistic development. In contrast clinician led parent targeted interventions focusing on positive parental outcomes such as mental health and psychological well-being are often over-looked. This review systematically considered outcomes in relation to parent-targeted clinician led interventions to support parents’ mental health and well-being. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines were followed. Selected articles focused on parent-targeted interventions with a therapeutic and psychoeducational approach delivered directly to one or both parent carers of a child with ASD. Of the 1756 articles screened eight studies were included with 307 participants. Parent focused interventions based on Mindfulness, Cognitive Behaviour Therapy, Acceptance and Commitment Therapy, and Non-Directive Counselling approaches were identified. Participating in clinician-led group interventions introducing stress management strategies, biofeedback, mindfulness, acceptance, and problem-solving skills had a positive effect on parents’ mental health and well-being. Participating in groups with a parent focused therapy and psychoeducation component improves parents’ well-being and quality of life and suggests a fruitful avenue for future clinical practice and research that may ultimately broadly benefit all family members. En ligne : https://doi.org/10.1016/j.rasd.2020.101584 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=429 [article] A systematic review of the effectiveness and efficacy of clinician-led psychological interventions for parents of children with ASD [Texte imprimé et/ou numérique] / Kieron MERRIMAN, Auteur ; Tom BURKE, Auteur ; Gary O’REILLY, Auteur . - p.101584. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 76 (August 2020) . - p.101584 Mots-clés : Parent  Mother  Father  ASD  Autism  Intervention  Targeted  Focused  Specific  Systemic  Clinician-led  Psychoeducation  Therapy  Therapeutic Index. décimale : PER Périodiques Résumé : In families with a child with an Autistic Spectrum Disorder (ASD) much is known about the usefulness of parent training interventions focusing on children’s behaviour, social or linguistic development. In contrast clinician led parent targeted interventions focusing on positive parental outcomes such as mental health and psychological well-being are often over-looked. This review systematically considered outcomes in relation to parent-targeted clinician led interventions to support parents’ mental health and well-being. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines were followed. Selected articles focused on parent-targeted interventions with a therapeutic and psychoeducational approach delivered directly to one or both parent carers of a child with ASD. Of the 1756 articles screened eight studies were included with 307 participants. Parent focused interventions based on Mindfulness, Cognitive Behaviour Therapy, Acceptance and Commitment Therapy, and Non-Directive Counselling approaches were identified. Participating in clinician-led group interventions introducing stress management strategies, biofeedback, mindfulness, acceptance, and problem-solving skills had a positive effect on parents’ mental health and well-being. Participating in groups with a parent focused therapy and psychoeducation component improves parents’ well-being and quality of life and suggests a fruitful avenue for future clinical practice and research that may ultimately broadly benefit all family members. En ligne : https://doi.org/10.1016/j.rasd.2020.101584 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=429

Glocalizing project ImPACT: Feasibility, acceptability and preliminary outcomes of a parent-mediated social communication intervention for autism adapted to the Indian context / Koyeli SENGUPTA in Research in Autism Spectrum Disorders, 76 (August 2020)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 76 (August 2020) . - p.101585 Titre : Glocalizing project ImPACT: Feasibility, acceptability and preliminary outcomes of a parent-mediated social communication intervention for autism adapted to the Indian context Type de document : Texte imprimé et/ou numérique Auteurs : Koyeli SENGUPTA, Auteur ; Sanchita MAHADIK, Auteur ; Gopika KAPOOR, Auteur Article en page(s) : p.101585 Langues : Anglais (eng) Mots-clés : Autism  Parent-mediated intervention  Cultural adaptation  Feasibility  Project ImPACT  LMIC Index. décimale : PER Périodiques Résumé : Background Parent mediated intervention programs for children with Autism Spectrum Disorders (ASD) assume great importance in resource-poor communities in Low and Middle-Income Countries. However, very few evidence-based, manualized, and replicable programs have been documented in such settings. Methods Project ImPACT (Ingersoll & Dvortcsak, 2010)- a parent-mediated Naturalistic Developmental Behavioral Intervention (NDBI) for young children with ASD shown to improve social communication, engagement and play was adapted and subsequently implemented at a child development center in an urban setting in India to meet the needs of the community. A quasi-experimental pre-post study design was utilized, with questionnaires about family satisfaction, parent-perceived social-communication skills of children, and parental stress used to gather information. Video-recordings of parent-child interaction were coded to assess parent fidelity. Caregivers of 57 children enrolled in the Intervention, with complete data for feasibility and acceptability of the intervention as well as parent-perceived outcomes available for 39 (n?=?39). Results Results showed that urban Indian parents found the intervention feasible and acceptable, were able to demonstrate the strategies taught and perceived improvement in their children’s social communication skills. In addition, parent stress levels decreased after completion of the intervention. Conclusion Findings suggest that brief parent-mediated intervention interventions like Project ImPACT can be successfully implemented in low-resource, culturally diverse settings, thereby opening avenues for replication and expansion of much-needed services in this region. En ligne : https://doi.org/10.1016/j.rasd.2020.101585 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=429 [article] Glocalizing project ImPACT: Feasibility, acceptability and preliminary outcomes of a parent-mediated social communication intervention for autism adapted to the Indian context [Texte imprimé et/ou numérique] / Koyeli SENGUPTA, Auteur ; Sanchita MAHADIK, Auteur ; Gopika KAPOOR, Auteur . - p.101585. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 76 (August 2020) . - p.101585 Mots-clés : Autism  Parent-mediated intervention  Cultural adaptation  Feasibility  Project ImPACT  LMIC Index. décimale : PER Périodiques Résumé : Background Parent mediated intervention programs for children with Autism Spectrum Disorders (ASD) assume great importance in resource-poor communities in Low and Middle-Income Countries. However, very few evidence-based, manualized, and replicable programs have been documented in such settings. Methods Project ImPACT (Ingersoll & Dvortcsak, 2010)- a parent-mediated Naturalistic Developmental Behavioral Intervention (NDBI) for young children with ASD shown to improve social communication, engagement and play was adapted and subsequently implemented at a child development center in an urban setting in India to meet the needs of the community. A quasi-experimental pre-post study design was utilized, with questionnaires about family satisfaction, parent-perceived social-communication skills of children, and parental stress used to gather information. Video-recordings of parent-child interaction were coded to assess parent fidelity. Caregivers of 57 children enrolled in the Intervention, with complete data for feasibility and acceptability of the intervention as well as parent-perceived outcomes available for 39 (n?=?39). Results Results showed that urban Indian parents found the intervention feasible and acceptable, were able to demonstrate the strategies taught and perceived improvement in their children’s social communication skills. In addition, parent stress levels decreased after completion of the intervention. Conclusion Findings suggest that brief parent-mediated intervention interventions like Project ImPACT can be successfully implemented in low-resource, culturally diverse settings, thereby opening avenues for replication and expansion of much-needed services in this region. En ligne : https://doi.org/10.1016/j.rasd.2020.101585 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=429

Synthesizing classroom intervention effects for autistic students: Commentary on Watkins et al., 2019 / Kristen BOTTEMA-BEUTEL in Research in Autism Spectrum Disorders, 76 (August 2020)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 76 (August 2020) . - p.101586 Titre : Synthesizing classroom intervention effects for autistic students: Commentary on Watkins et al., 2019 Type de document : Texte imprimé et/ou numérique Auteurs : Kristen BOTTEMA-BEUTEL, Auteur ; Shannon CROWLEY, Auteur Article en page(s) : p.101586 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : https://doi.org/10.1016/j.rasd.2020.101586 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=429 [article] Synthesizing classroom intervention effects for autistic students: Commentary on Watkins et al., 2019 [Texte imprimé et/ou numérique] / Kristen BOTTEMA-BEUTEL, Auteur ; Shannon CROWLEY, Auteur . - p.101586. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 76 (August 2020) . - p.101586 Index. décimale : PER Périodiques En ligne : https://doi.org/10.1016/j.rasd.2020.101586 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=429

Association of polychlorinated biphenyls and organochlorine pesticides with autism spectrum disorder in Jamaican children / MacKinsey A. BACH in Research in Autism Spectrum Disorders, 76 (August 2020)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 76 (August 2020) . - p.101587 Titre : Association of polychlorinated biphenyls and organochlorine pesticides with autism spectrum disorder in Jamaican children Type de document : Texte imprimé et/ou numérique Auteurs : MacKinsey A. BACH, Auteur ; Maureen SAMMS-VAUGHAN, Auteur ; Manouchehr HESSABI, Auteur ; Jan BRESSLER, Auteur ; MinJae LEE, Auteur ; Jing ZHANG, Auteur ; Sydonnie SHAKESPEARE-PELLINGTON, Auteur ; Megan L. GROVE, Auteur ; Katherine A. LOVELAND, Auteur ; Mohammad H. RAHBAR, Auteur Article en page(s) : p.101587 Langues : Anglais (eng) Mots-clés : Polychlorinated biphenyls (PCBs)  Organochlorine (OC) pesticides  Autism spectrum disorder (ASD)  Glutathione S-transferase (GST) genes  Interaction  Jamaica Index. décimale : PER Périodiques Résumé : Background Polychlorinated biphenyls (PCBs) and organochlorine (OC) pesticides are suspected to play a role in autism spectrum disorder (ASD). Objectives To investigate associations of PCBs and OC pesticides with ASD in Jamaican children and explore possible interaction between PCBs or OC pesticides with glutathione S-transferase (GST) genes (GSTT1, GSTM1, GSTP1) in relation to ASD. Methods Participants included n?=?169 age- and sex-matched case-control pairs of Jamaican children 2?8?years old. Socioeconomic status and food frequency data were self-reported by the parents/guardians. Blood from each participant was analyzed for 100 PCB congeners and 17 OC pesticides and genotyped for three GST genes. PCBs and OC pesticides concentrations below the limit of detection (LoD) were replaced with (LoD/?2). We used conditional logistic regression (CLR) models to assess associations of PCBs and OC pesticides with ASD, individually or interactively with GST genes (GSTT1, GSTM1, GSTP1). Results We found inverse associations of PCB-153 [adjusted MOR (95 % CI)?=?0.44 (0.23, 0.86)] and PCB-180 [adjusted MOR (95 % CI)?=?0.52 (0.28, 0.95)] with ASD. When adjusted for covariates in a CLR the interaction between GSTM1 and PCB-153 became significant (P? En ligne : https://doi.org/10.1016/j.rasd.2020.101587 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=429 [article] Association of polychlorinated biphenyls and organochlorine pesticides with autism spectrum disorder in Jamaican children [Texte imprimé et/ou numérique] / MacKinsey A. BACH, Auteur ; Maureen SAMMS-VAUGHAN, Auteur ; Manouchehr HESSABI, Auteur ; Jan BRESSLER, Auteur ; MinJae LEE, Auteur ; Jing ZHANG, Auteur ; Sydonnie SHAKESPEARE-PELLINGTON, Auteur ; Megan L. GROVE, Auteur ; Katherine A. LOVELAND, Auteur ; Mohammad H. RAHBAR, Auteur . - p.101587. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 76 (August 2020) . - p.101587 Mots-clés : Polychlorinated biphenyls (PCBs)  Organochlorine (OC) pesticides  Autism spectrum disorder (ASD)  Glutathione S-transferase (GST) genes  Interaction  Jamaica Index. décimale : PER Périodiques Résumé : Background Polychlorinated biphenyls (PCBs) and organochlorine (OC) pesticides are suspected to play a role in autism spectrum disorder (ASD). Objectives To investigate associations of PCBs and OC pesticides with ASD in Jamaican children and explore possible interaction between PCBs or OC pesticides with glutathione S-transferase (GST) genes (GSTT1, GSTM1, GSTP1) in relation to ASD. Methods Participants included n?=?169 age- and sex-matched case-control pairs of Jamaican children 2?8?years old. Socioeconomic status and food frequency data were self-reported by the parents/guardians. Blood from each participant was analyzed for 100 PCB congeners and 17 OC pesticides and genotyped for three GST genes. PCBs and OC pesticides concentrations below the limit of detection (LoD) were replaced with (LoD/?2). We used conditional logistic regression (CLR) models to assess associations of PCBs and OC pesticides with ASD, individually or interactively with GST genes (GSTT1, GSTM1, GSTP1). Results We found inverse associations of PCB-153 [adjusted MOR (95 % CI)?=?0.44 (0.23, 0.86)] and PCB-180 [adjusted MOR (95 % CI)?=?0.52 (0.28, 0.95)] with ASD. When adjusted for covariates in a CLR the interaction between GSTM1 and PCB-153 became significant (P? En ligne : https://doi.org/10.1016/j.rasd.2020.101587 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=429

Metaphor comprehension in children with and without autism spectrum disorder / Gemma PASTOR-CEREZUELA in Research in Autism Spectrum Disorders, 76 (August 2020)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 76 (August 2020) . - p.101588 Titre : Metaphor comprehension in children with and without autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Gemma PASTOR-CEREZUELA, Auteur ; Maria-Inmaculada FERNANDEZ-ANDRES, Auteur ; Juan Carlos TORDERA-YLLESCAS, Auteur ; Francisco GONZALEZ-SALA, Auteur Article en page(s) : p.101588 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Figurative language comprehension  Metaphor comprehension  Novel and conventional metaphors Index. décimale : PER Périodiques Résumé : Metaphor comprehension was studied in three groups of children from 6 to 12 years old: a group with autism spectrum disorder with level 2 severity (ASD, n = 22) and two comparison groups with typical development: one matched with the ASD group on chronological age (TCD group, n = 22) and the other matched on linguistic age (TLD group, n = 22). The TCD group performed better than the TLD group, which performed better than the ASD group, on the comprehension of both conventional and novel metaphors, with better performance found on conventional metaphors than on novel ones. We suggest that both linguistic and extralinguistic competencies (usually limited in level 2 ASD) would be necessary for understanding metaphors, which would be facilitated by their frequency and familiarity. En ligne : https://doi.org/10.1016/j.rasd.2020.101588 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=429 [article] Metaphor comprehension in children with and without autism spectrum disorder [Texte imprimé et/ou numérique] / Gemma PASTOR-CEREZUELA, Auteur ; Maria-Inmaculada FERNANDEZ-ANDRES, Auteur ; Juan Carlos TORDERA-YLLESCAS, Auteur ; Francisco GONZALEZ-SALA, Auteur . - p.101588. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 76 (August 2020) . - p.101588 Mots-clés : Autism spectrum disorder  Figurative language comprehension  Metaphor comprehension  Novel and conventional metaphors Index. décimale : PER Périodiques Résumé : Metaphor comprehension was studied in three groups of children from 6 to 12 years old: a group with autism spectrum disorder with level 2 severity (ASD, n = 22) and two comparison groups with typical development: one matched with the ASD group on chronological age (TCD group, n = 22) and the other matched on linguistic age (TLD group, n = 22). The TCD group performed better than the TLD group, which performed better than the ASD group, on the comprehension of both conventional and novel metaphors, with better performance found on conventional metaphors than on novel ones. We suggest that both linguistic and extralinguistic competencies (usually limited in level 2 ASD) would be necessary for understanding metaphors, which would be facilitated by their frequency and familiarity. En ligne : https://doi.org/10.1016/j.rasd.2020.101588 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=429

Child behaviour problems moderate effectiveness of coping strategies except for reframing for mothers of children with ASD / Phil REED in Research in Autism Spectrum Disorders, 76 (August 2020)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 76 (August 2020) . - p.101589 Titre : Child behaviour problems moderate effectiveness of coping strategies except for reframing for mothers of children with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Phil REED, Auteur Article en page(s) : p.101589 Langues : Anglais (eng) Mots-clés : Coping strategies  Parenting stress  Child behaviour problems  Moderation  ASD Index. décimale : PER Périodiques Résumé : The current study examined the relationship between coping strategies and parenting stress, and explored whether child behaviour problems moderated any relationships. 311 mothers of children with Autism Spectrum Disorder (ASD), whose child had been diagnosed within the last three years, completed a set of questionnaires relating to coping strategies, parenting stress, their child’s behaviour problems, and their child’s autism severity. Use of reframing, passive appraisal, and seeking social support, coping strategies were all associated with lower parenting stress. There was no effect of seeking spiritual support, or mobilising the family to acquire or accept help. In addition, it was found that the severity of the child behaviour problems (itself associated with parenting stress) served to moderate the effectiveness of passive reappraisal and seeking social support. However, reframing was more successful in reducing parenting stress when the child behaviour problems were not severe. En ligne : https://doi.org/10.1016/j.rasd.2020.101589 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=429 [article] Child behaviour problems moderate effectiveness of coping strategies except for reframing for mothers of children with ASD [Texte imprimé et/ou numérique] / Phil REED, Auteur . - p.101589. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 76 (August 2020) . - p.101589 Mots-clés : Coping strategies  Parenting stress  Child behaviour problems  Moderation  ASD Index. décimale : PER Périodiques Résumé : The current study examined the relationship between coping strategies and parenting stress, and explored whether child behaviour problems moderated any relationships. 311 mothers of children with Autism Spectrum Disorder (ASD), whose child had been diagnosed within the last three years, completed a set of questionnaires relating to coping strategies, parenting stress, their child’s behaviour problems, and their child’s autism severity. Use of reframing, passive appraisal, and seeking social support, coping strategies were all associated with lower parenting stress. There was no effect of seeking spiritual support, or mobilising the family to acquire or accept help. In addition, it was found that the severity of the child behaviour problems (itself associated with parenting stress) served to moderate the effectiveness of passive reappraisal and seeking social support. However, reframing was more successful in reducing parenting stress when the child behaviour problems were not severe. En ligne : https://doi.org/10.1016/j.rasd.2020.101589 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=429

Task engagement during narrative writing in school-age children with autism spectrum disorder compared to peers with and without attentional difficulties / Matthew ZAJIC in Research in Autism Spectrum Disorders, 76 (August 2020)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 76 (August 2020) . - p.101590 Titre : Task engagement during narrative writing in school-age children with autism spectrum disorder compared to peers with and without attentional difficulties Type de document : Texte imprimé et/ou numérique Auteurs : Matthew ZAJIC, Auteur ; Emily Jane SOLARI, Auteur ; Nancy Susan MCINTYRE, Auteur ; Lindsay LERRO, Auteur ; Peter C. MUNDY, Auteur Article en page(s) : p.101590 Langues : Anglais (eng) Mots-clés : Attention-deficit/hyperactivity disorder  Autism spectrum disorder  Education  School-age  Task engagement  Written expression Index. décimale : PER Périodiques Résumé : Background Children with autism spectrum disorder (ASD) demonstrate highly variable writing skills. Few studies have examined if engagement during writing assessments may differ for children with ASD and if task engagement is related to their writing assessment performance. This study examined narrative writing and broad task engagement in children with ASD compared to peers with attention-deficit/hyperactivity disorder (ADHD) and typically developing (TD) peers. Method Sixty children with ASD, 32 children with ADHD, and 29 TD children completed assessments of cognitive skills, symptom severity, and spontaneous narrative writing. Time spent engaged during writing was assessed during the spontaneous narrative writing task. Results The ASD group performed lowest on text organization and quality scores as well as word production scores while also spending the least time engaged with the writing task. Time spent engaged was most strongly associated with narrative writing scores in the ASD group and explained unique variance in text organization and quality scores and word production scores after controlling for related age, cognitive skills, and symptom severity variables. The ADHD group showed similar associations between time spent engaged and word production scores, and time spent engaged explained unique variance in word production scores. Conclusions Time spent engaged completing the writing task appeared lowest for the ASD group and may suggest writing task engagement to be a more prominent difficulty area for children with ASD compared to peers with ADHD and TD peers. Implications for better understanding and supporting the writing skills of children with ASD are discussed. En ligne : https://doi.org/10.1016/j.rasd.2020.101590 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=429 [article] Task engagement during narrative writing in school-age children with autism spectrum disorder compared to peers with and without attentional difficulties [Texte imprimé et/ou numérique] / Matthew ZAJIC, Auteur ; Emily Jane SOLARI, Auteur ; Nancy Susan MCINTYRE, Auteur ; Lindsay LERRO, Auteur ; Peter C. MUNDY, Auteur . - p.101590. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 76 (August 2020) . - p.101590 Mots-clés : Attention-deficit/hyperactivity disorder  Autism spectrum disorder  Education  School-age  Task engagement  Written expression Index. décimale : PER Périodiques Résumé : Background Children with autism spectrum disorder (ASD) demonstrate highly variable writing skills. Few studies have examined if engagement during writing assessments may differ for children with ASD and if task engagement is related to their writing assessment performance. This study examined narrative writing and broad task engagement in children with ASD compared to peers with attention-deficit/hyperactivity disorder (ADHD) and typically developing (TD) peers. Method Sixty children with ASD, 32 children with ADHD, and 29 TD children completed assessments of cognitive skills, symptom severity, and spontaneous narrative writing. Time spent engaged during writing was assessed during the spontaneous narrative writing task. Results The ASD group performed lowest on text organization and quality scores as well as word production scores while also spending the least time engaged with the writing task. Time spent engaged was most strongly associated with narrative writing scores in the ASD group and explained unique variance in text organization and quality scores and word production scores after controlling for related age, cognitive skills, and symptom severity variables. The ADHD group showed similar associations between time spent engaged and word production scores, and time spent engaged explained unique variance in word production scores. Conclusions Time spent engaged completing the writing task appeared lowest for the ASD group and may suggest writing task engagement to be a more prominent difficulty area for children with ASD compared to peers with ADHD and TD peers. Implications for better understanding and supporting the writing skills of children with ASD are discussed. En ligne : https://doi.org/10.1016/j.rasd.2020.101590 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=429

Self-reported emotion regulation in children with autism spectrum disorder, without intellectual disability / Talia BURTON in Research in Autism Spectrum Disorders, 76 (August 2020)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 76 (August 2020) . - p.101599 Titre : Self-reported emotion regulation in children with autism spectrum disorder, without intellectual disability Type de document : Texte imprimé et/ou numérique Auteurs : Talia BURTON, Auteur ; Belinda RATCLIFFE, Auteur ; James COLLISON, Auteur ; David DOSSETOR, Auteur ; Michelle WONG, Auteur Article en page(s) : p.101599 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Emotion regulation  Social skills  Mental health  Autism severity Index. décimale : PER Périodiques Résumé : Background Emotion regulation (ER) may be a critical underlying factor contributing to mental health disorders in children with Autism Spectrum Disorder (ASD). Scant literature has utilised self-reported ER in children with ASD and explored the association between mental health and social skills. This study explored the association between self-reported ER skills, and parent/teacher proxy reports of ER, social skills, autism severity and mental health. Method The pre-existing data set included a community sample of 217 students aged seven to 13-years (Mage?=?9.51, SD?=?1.26; 195 Male, 22 Female) with ASD. The study employed a correlational design, whereby existing variables were explored as they occurred naturally (Hills, 2011). Children self-rated ER, while parents and teachers rated ER, social skills, and mental health difficulties via standardised questionnaires. Results Multiple regression analyses were conducted separately for parent and teacher reports. The linear combination of parent-reported emotion regulation, social skills, autism severity, and child-reported ER accounted for 46.5 % of the variance, compared to 58.7 % for the teacher-report analysis. Social skills appeared to be a stronger predictor of mental difficulties than emotional regulation irrespective of source. Conclusions The current study suggests self-reported ER to be a significant contributor to mental health when in isolation. However, in the context of social skills and autism severity, ER is no longer a significant contributor in a child and adolescent community sample, in determining mental health. This suggests, that for children aged seven to 13-years with ASD, without ID, to reduce mental health difficulties, social skills may be the focus of intervention, with some focus on ER ability. En ligne : https://doi.org/10.1016/j.rasd.2020.101599 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=429 [article] Self-reported emotion regulation in children with autism spectrum disorder, without intellectual disability [Texte imprimé et/ou numérique] / Talia BURTON, Auteur ; Belinda RATCLIFFE, Auteur ; James COLLISON, Auteur ; David DOSSETOR, Auteur ; Michelle WONG, Auteur . - p.101599. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 76 (August 2020) . - p.101599 Mots-clés : Autism spectrum disorder  Emotion regulation  Social skills  Mental health  Autism severity Index. décimale : PER Périodiques Résumé : Background Emotion regulation (ER) may be a critical underlying factor contributing to mental health disorders in children with Autism Spectrum Disorder (ASD). Scant literature has utilised self-reported ER in children with ASD and explored the association between mental health and social skills. This study explored the association between self-reported ER skills, and parent/teacher proxy reports of ER, social skills, autism severity and mental health. Method The pre-existing data set included a community sample of 217 students aged seven to 13-years (Mage?=?9.51, SD?=?1.26; 195 Male, 22 Female) with ASD. The study employed a correlational design, whereby existing variables were explored as they occurred naturally (Hills, 2011). Children self-rated ER, while parents and teachers rated ER, social skills, and mental health difficulties via standardised questionnaires. Results Multiple regression analyses were conducted separately for parent and teacher reports. The linear combination of parent-reported emotion regulation, social skills, autism severity, and child-reported ER accounted for 46.5 % of the variance, compared to 58.7 % for the teacher-report analysis. Social skills appeared to be a stronger predictor of mental difficulties than emotional regulation irrespective of source. Conclusions The current study suggests self-reported ER to be a significant contributor to mental health when in isolation. However, in the context of social skills and autism severity, ER is no longer a significant contributor in a child and adolescent community sample, in determining mental health. This suggests, that for children aged seven to 13-years with ASD, without ID, to reduce mental health difficulties, social skills may be the focus of intervention, with some focus on ER ability. En ligne : https://doi.org/10.1016/j.rasd.2020.101599 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=429

Cognitive emotion regulation strategies, anxiety, and depression in mothers of children with or without neurodevelopmental disorders / Ahmed M. MEGREYA in Research in Autism Spectrum Disorders, 76 (August 2020)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 76 (August 2020) . - p.101600 Titre : Cognitive emotion regulation strategies, anxiety, and depression in mothers of children with or without neurodevelopmental disorders Type de document : Texte imprimé et/ou numérique Auteurs : Ahmed M. MEGREYA, Auteur ; Asma A. AL-ATTIYAH, Auteur ; Ahmed A. MOUSTAFA, Auteur ; Elsayed E. A. HASSANEIN, Auteur Article en page(s) : p.101600 Langues : Anglais (eng) Mots-clés : Cognitive emotion regulation strategies  Anxiety  Depression  Maternity  Children with autism spectrum disorder  Children with intellectual disability Index. décimale : PER Périodiques Résumé : Background A large number of studies have examined psychological distress and emotion regulation (ER) in parents of children with Autism Spectrum Disorder (ASD). However, no study has previously examined “purely” cognitive ER strategies in parents of children with ASD compared to parents of children with other disabilities. Method The Cognitive Emotion Regulation Questionnaire (CERQ) along with anxiety and depression sub-scales of the Personality Inventory for DSM-5 (PID-5) were administered online to three groups of mothers (N?=?90) of children with either ASD or intellectual disability (ID) as well as mothers of typically developed (TD) children. Results Mothers of children with ASD experienced higher levels of anxiety and depression and reported less use of positive reappraisal, positive refocusing, and refocus on planning than mothers of TD children. In addition, mothers of children with ASD had a higher level of anxiety (but not depression) and a lower use of positive reappraisal than mothers of children with ID. Other CERQ strategies (self-blame, rumination, putting into perspective, catastrophizing, and other-blame) were used equally by all mothers. In addition, the patterns of correlations between cognitive ER strategies and anxiety and depression are generally consistent across the three groups of mothers; but anxiety and depression positively correlated with other-blame only in mothers of children with ASD. Conclusions Cognitive ER strategies correlated with anxiety and depression in mothers of children with ASD. Accordingly, effective intervention for psychological distress in families of children with ASD should aim to incorporate these strategies. En ligne : https://doi.org/10.1016/j.rasd.2020.101600 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=429 [article] Cognitive emotion regulation strategies, anxiety, and depression in mothers of children with or without neurodevelopmental disorders [Texte imprimé et/ou numérique] / Ahmed M. MEGREYA, Auteur ; Asma A. AL-ATTIYAH, Auteur ; Ahmed A. MOUSTAFA, Auteur ; Elsayed E. A. HASSANEIN, Auteur . - p.101600. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 76 (August 2020) . - p.101600 Mots-clés : Cognitive emotion regulation strategies  Anxiety  Depression  Maternity  Children with autism spectrum disorder  Children with intellectual disability Index. décimale : PER Périodiques Résumé : Background A large number of studies have examined psychological distress and emotion regulation (ER) in parents of children with Autism Spectrum Disorder (ASD). However, no study has previously examined “purely” cognitive ER strategies in parents of children with ASD compared to parents of children with other disabilities. Method The Cognitive Emotion Regulation Questionnaire (CERQ) along with anxiety and depression sub-scales of the Personality Inventory for DSM-5 (PID-5) were administered online to three groups of mothers (N?=?90) of children with either ASD or intellectual disability (ID) as well as mothers of typically developed (TD) children. Results Mothers of children with ASD experienced higher levels of anxiety and depression and reported less use of positive reappraisal, positive refocusing, and refocus on planning than mothers of TD children. In addition, mothers of children with ASD had a higher level of anxiety (but not depression) and a lower use of positive reappraisal than mothers of children with ID. Other CERQ strategies (self-blame, rumination, putting into perspective, catastrophizing, and other-blame) were used equally by all mothers. In addition, the patterns of correlations between cognitive ER strategies and anxiety and depression are generally consistent across the three groups of mothers; but anxiety and depression positively correlated with other-blame only in mothers of children with ASD. Conclusions Cognitive ER strategies correlated with anxiety and depression in mothers of children with ASD. Accordingly, effective intervention for psychological distress in families of children with ASD should aim to incorporate these strategies. En ligne : https://doi.org/10.1016/j.rasd.2020.101600 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=429

Exploring profiles of anxiety symptoms in male and female children on the autism spectrum / Kathryn AMBROSE in Research in Autism Spectrum Disorders, 76 (August 2020)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 76 (August 2020) . - p.101601 Titre : Exploring profiles of anxiety symptoms in male and female children on the autism spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Kathryn AMBROSE, Auteur ; Dawn ADAMS, Auteur ; Kate SIMPSON, Auteur ; Deb KEEN, Auteur Article en page(s) : p.101601 Langues : Anglais (eng) Mots-clés : Autism  Anxiety  Children  Parent report  Gender  Mental health Index. décimale : PER Périodiques Résumé : Background It is now recognised that children on the autism spectrum frequently experience co-occurring anxiety. Although a child’s sex is thought to impact the prevalence of anxiety in typically developing children, the relationship between sex and anxiety symptoms has not previously been established in children on the autism spectrum. This study compares the parent-reported anxiety symptoms of male and female children (aged 9–12 years) on the autism spectrum. Method 24 male and 24 female children with a diagnosis of autism spectrum disorder were matched on age, VABS receptive language scores, and SCQ scores. Anxiety was measured using the ASC-ASD-P, a 24-item questionnaire designed to capture typical and atypical signs of anxiety in children on the autism spectrum. A combination of descriptive and inferential analyses was used to compare the total anxiety scores, anxiety subscale scores, and anxiety item scores of males and females. Results No significant differences were found between the total anxiety scores of males and females, or the performance anxiety, separation anxiety, or uncertainty subscale scores. Females had significantly higher anxiety scores on the anxious arousal subscale which was due to significant differences on two individual anxiety items within that subscale. Conclusion Overall, male and female children on the autism spectrum, aged 9–12 years, had similar anxiety scores. The profiles of anxiety in male and female children on the autism spectrum may differ from those reported in typically developing children and warrant further investigation. En ligne : https://doi.org/10.1016/j.rasd.2020.101601 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=429 [article] Exploring profiles of anxiety symptoms in male and female children on the autism spectrum [Texte imprimé et/ou numérique] / Kathryn AMBROSE, Auteur ; Dawn ADAMS, Auteur ; Kate SIMPSON, Auteur ; Deb KEEN, Auteur . - p.101601. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 76 (August 2020) . - p.101601 Mots-clés : Autism  Anxiety  Children  Parent report  Gender  Mental health Index. décimale : PER Périodiques Résumé : Background It is now recognised that children on the autism spectrum frequently experience co-occurring anxiety. Although a child’s sex is thought to impact the prevalence of anxiety in typically developing children, the relationship between sex and anxiety symptoms has not previously been established in children on the autism spectrum. This study compares the parent-reported anxiety symptoms of male and female children (aged 9–12 years) on the autism spectrum. Method 24 male and 24 female children with a diagnosis of autism spectrum disorder were matched on age, VABS receptive language scores, and SCQ scores. Anxiety was measured using the ASC-ASD-P, a 24-item questionnaire designed to capture typical and atypical signs of anxiety in children on the autism spectrum. A combination of descriptive and inferential analyses was used to compare the total anxiety scores, anxiety subscale scores, and anxiety item scores of males and females. Results No significant differences were found between the total anxiety scores of males and females, or the performance anxiety, separation anxiety, or uncertainty subscale scores. Females had significantly higher anxiety scores on the anxious arousal subscale which was due to significant differences on two individual anxiety items within that subscale. Conclusion Overall, male and female children on the autism spectrum, aged 9–12 years, had similar anxiety scores. The profiles of anxiety in male and female children on the autism spectrum may differ from those reported in typically developing children and warrant further investigation. En ligne : https://doi.org/10.1016/j.rasd.2020.101601 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=429

Correlations between temperament and autistic trait measures – Quantitative or qualitative differences between children with and without autism spectrum disorders? / Iwona OMELANCZUK in Research in Autism Spectrum Disorders, 76 (August 2020)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 76 (August 2020) . - p.101602 Titre : Correlations between temperament and autistic trait measures – Quantitative or qualitative differences between children with and without autism spectrum disorders? Type de document : Texte imprimé et/ou numérique Auteurs : Iwona OMELANCZUK, Auteur ; Ewa PISULA, Auteur Article en page(s) : p.101602 Langues : Anglais (eng) Mots-clés : Autistic traits  Autism spectrum disorder  Temperament Index. décimale : PER Périodiques Résumé : Background The study tested the spectrum hypothesis, which claims that children with Autism Spectrum Disorder with normal intelligence differ in terms of temperament from typically developing peers quantitatively and not qualitatively. Severity of autistic traits was also taken into account and the question whether temperament may serve as predictor for autistic traits was tested. Methods Participants included 352 children, aged 4–11 years, from the general population and 79 children with an ASD diagnosis. Parents completed questionnaires about the severity of autistic traits and temperament of their children. Results Quantitatively, differences in means were found between ASD and non-clinical groups in terms of emotionality, sociability, activity and shyness. Qualitatively, in the ASD group, there was higher variance in autistic traits, as well as sociability, activity, and shyness. There were also differences between ASD and non-clinical groups in internal consistency with respect to autistic traits and shyness but not activity, sociability and emotionality. In addition, the relationship between shyness and autistic traits was stronger in the ASD group than in the non-clinical group. Conclusions The results do not definitively confirm the spectrum hypothesis but further research is needed with better control for the severity of ASD symptoms in study groups and more sophisticated statistical analysis methods. En ligne : https://doi.org/10.1016/j.rasd.2020.101602 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=429 [article] Correlations between temperament and autistic trait measures – Quantitative or qualitative differences between children with and without autism spectrum disorders? [Texte imprimé et/ou numérique] / Iwona OMELANCZUK, Auteur ; Ewa PISULA, Auteur . - p.101602. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 76 (August 2020) . - p.101602 Mots-clés : Autistic traits  Autism spectrum disorder  Temperament Index. décimale : PER Périodiques Résumé : Background The study tested the spectrum hypothesis, which claims that children with Autism Spectrum Disorder with normal intelligence differ in terms of temperament from typically developing peers quantitatively and not qualitatively. Severity of autistic traits was also taken into account and the question whether temperament may serve as predictor for autistic traits was tested. Methods Participants included 352 children, aged 4–11 years, from the general population and 79 children with an ASD diagnosis. Parents completed questionnaires about the severity of autistic traits and temperament of their children. Results Quantitatively, differences in means were found between ASD and non-clinical groups in terms of emotionality, sociability, activity and shyness. Qualitatively, in the ASD group, there was higher variance in autistic traits, as well as sociability, activity, and shyness. There were also differences between ASD and non-clinical groups in internal consistency with respect to autistic traits and shyness but not activity, sociability and emotionality. In addition, the relationship between shyness and autistic traits was stronger in the ASD group than in the non-clinical group. Conclusions The results do not definitively confirm the spectrum hypothesis but further research is needed with better control for the severity of ASD symptoms in study groups and more sophisticated statistical analysis methods. En ligne : https://doi.org/10.1016/j.rasd.2020.101602 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=429

Water-based training in combined with vitamin D supplementation improves lipid profile in children with ASD / Soleyman ANSARI KOLACHAHI in Research in Autism Spectrum Disorders, 76 (August 2020)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 76 (August 2020) . - p.101603 Titre : Water-based training in combined with vitamin D supplementation improves lipid profile in children with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Soleyman ANSARI KOLACHAHI, Auteur ; Fahimeh ADIBSABER, Auteur ; Zahra Hojjati ZIDASHTI, Auteur ; Alireza ELMIEH, Auteur ; Elham BIDABADI, Auteur ; Abbas Ali HOSSEINKHANZADEH, Auteur Article en page(s) : p.101603 Langues : Anglais (eng) Mots-clés : Aquatic training  Vitamin D supplementation  Lipid profile  Children with autism Index. décimale : PER Périodiques Résumé : Background The purpose of the present study was to compare the effects of aquatic exercise training, vitamin D supplementation, and their combination on the lipid profile of children with autism spectrum disorders (ASD). Method We recruited 40 children with ASD (aged 6–14) and assigned them to the aquatic exercise (n?=?10), supplementation (n?=?10), aquatic exercise?+?supplementation (n?=?10) and control (n?=?10) groups. Participants in the aquatic exercise group performed water-based activities for 10 weeks (two 60-min sessions per week), those of the supplementation group received orally 50,000 IU vitamin D3/ week, the combined group received exercise?+?supplementation, and the control group underwent no intervention. We assessed the participants’ serum levels of triglycerides, total cholesterol, high-density lipoproteins, low-density lipoproteins, body mass index (BMI), and waist to hip ratio (WHR) at the baseline and the end of the 10 weeks. Results Results revealed that all three Interventional approaches improved lipid profile; whereas interestingly, only aquatic and combined interventions significantly influenced BMI and WHR. Conclusion We concluded that both aquatic exercise and vitamin D supplementation could lead to significant improvement in lipid profile in children with ASD. En ligne : https://doi.org/10.1016/j.rasd.2020.101603 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=429 [article] Water-based training in combined with vitamin D supplementation improves lipid profile in children with ASD [Texte imprimé et/ou numérique] / Soleyman ANSARI KOLACHAHI, Auteur ; Fahimeh ADIBSABER, Auteur ; Zahra Hojjati ZIDASHTI, Auteur ; Alireza ELMIEH, Auteur ; Elham BIDABADI, Auteur ; Abbas Ali HOSSEINKHANZADEH, Auteur . - p.101603. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 76 (August 2020) . - p.101603 Mots-clés : Aquatic training  Vitamin D supplementation  Lipid profile  Children with autism Index. décimale : PER Périodiques Résumé : Background The purpose of the present study was to compare the effects of aquatic exercise training, vitamin D supplementation, and their combination on the lipid profile of children with autism spectrum disorders (ASD). Method We recruited 40 children with ASD (aged 6–14) and assigned them to the aquatic exercise (n?=?10), supplementation (n?=?10), aquatic exercise?+?supplementation (n?=?10) and control (n?=?10) groups. Participants in the aquatic exercise group performed water-based activities for 10 weeks (two 60-min sessions per week), those of the supplementation group received orally 50,000 IU vitamin D3/ week, the combined group received exercise?+?supplementation, and the control group underwent no intervention. We assessed the participants’ serum levels of triglycerides, total cholesterol, high-density lipoproteins, low-density lipoproteins, body mass index (BMI), and waist to hip ratio (WHR) at the baseline and the end of the 10 weeks. Results Results revealed that all three Interventional approaches improved lipid profile; whereas interestingly, only aquatic and combined interventions significantly influenced BMI and WHR. Conclusion We concluded that both aquatic exercise and vitamin D supplementation could lead to significant improvement in lipid profile in children with ASD. En ligne : https://doi.org/10.1016/j.rasd.2020.101603 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=429

Psychometric properties of the Autism Treatment Evaluation Checklist in Saudi Arabia / Abdulrahman Abdullah ABAOUD in Research in Autism Spectrum Disorders, 76 (August 2020)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 76 (August 2020) . - p.101604 Titre : Psychometric properties of the Autism Treatment Evaluation Checklist in Saudi Arabia Type de document : Texte imprimé et/ou numérique Auteurs : Abdulrahman Abdullah ABAOUD, Auteur ; Nabil Sharaf ALMALKI, Auteur ; Salaheldin Farah BAKHIET, Auteur ; Mohammed M. ATEIK AL-KHADHER, Auteur Article en page(s) : p.101604 Langues : Anglais (eng) Mots-clés : Special education  Autism treatment evaluation checklist  Validity  Reliability  Saudi Arabia Index. décimale : PER Périodiques Résumé : Currently, there is a need in Saudi Arabia to grope the general development of children with Autism Spectrum Disorder (ASD). However, no measures are currently available in Saudi Arabia to assess the general development in children with ASD. The present study thus aimed to explore the psychometric properties of the Autism Treatment Evaluation Checklist (ATEC), in order to adapt it for use in Saudi Arabia. A cohort of 363 children with ASD from four age groups from Riyadh participated in the study. Teachers completed the ATEC to rate children’s behavior. The psychometric properties measured included normality of data, content validity, internal consistency, and construct validity. Content validity was established by presenting the checklist to high-qualified referees with 90 % as the minimum agreement level. Internal consistency was established by computing correlations among items and their subscales and among subscales and the total score. Construct validity was established using exploratory factorial analysis for the ATEC subscales and exploring the correlations between the ATEC and the educational stage of the participants. The reliability of the ATEC was established by Cronbach’s Alpha and split-half methods. Data revealed that the ATEC is quite valid and reliable and thus may be used in a Saudi cultural context. Our findings indicate that the Saudi version of the ATEC tested in this study may be used to identify the extent to which children with ASD benefit from the interventions offered to them in their special education programs. En ligne : https://doi.org/10.1016/j.rasd.2020.101604 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=429 [article] Psychometric properties of the Autism Treatment Evaluation Checklist in Saudi Arabia [Texte imprimé et/ou numérique] / Abdulrahman Abdullah ABAOUD, Auteur ; Nabil Sharaf ALMALKI, Auteur ; Salaheldin Farah BAKHIET, Auteur ; Mohammed M. ATEIK AL-KHADHER, Auteur . - p.101604. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 76 (August 2020) . - p.101604 Mots-clés : Special education  Autism treatment evaluation checklist  Validity  Reliability  Saudi Arabia Index. décimale : PER Périodiques Résumé : Currently, there is a need in Saudi Arabia to grope the general development of children with Autism Spectrum Disorder (ASD). However, no measures are currently available in Saudi Arabia to assess the general development in children with ASD. The present study thus aimed to explore the psychometric properties of the Autism Treatment Evaluation Checklist (ATEC), in order to adapt it for use in Saudi Arabia. A cohort of 363 children with ASD from four age groups from Riyadh participated in the study. Teachers completed the ATEC to rate children’s behavior. The psychometric properties measured included normality of data, content validity, internal consistency, and construct validity. Content validity was established by presenting the checklist to high-qualified referees with 90 % as the minimum agreement level. Internal consistency was established by computing correlations among items and their subscales and among subscales and the total score. Construct validity was established using exploratory factorial analysis for the ATEC subscales and exploring the correlations between the ATEC and the educational stage of the participants. The reliability of the ATEC was established by Cronbach’s Alpha and split-half methods. Data revealed that the ATEC is quite valid and reliable and thus may be used in a Saudi cultural context. Our findings indicate that the Saudi version of the ATEC tested in this study may be used to identify the extent to which children with ASD benefit from the interventions offered to them in their special education programs. En ligne : https://doi.org/10.1016/j.rasd.2020.101604 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=429