Dépouillements

To address racial disparities in autism research, we must think globally, act locally / Desiree R. JONES in Autism, 24-7 (October 2020)  

Public ISBD [article]  inAutism > 24-7 (October 2020) . - p.1587-1589 Titre : To address racial disparities in autism research, we must think globally, act locally Type de document : Texte imprimé et/ou numérique Auteurs : Desiree R. JONES, Auteur ; David S MANDELL, Auteur Article en page(s) : p.1587-1589 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1362361320948313 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431 [article] To address racial disparities in autism research, we must think globally, act locally [Texte imprimé et/ou numérique] / Desiree R. JONES, Auteur ; David S MANDELL, Auteur . - p.1587-1589. Langues : Anglais (eng) in Autism > 24-7 (October 2020) . - p.1587-1589 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1362361320948313 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431

Considering efficacy and effectiveness trials of cognitive behavioral therapy among youth with autism: A systematic review / Johanna K. LAKE in Autism, 24-7 (October 2020)  

Public ISBD [article]  inAutism > 24-7 (October 2020) . - p.1590-1606 Titre : Considering efficacy and effectiveness trials of cognitive behavioral therapy among youth with autism: A systematic review Type de document : Texte imprimé et/ou numérique Auteurs : Johanna K. LAKE, Auteur ; Paula TABLON-MODICA, Auteur ; Victoria CHAN, Auteur ; Jonathan A WEISS, Auteur Article en page(s) : p.1590-1606 Langues : Anglais (eng) Mots-clés : *autism  *cognitive behavioral therapy  *effectiveness  *efficacy  *feasibility  *implementation science Index. décimale : PER Périodiques Résumé : Cognitive behavioral therapy is a common treatment for emotional problems in people with autism. Most studies of cognitive behavioral therapy and autism have focused on efficacy, meaning whether a treatment produces results under "ideal" conditions, like a lab or research setting. Effectiveness trials, by contrast, investigate whether a treatment produces results under "real-world" conditions, like a community setting (e.g. hospital, community mental health center, school). There can be challenges in bringing a cognitive behavioral therapy treatment out of a lab or research setting into the community, and the field of implementation science uses frameworks to help guide researchers in this process. In this study, we reviewed efficacy and effectiveness studies of cognitive behavioral therapy treatments for emotional problems (e.g. anxiety, depression) in children and youth with autism. Our search found 2959 articles, with 33 studies meeting our criteria. In total, 13 studies were labelled as effectiveness and 20 as efficacy. We discuss how the effectiveness studies used characteristics of an implementation science framework, such as studying how individuals learn about the treatment, accept or reject it, how it is used in the community over time, and any changes that happened to the individual or the organization (e.g. hospital, school, community mental health center) because of it. Results help us better understand the use of cognitive behavioral therapy in the community, including how a framework can be used to improve effectiveness studies. En ligne : http://dx.doi.org/10.1177/1362361320918754 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431 [article] Considering efficacy and effectiveness trials of cognitive behavioral therapy among youth with autism: A systematic review [Texte imprimé et/ou numérique] / Johanna K. LAKE, Auteur ; Paula TABLON-MODICA, Auteur ; Victoria CHAN, Auteur ; Jonathan A WEISS, Auteur . - p.1590-1606. Langues : Anglais (eng) in Autism > 24-7 (October 2020) . - p.1590-1606 Mots-clés : *autism  *cognitive behavioral therapy  *effectiveness  *efficacy  *feasibility  *implementation science Index. décimale : PER Périodiques Résumé : Cognitive behavioral therapy is a common treatment for emotional problems in people with autism. Most studies of cognitive behavioral therapy and autism have focused on efficacy, meaning whether a treatment produces results under "ideal" conditions, like a lab or research setting. Effectiveness trials, by contrast, investigate whether a treatment produces results under "real-world" conditions, like a community setting (e.g. hospital, community mental health center, school). There can be challenges in bringing a cognitive behavioral therapy treatment out of a lab or research setting into the community, and the field of implementation science uses frameworks to help guide researchers in this process. In this study, we reviewed efficacy and effectiveness studies of cognitive behavioral therapy treatments for emotional problems (e.g. anxiety, depression) in children and youth with autism. Our search found 2959 articles, with 33 studies meeting our criteria. In total, 13 studies were labelled as effectiveness and 20 as efficacy. We discuss how the effectiveness studies used characteristics of an implementation science framework, such as studying how individuals learn about the treatment, accept or reject it, how it is used in the community over time, and any changes that happened to the individual or the organization (e.g. hospital, school, community mental health center) because of it. Results help us better understand the use of cognitive behavioral therapy in the community, including how a framework can be used to improve effectiveness studies. En ligne : http://dx.doi.org/10.1177/1362361320918754 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431

Measuring change in facial emotion recognition in individuals with autism spectrum disorder: A systematic review / Andrea Trubanova WIECKOWSKI in Autism, 24-7 (October 2020)  

Public ISBD [article]  inAutism > 24-7 (October 2020) . - p.1607-1628 Titre : Measuring change in facial emotion recognition in individuals with autism spectrum disorder: A systematic review Type de document : Texte imprimé et/ou numérique Auteurs : Andrea Trubanova WIECKOWSKI, Auteur ; L. Taylor FLYNN, Auteur ; J. Anthony RICHEY, Auteur ; Denis GRACANIN, Auteur ; Susan W. WHITE, Auteur Article en page(s) : p.1607-1628 Langues : Anglais (eng) Mots-clés : *autism spectrum disorder  *facial emotion recognition  *intervention  *measurement Index. décimale : PER Périodiques Résumé : Children and adults with autism spectrum disorder show difficulty recognizing facial emotions in others, which makes social interaction challenging. While there are many treatments developed to improve facial emotion recognition, there is no agreement on the best way to measure such abilities in individuals with autism spectrum disorder. The purpose of this review is to examine studies that were published between January 1998 and November 2019 and have measured change in facial emotion recognition to evaluate the effectiveness of different treatments. Our search yielded 65 studies, and within these studies, 36 different measures were used to evaluate facial emotion recognition in individuals with autism spectrum disorder. Only six of these measures, however, were used in different studies and by different investigators. In this review, we summarize the different measures and outcomes of the studies, in order to identify promising assessment tools and inform future research. En ligne : http://dx.doi.org/10.1177/1362361320925334 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431 [article] Measuring change in facial emotion recognition in individuals with autism spectrum disorder: A systematic review [Texte imprimé et/ou numérique] / Andrea Trubanova WIECKOWSKI, Auteur ; L. Taylor FLYNN, Auteur ; J. Anthony RICHEY, Auteur ; Denis GRACANIN, Auteur ; Susan W. WHITE, Auteur . - p.1607-1628. Langues : Anglais (eng) in Autism > 24-7 (October 2020) . - p.1607-1628 Mots-clés : *autism spectrum disorder  *facial emotion recognition  *intervention  *measurement Index. décimale : PER Périodiques Résumé : Children and adults with autism spectrum disorder show difficulty recognizing facial emotions in others, which makes social interaction challenging. While there are many treatments developed to improve facial emotion recognition, there is no agreement on the best way to measure such abilities in individuals with autism spectrum disorder. The purpose of this review is to examine studies that were published between January 1998 and November 2019 and have measured change in facial emotion recognition to evaluate the effectiveness of different treatments. Our search yielded 65 studies, and within these studies, 36 different measures were used to evaluate facial emotion recognition in individuals with autism spectrum disorder. Only six of these measures, however, were used in different studies and by different investigators. In this review, we summarize the different measures and outcomes of the studies, in order to identify promising assessment tools and inform future research. En ligne : http://dx.doi.org/10.1177/1362361320925334 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431

Impact of a digital Modified Checklist for Autism in Toddlers-Revised on likelihood and age of autism diagnosis and referral for developmental evaluation / Samantha MAJOR in Autism, 24-7 (October 2020)  

Public ISBD [article]  inAutism > 24-7 (October 2020) . - p.1629-1638 Titre : Impact of a digital Modified Checklist for Autism in Toddlers-Revised on likelihood and age of autism diagnosis and referral for developmental evaluation Type de document : Texte imprimé et/ou numérique Auteurs : Samantha MAJOR, Auteur ; Kathleen CAMPBELL, Auteur ; Steven ESPINOSA, Auteur ; Jeffrey P. BAKER, Auteur ; Kimberly L. H. CARPENTER, Auteur ; Guillermo SAPIRO, Auteur ; Saritha VERMEER, Auteur ; Geraldine DAWSON, Auteur Article en page(s) : p.1629-1638 Langues : Anglais (eng) Mots-clés : *asd  *developmental evaluation  *quality improvement  *screening  Inc, LabCorp, Inc, Roche Pharmaceutical Company, and Tris Pharma, and is a  consultant to Apple, Gerson Lehrman Group, Guidepoint, Inc, Axial Ventures, and Teva  Pharmaceutical. GD and GS are associated with DASIO, LLC. GD has received book  royalties from Guilford Press, Oxford University Press, Springer Nature Press. GD  has the following patent applications: 1802952, 1802942, 15141391, and 16493754. SE,  KC, GD, and GS have developed technology that has been licensed and they and Duke  University have benefited financially. Index. décimale : PER Périodiques Résumé : This was a project in primary care for young children (1-2?years old). We tested a parent questionnaire on a tablet. This tablet questionnaire asked questions to see whether the child may have autism. We compared the paper and pencil version of the questionnaire to the tablet questionnaire. We read the medical charts for the children until they were 4?years old to see whether they ended up having autism. We found that doctors were more likely to recommend an autism evaluation when a parent used the tablet questionnaire. We think that the tablet's automatic scoring feature helped the doctors. We also think that the doctors benefited from the advice the tablet gave them. En ligne : http://dx.doi.org/10.1177/1362361320916656 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431 [article] Impact of a digital Modified Checklist for Autism in Toddlers-Revised on likelihood and age of autism diagnosis and referral for developmental evaluation [Texte imprimé et/ou numérique] / Samantha MAJOR, Auteur ; Kathleen CAMPBELL, Auteur ; Steven ESPINOSA, Auteur ; Jeffrey P. BAKER, Auteur ; Kimberly L. H. CARPENTER, Auteur ; Guillermo SAPIRO, Auteur ; Saritha VERMEER, Auteur ; Geraldine DAWSON, Auteur . - p.1629-1638. Langues : Anglais (eng) in Autism > 24-7 (October 2020) . - p.1629-1638 Mots-clés : *asd  *developmental evaluation  *quality improvement  *screening  Inc, LabCorp, Inc, Roche Pharmaceutical Company, and Tris Pharma, and is a  consultant to Apple, Gerson Lehrman Group, Guidepoint, Inc, Axial Ventures, and Teva  Pharmaceutical. GD and GS are associated with DASIO, LLC. GD has received book  royalties from Guilford Press, Oxford University Press, Springer Nature Press. GD  has the following patent applications: 1802952, 1802942, 15141391, and 16493754. SE,  KC, GD, and GS have developed technology that has been licensed and they and Duke  University have benefited financially. Index. décimale : PER Périodiques Résumé : This was a project in primary care for young children (1-2?years old). We tested a parent questionnaire on a tablet. This tablet questionnaire asked questions to see whether the child may have autism. We compared the paper and pencil version of the questionnaire to the tablet questionnaire. We read the medical charts for the children until they were 4?years old to see whether they ended up having autism. We found that doctors were more likely to recommend an autism evaluation when a parent used the tablet questionnaire. We think that the tablet's automatic scoring feature helped the doctors. We also think that the doctors benefited from the advice the tablet gave them. En ligne : http://dx.doi.org/10.1177/1362361320916656 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431

Types and correlates of school non-attendance in students with autism spectrum disorders / Vasiliki TOTSIKA in Autism, 24-7 (October 2020)  

Public ISBD [article]  inAutism > 24-7 (October 2020) . - p.1639-1649 Titre : Types and correlates of school non-attendance in students with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Vasiliki TOTSIKA, Auteur ; Richard P. HASTINGS, Auteur ; Yoko DUTTON, Auteur ; Alison WORSLEY, Auteur ; Glenn MELVIN, Auteur ; Kylie GRAY, Auteur ; Bruce TONGE, Auteur ; David HEYNE, Auteur Article en page(s) : p.1639-1649 Langues : Anglais (eng) Mots-clés : *autism  *intellectual disability  *school exclusion  *school non-attendance  *school refusal  *school withdrawal  *truancy Index. décimale : PER Périodiques Résumé : Our study aimed to describe school non-attendance in students with autism. We conducted an online survey. Parents of 486 students (mean age: 11?years) indicated which days their child had missed school (over a period of 1?month). If the child had missed a day, the parent was asked to select a reason from a list of 15 possible reasons (this is a measure of types of school non-attendance called SNACK (School Non-Attendance ChecKlist; Heyne et al., 2019)). On average, students missed 5?days of school of a possible 23?days. Missing over 10% of school is known as persistent absence, and in our study, 43% of students experienced persistent absence. Older students, who attended mainstream schools, who did not live in a two-parent household and whose caregiver was unemployed were more likely to miss school. Looking at the reasons for absence, school refusal was the most frequent reason, accounting for 43% of absences. Nine percent of absence was due to school exclusion. Nine percent of absence was due to school withdrawal. Truancy was almost non-existent. A final reason describes non-problematic absence that is mostly due to medical appointments and illness. This type of absence accounted for 32% of absences in our study, and it was more likely in student with intellectual disability. School refusal was more likely among older students. School exclusion was more likely among students from single-parent, unemployed and well-educated households. Findings from this study help us to understand better the difficulties students with autism experience attending school. En ligne : http://dx.doi.org/10.1177/1362361320916967 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431 [article] Types and correlates of school non-attendance in students with autism spectrum disorders [Texte imprimé et/ou numérique] / Vasiliki TOTSIKA, Auteur ; Richard P. HASTINGS, Auteur ; Yoko DUTTON, Auteur ; Alison WORSLEY, Auteur ; Glenn MELVIN, Auteur ; Kylie GRAY, Auteur ; Bruce TONGE, Auteur ; David HEYNE, Auteur . - p.1639-1649. Langues : Anglais (eng) in Autism > 24-7 (October 2020) . - p.1639-1649 Mots-clés : *autism  *intellectual disability  *school exclusion  *school non-attendance  *school refusal  *school withdrawal  *truancy Index. décimale : PER Périodiques Résumé : Our study aimed to describe school non-attendance in students with autism. We conducted an online survey. Parents of 486 students (mean age: 11?years) indicated which days their child had missed school (over a period of 1?month). If the child had missed a day, the parent was asked to select a reason from a list of 15 possible reasons (this is a measure of types of school non-attendance called SNACK (School Non-Attendance ChecKlist; Heyne et al., 2019)). On average, students missed 5?days of school of a possible 23?days. Missing over 10% of school is known as persistent absence, and in our study, 43% of students experienced persistent absence. Older students, who attended mainstream schools, who did not live in a two-parent household and whose caregiver was unemployed were more likely to miss school. Looking at the reasons for absence, school refusal was the most frequent reason, accounting for 43% of absences. Nine percent of absence was due to school exclusion. Nine percent of absence was due to school withdrawal. Truancy was almost non-existent. A final reason describes non-problematic absence that is mostly due to medical appointments and illness. This type of absence accounted for 32% of absences in our study, and it was more likely in student with intellectual disability. School refusal was more likely among older students. School exclusion was more likely among students from single-parent, unemployed and well-educated households. Findings from this study help us to understand better the difficulties students with autism experience attending school. En ligne : http://dx.doi.org/10.1177/1362361320916967 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431

Motor atypicalities in infancy are associated with general developmental level at 2 years, but not autistic symptoms / Sheila ACHERMANN in Autism, 24-7 (October 2020)  

Public ISBD [article]  inAutism > 24-7 (October 2020) . - p.1650-1663 Titre : Motor atypicalities in infancy are associated with general developmental level at 2 years, but not autistic symptoms Type de document : Texte imprimé et/ou numérique Auteurs : Sheila ACHERMANN, Auteur ; Pär NYSTRÖM, Auteur ; Sven BÖLTE, Auteur ; Terje FALCK-YTTER, Auteur Article en page(s) : p.1650-1663 Langues : Anglais (eng) Mots-clés : *autism spectrum disorder  *infancy  *interceptive action skills  *motion capture technology  *motor development Index. décimale : PER Périodiques Résumé : Atypicalities in motor functioning are often observed in later born infant siblings of children with autism spectrum disorder. The goal of our study was to investigate motor functioning in infants with and without familial history of autism spectrum disorder. Specifically, we investigated how infants catch a ball that is rolling toward them following a non-straight path, a task that requires both efficient planning and execution. Their performance was measured using detailed three-dimensional motion capture technology. We found that several early motor functioning measures were different in infants with an older autistic sibling compared to controls. However, these early motor measures were not related to autistic symptoms at the age of 2 years. Instead, we found that some of the early motor measures were related to their subsequent non-social, general development. The findings of our study help us understand motor functioning early in life and how motor functioning is related to other aspects of development. En ligne : http://dx.doi.org/10.1177/1362361320918745 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431 [article] Motor atypicalities in infancy are associated with general developmental level at 2 years, but not autistic symptoms [Texte imprimé et/ou numérique] / Sheila ACHERMANN, Auteur ; Pär NYSTRÖM, Auteur ; Sven BÖLTE, Auteur ; Terje FALCK-YTTER, Auteur . - p.1650-1663. Langues : Anglais (eng) in Autism > 24-7 (October 2020) . - p.1650-1663 Mots-clés : *autism spectrum disorder  *infancy  *interceptive action skills  *motion capture technology  *motor development Index. décimale : PER Périodiques Résumé : Atypicalities in motor functioning are often observed in later born infant siblings of children with autism spectrum disorder. The goal of our study was to investigate motor functioning in infants with and without familial history of autism spectrum disorder. Specifically, we investigated how infants catch a ball that is rolling toward them following a non-straight path, a task that requires both efficient planning and execution. Their performance was measured using detailed three-dimensional motion capture technology. We found that several early motor functioning measures were different in infants with an older autistic sibling compared to controls. However, these early motor measures were not related to autistic symptoms at the age of 2 years. Instead, we found that some of the early motor measures were related to their subsequent non-social, general development. The findings of our study help us understand motor functioning early in life and how motor functioning is related to other aspects of development. En ligne : http://dx.doi.org/10.1177/1362361320918745 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431

Dropping out and moving on: A qualitative study of autistic people's experiences of university / Eilidh CAGE in Autism, 24-7 (October 2020)  

Public ISBD [article]  inAutism > 24-7 (October 2020) . - p.1664-1675 Titre : Dropping out and moving on: A qualitative study of autistic people's experiences of university Type de document : Texte imprimé et/ou numérique Auteurs : Eilidh CAGE, Auteur ; Jack HOWES, Auteur Article en page(s) : p.1664-1675 Langues : Anglais (eng) Mots-clés : *autistic adults  *dropout  *higher education  *non-completion Index. décimale : PER Périodiques Résumé : Many autistic people now go to university, but many of them also drop out of their studies. In fact, it is believed that autistic people are at higher risk of dropping out, but little research has been done to understand why this is happening. This research used interviews to take an in-depth look at 14 autistic people's experiences of dropping out of university. All the things the participants talked about were examined closely by the researchers who identified common themes in what the participants discussed. The first set of themes captured some overarching issues faced by autistic people, such as difficulties with getting diagnosed, a lack of autism understanding, mental health challenges and feeling like an outsider. The next themes were organised within challenges faced at university, including a feeling of culture shock, becoming disengaged from one's studies, a lack of proactive support from their university and a feeling that dropping out became inevitable. Finally, there were themes about life after dropping out, which involved a sense that the experience at university had been traumatic and shameful, but they believed people had to do what is right for them. All of these themes suggest that universities need to be better at supporting autistic people when they first come to university, and that they should actively offer clear support throughout and try and make the university environment more accessible for everyone, to ensure more autistic people have a positive university experience. En ligne : http://dx.doi.org/10.1177/1362361320918750 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431 [article] Dropping out and moving on: A qualitative study of autistic people's experiences of university [Texte imprimé et/ou numérique] / Eilidh CAGE, Auteur ; Jack HOWES, Auteur . - p.1664-1675. Langues : Anglais (eng) in Autism > 24-7 (October 2020) . - p.1664-1675 Mots-clés : *autistic adults  *dropout  *higher education  *non-completion Index. décimale : PER Périodiques Résumé : Many autistic people now go to university, but many of them also drop out of their studies. In fact, it is believed that autistic people are at higher risk of dropping out, but little research has been done to understand why this is happening. This research used interviews to take an in-depth look at 14 autistic people's experiences of dropping out of university. All the things the participants talked about were examined closely by the researchers who identified common themes in what the participants discussed. The first set of themes captured some overarching issues faced by autistic people, such as difficulties with getting diagnosed, a lack of autism understanding, mental health challenges and feeling like an outsider. The next themes were organised within challenges faced at university, including a feeling of culture shock, becoming disengaged from one's studies, a lack of proactive support from their university and a feeling that dropping out became inevitable. Finally, there were themes about life after dropping out, which involved a sense that the experience at university had been traumatic and shameful, but they believed people had to do what is right for them. All of these themes suggest that universities need to be better at supporting autistic people when they first come to university, and that they should actively offer clear support throughout and try and make the university environment more accessible for everyone, to ensure more autistic people have a positive university experience. En ligne : http://dx.doi.org/10.1177/1362361320918750 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431

Person-oriented ethics for autism research: Creating best practices through engagement with autism and autistic communities / M. Ariel CASCIO in Autism, 24-7 (October 2020)  

Public ISBD [article]  inAutism > 24-7 (October 2020) . - p.1676-1690 Titre : Person-oriented ethics for autism research: Creating best practices through engagement with autism and autistic communities Type de document : Texte imprimé et/ou numérique Auteurs : M. Ariel CASCIO, Auteur ; Jonathan A WEISS, Auteur ; Eric RACINE, Auteur Article en page(s) : p.1676-1690 Langues : Anglais (eng) Mots-clés : *advocacy  *community engagement  *ethics  *informed consent  *research ethics Index. décimale : PER Périodiques Résumé : Research ethics means issues that concern the welfare and wellbeing of people who take part in research. It is important in all scientific studies. Ethics helps people who do research treat people who take part in research fairly and with respect. This article is about day-to-day ethics when autistic people take part in research. We present tips for researchers who want to do this type of study.We used two methods to create these tips. First, we wanted to know what other people said about this topic. We used a literature review to find out. Second, we wanted to know what autistic people, parents, and professionals thought, and had a working group meet to discuss it. The working group provided advice that researchers could consider around day-to-day ethics in research. This article talks about these methods and advice. The advice fits into five big groups:Tailor the research process for the unique needs of each person.Think about the world in which people who take part in research live.Make it easier for people to make their own choices.Value what people who take part in research have to share and consider their needs and strengths.Think about how researchers and people who take part in research work together.This project shows why it is useful for researchers and communities to talk about research ethics together. En ligne : http://dx.doi.org/10.1177/1362361320918763 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431 [article] Person-oriented ethics for autism research: Creating best practices through engagement with autism and autistic communities [Texte imprimé et/ou numérique] / M. Ariel CASCIO, Auteur ; Jonathan A WEISS, Auteur ; Eric RACINE, Auteur . - p.1676-1690. Langues : Anglais (eng) in Autism > 24-7 (October 2020) . - p.1676-1690 Mots-clés : *advocacy  *community engagement  *ethics  *informed consent  *research ethics Index. décimale : PER Périodiques Résumé : Research ethics means issues that concern the welfare and wellbeing of people who take part in research. It is important in all scientific studies. Ethics helps people who do research treat people who take part in research fairly and with respect. This article is about day-to-day ethics when autistic people take part in research. We present tips for researchers who want to do this type of study.We used two methods to create these tips. First, we wanted to know what other people said about this topic. We used a literature review to find out. Second, we wanted to know what autistic people, parents, and professionals thought, and had a working group meet to discuss it. The working group provided advice that researchers could consider around day-to-day ethics in research. This article talks about these methods and advice. The advice fits into five big groups:Tailor the research process for the unique needs of each person.Think about the world in which people who take part in research live.Make it easier for people to make their own choices.Value what people who take part in research have to share and consider their needs and strengths.Think about how researchers and people who take part in research work together.This project shows why it is useful for researchers and communities to talk about research ethics together. En ligne : http://dx.doi.org/10.1177/1362361320918763 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431

Work, living, and the pursuit of happiness: Vocational and psychosocial outcomes for young adults with autism / Catherine LORD in Autism, 24-7 (October 2020)  

Public ISBD [article]  inAutism > 24-7 (October 2020) . - p.1691-1703 Titre : Work, living, and the pursuit of happiness: Vocational and psychosocial outcomes for young adults with autism Type de document : Texte imprimé et/ou numérique Auteurs : Catherine LORD, Auteur ; James B. MCCAULEY, Auteur ; Lauren A. PEPA, Auteur ; Marisela HUERTA, Auteur ; Andrew PICKLES, Auteur Article en page(s) : p.1691-1703 Langues : Anglais (eng) Mots-clés : *adaptive behavior  *adults  *autism spectrum disorders  *diagnosis  *vocational/labor force participation Index. décimale : PER Périodiques Résumé : It is important to better understand how adults with autism are functioning in adulthood. Studies that have tracked individuals across the lifespan can help identify developmental factors influence differences in adult outcomes. The present study examines the independence, well-being, and functioning of 123 adults that have been closely followed since early childhood. Autism diagnosis and cognitive assessments were given frequently throughout childhood and during adulthood. We examined differences between adults who had received an autism diagnosis at some point with higher cognitive abilities (Ever ASD-High IQ) and lower cognitive abilities (Ever ASD-Low IQ), as well as adults who never received a diagnosis of autism in the course of the study (Never ASD). We found that autistic features specifically related to adaptive skills and friendships, and verbal intelligence related to work outcomes. In many ways, the Never ASD group had similar outcomes compared to the ASD groups. However, adults with ASD tended to have lower well-being and fewer positive emotions. Families played a major role in supporting adults with and without ASD at all intellectual levels. The findings suggest that realistic ways of increasing independence need to be developed by working with adults and their families, while acknowledging the contribution of individual differences in mental health, intelligence and autism symptoms across neurodevelopmental disorders. En ligne : http://dx.doi.org/10.1177/1362361320919246 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431 [article] Work, living, and the pursuit of happiness: Vocational and psychosocial outcomes for young adults with autism [Texte imprimé et/ou numérique] / Catherine LORD, Auteur ; James B. MCCAULEY, Auteur ; Lauren A. PEPA, Auteur ; Marisela HUERTA, Auteur ; Andrew PICKLES, Auteur . - p.1691-1703. Langues : Anglais (eng) in Autism > 24-7 (October 2020) . - p.1691-1703 Mots-clés : *adaptive behavior  *adults  *autism spectrum disorders  *diagnosis  *vocational/labor force participation Index. décimale : PER Périodiques Résumé : It is important to better understand how adults with autism are functioning in adulthood. Studies that have tracked individuals across the lifespan can help identify developmental factors influence differences in adult outcomes. The present study examines the independence, well-being, and functioning of 123 adults that have been closely followed since early childhood. Autism diagnosis and cognitive assessments were given frequently throughout childhood and during adulthood. We examined differences between adults who had received an autism diagnosis at some point with higher cognitive abilities (Ever ASD-High IQ) and lower cognitive abilities (Ever ASD-Low IQ), as well as adults who never received a diagnosis of autism in the course of the study (Never ASD). We found that autistic features specifically related to adaptive skills and friendships, and verbal intelligence related to work outcomes. In many ways, the Never ASD group had similar outcomes compared to the ASD groups. However, adults with ASD tended to have lower well-being and fewer positive emotions. Families played a major role in supporting adults with and without ASD at all intellectual levels. The findings suggest that realistic ways of increasing independence need to be developed by working with adults and their families, while acknowledging the contribution of individual differences in mental health, intelligence and autism symptoms across neurodevelopmental disorders. En ligne : http://dx.doi.org/10.1177/1362361320919246 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431

Autistic peer-to-peer information transfer is highly effective / Catherine J. CROMPTON in Autism, 24-7 (October 2020)  

Public ISBD [article]  inAutism > 24-7 (October 2020) . - p.1704-1712 Titre : Autistic peer-to-peer information transfer is highly effective Type de document : Texte imprimé et/ou numérique Auteurs : Catherine J. CROMPTON, Auteur ; Danielle ROPAR, Auteur ; Claire V. M. EVANS-WILLIAMS, Auteur ; Emma G. FLYNN, Auteur ; Sue FLETCHER-WATSON, Auteur Article en page(s) : p.1704-1712 Langues : Anglais (eng) Mots-clés : *adults  *communication and language  *psychological theories of autism  *social cognition and social behaviour Index. décimale : PER Périodiques Résumé : Sharing information with other people relies on the ability to communicate well. Autism is defined clinically by deficits in social communication. It may therefore be expected that autistic people find it difficult to share information with other people. We wanted to find out whether this was the case, and whether it was different when autistic people were sharing information with other autistic people or with non-autistic people. We recruited nine groups, each with eight people. In three of the groups, everyone was autistic; in three of the groups, everyone was non-autistic; and three of the groups were mixed groups where half the group was autistic and half the group was non-autistic. We told one person in each group a story and asked them to share it with another person, and for that person to share it again and so on, until everyone in the group had heard the story. We then looked at how many details of the story had been shared at each stage. We found that autistic people share information with other autistic people as well as non-autistic people do with other non-autistic people. However, when there are mixed groups of autistic and non-autistic people, much less information is shared. Participants were also asked how they felt they had got on with the other person in the interaction. The people in the mixed groups also experienced lower rapport with the person they were sharing the story with. This finding is important as it shows that autistic people have the skills to share information well with one another and experience good rapport, and that there are selective problems when autistic and non-autistic people are interacting. En ligne : http://dx.doi.org/10.1177/1362361320919286 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431 [article] Autistic peer-to-peer information transfer is highly effective [Texte imprimé et/ou numérique] / Catherine J. CROMPTON, Auteur ; Danielle ROPAR, Auteur ; Claire V. M. EVANS-WILLIAMS, Auteur ; Emma G. FLYNN, Auteur ; Sue FLETCHER-WATSON, Auteur . - p.1704-1712. Langues : Anglais (eng) in Autism > 24-7 (October 2020) . - p.1704-1712 Mots-clés : *adults  *communication and language  *psychological theories of autism  *social cognition and social behaviour Index. décimale : PER Périodiques Résumé : Sharing information with other people relies on the ability to communicate well. Autism is defined clinically by deficits in social communication. It may therefore be expected that autistic people find it difficult to share information with other people. We wanted to find out whether this was the case, and whether it was different when autistic people were sharing information with other autistic people or with non-autistic people. We recruited nine groups, each with eight people. In three of the groups, everyone was autistic; in three of the groups, everyone was non-autistic; and three of the groups were mixed groups where half the group was autistic and half the group was non-autistic. We told one person in each group a story and asked them to share it with another person, and for that person to share it again and so on, until everyone in the group had heard the story. We then looked at how many details of the story had been shared at each stage. We found that autistic people share information with other autistic people as well as non-autistic people do with other non-autistic people. However, when there are mixed groups of autistic and non-autistic people, much less information is shared. Participants were also asked how they felt they had got on with the other person in the interaction. The people in the mixed groups also experienced lower rapport with the person they were sharing the story with. This finding is important as it shows that autistic people have the skills to share information well with one another and experience good rapport, and that there are selective problems when autistic and non-autistic people are interacting. En ligne : http://dx.doi.org/10.1177/1362361320919286 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431

Does implementing a new intervention disrupt use of existing evidence-based autism interventions? / Melanie PELLECCHIA in Autism, 24-7 (October 2020)  

Public ISBD [article]  inAutism > 24-7 (October 2020) . - p.1713-1725 Titre : Does implementing a new intervention disrupt use of existing evidence-based autism interventions? Type de document : Texte imprimé et/ou numérique Auteurs : Melanie PELLECCHIA, Auteur ; Rinad S. BEIDAS, Auteur ; Gwendolyn LAWSON, Auteur ; Nathaniel J. WILLIAMS, Auteur ; Max SEIDMAN, Auteur ; John R. KIMBERLY, Auteur ; Carolyn C. CANNUSCIO, Auteur ; David S MANDELL, Auteur Article en page(s) : p.1713-1725 Langues : Anglais (eng) Mots-clés : *autism spectrum disorder  *computer-assisted intervention  *school-based implementation Index. décimale : PER Périodiques Résumé : Interventions for children with autism spectrum disorder are complex and often are not implemented successfully within schools. When new practices are introduced in schools, they often are layered on top of existing practices, with little attention paid to how introducing new practices affects the use of existing practices. This study evaluated how introducing a computer-assisted intervention, called TeachTown:Basics, affected the use of other evidence-based practices in autism support classrooms. We compared how often teachers reported using a set of evidence-based practices in classrooms that either had access to TeachTown:Basics or did not have the program. We found that teachers who had access to the computer-assisted intervention reported using the other evidence-based practices less often as the school year progressed. Teachers also reported that they liked the computer-assisted intervention, found it easy to use, and that it helped overcome challenges to implementing other evidence-based practices. This is important because the computer-assisted intervention did not improve child outcomes in a previous study and indicates that teachers may use interventions that are appealing and easier to implement, even when they do not have evidence to support their effectiveness. These findings support the idea of interventions' complexity and how well the intervention fits within the classroom affect how teachers use it and highlight the need to develop school-based interventions that both appeal to the practitioner and improve child outcomes. En ligne : http://dx.doi.org/10.1177/1362361320919248 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431 [article] Does implementing a new intervention disrupt use of existing evidence-based autism interventions? [Texte imprimé et/ou numérique] / Melanie PELLECCHIA, Auteur ; Rinad S. BEIDAS, Auteur ; Gwendolyn LAWSON, Auteur ; Nathaniel J. WILLIAMS, Auteur ; Max SEIDMAN, Auteur ; John R. KIMBERLY, Auteur ; Carolyn C. CANNUSCIO, Auteur ; David S MANDELL, Auteur . - p.1713-1725. Langues : Anglais (eng) in Autism > 24-7 (October 2020) . - p.1713-1725 Mots-clés : *autism spectrum disorder  *computer-assisted intervention  *school-based implementation Index. décimale : PER Périodiques Résumé : Interventions for children with autism spectrum disorder are complex and often are not implemented successfully within schools. When new practices are introduced in schools, they often are layered on top of existing practices, with little attention paid to how introducing new practices affects the use of existing practices. This study evaluated how introducing a computer-assisted intervention, called TeachTown:Basics, affected the use of other evidence-based practices in autism support classrooms. We compared how often teachers reported using a set of evidence-based practices in classrooms that either had access to TeachTown:Basics or did not have the program. We found that teachers who had access to the computer-assisted intervention reported using the other evidence-based practices less often as the school year progressed. Teachers also reported that they liked the computer-assisted intervention, found it easy to use, and that it helped overcome challenges to implementing other evidence-based practices. This is important because the computer-assisted intervention did not improve child outcomes in a previous study and indicates that teachers may use interventions that are appealing and easier to implement, even when they do not have evidence to support their effectiveness. These findings support the idea of interventions' complexity and how well the intervention fits within the classroom affect how teachers use it and highlight the need to develop school-based interventions that both appeal to the practitioner and improve child outcomes. En ligne : http://dx.doi.org/10.1177/1362361320919248 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431

Head circumference trends in autism between 0 and 100 months / Joel CRUCITTI in Autism, 24-7 (October 2020)  

Public ISBD [article]  inAutism > 24-7 (October 2020) . - p.1726-1739 Titre : Head circumference trends in autism between 0 and 100 months Type de document : Texte imprimé et/ou numérique Auteurs : Joel CRUCITTI, Auteur ; Christian HYDE, Auteur ; Peter G. ENTICOTT, Auteur ; Mark A. STOKES, Auteur Article en page(s) : p.1726-1739 Langues : Anglais (eng) Mots-clés : *age  *autism  *head circumference  *sex Index. décimale : PER Périodiques Résumé : Summaries of studies that have measured head size in those with autism, known as meta-analyses, currently exist. However, this approach does not adequately explain extreme cases (such as those with extremely small, or extremely large, head size). Because of this, we obtained all available published data measuring head size (12 studies). The data from each study were then combined to make a larger dataset. We found that females with autism aged 12-17?months had, on average, smaller head sizes. Otherwise, average head size was not atypical in autism. However, we found that males with autism were more likely to have extreme head sizes at birth and between 60 and 100?months, a small head between 6 and 11?months, and a large head between 12 and 17?months. Females with autism were more likely to have extreme head sizes between 36 and 59?months and were less likely at birth. Our approach was able to measure the influence of age and biological sex on head size in autism, as well as the frequency of extreme cases of head size in autism. These results add to what we already know about head size in autism. En ligne : http://dx.doi.org/10.1177/1362361320921037 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431 [article] Head circumference trends in autism between 0 and 100 months [Texte imprimé et/ou numérique] / Joel CRUCITTI, Auteur ; Christian HYDE, Auteur ; Peter G. ENTICOTT, Auteur ; Mark A. STOKES, Auteur . - p.1726-1739. Langues : Anglais (eng) in Autism > 24-7 (October 2020) . - p.1726-1739 Mots-clés : *age  *autism  *head circumference  *sex Index. décimale : PER Périodiques Résumé : Summaries of studies that have measured head size in those with autism, known as meta-analyses, currently exist. However, this approach does not adequately explain extreme cases (such as those with extremely small, or extremely large, head size). Because of this, we obtained all available published data measuring head size (12 studies). The data from each study were then combined to make a larger dataset. We found that females with autism aged 12-17?months had, on average, smaller head sizes. Otherwise, average head size was not atypical in autism. However, we found that males with autism were more likely to have extreme head sizes at birth and between 60 and 100?months, a small head between 6 and 11?months, and a large head between 12 and 17?months. Females with autism were more likely to have extreme head sizes between 36 and 59?months and were less likely at birth. Our approach was able to measure the influence of age and biological sex on head size in autism, as well as the frequency of extreme cases of head size in autism. These results add to what we already know about head size in autism. En ligne : http://dx.doi.org/10.1177/1362361320921037 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431

Tell me where it is: Selective difficulties in spatial language on the autism spectrum / Agata BOCHYNSKA in Autism, 24-7 (October 2020)  

Public ISBD [article]  inAutism > 24-7 (October 2020) . - p.1740-1757 Titre : Tell me where it is: Selective difficulties in spatial language on the autism spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Agata BOCHYNSKA, Auteur ; Kenny R. COVENTRY, Auteur ; Valentin VULCHANOV, Auteur ; Mila VULCHANOVA, Auteur Article en page(s) : p.1740-1757 Langues : Anglais (eng) Mots-clés : *developmental delay  *linguistic development  *selective deficits  *spatial language  *spatial prepositions Index. décimale : PER Périodiques Résumé : How we think and talk about space is an essential ability, necessary for understanding the world around us. We recruit spatial thinking every day when finding our way or using tools but also in more advanced tasks, such as reading complex graphs or maps. We do so also in daily communication when we use spatial language, terms such as under, over, to the left of or in front of, and when we give instructions. Spatial terms appear in children's early vocabularies and continue to develop until late childhood or even early adolescence. Because spatial language develops over many years, some spatial terms are mastered very early, whereas others take longer to acquire. In the current set of studies, we tested how intellectually high-functioning children and adults on the autism spectrum use and understand these early- and late-acquired spatial terms in comparison to typically developing age-matched individuals. We found that children and adults on the autism spectrum experience difficulties with the use of some spatial terms (e.g. near and far or out of and down off) but not with others, which are acquired early (e.g. in and on or over and under). We also found that remembering spatial terms from short stories was more difficult for the individuals on the autism spectrum compared with typically developing individuals. These results reveal difficulties that can profoundly affect everyday communication of children and adults on the autism spectrum but also open new directions of research on language development in autism spectrum disorders. En ligne : http://dx.doi.org/10.1177/1362361320921040 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431 [article] Tell me where it is: Selective difficulties in spatial language on the autism spectrum [Texte imprimé et/ou numérique] / Agata BOCHYNSKA, Auteur ; Kenny R. COVENTRY, Auteur ; Valentin VULCHANOV, Auteur ; Mila VULCHANOVA, Auteur . - p.1740-1757. Langues : Anglais (eng) in Autism > 24-7 (October 2020) . - p.1740-1757 Mots-clés : *developmental delay  *linguistic development  *selective deficits  *spatial language  *spatial prepositions Index. décimale : PER Périodiques Résumé : How we think and talk about space is an essential ability, necessary for understanding the world around us. We recruit spatial thinking every day when finding our way or using tools but also in more advanced tasks, such as reading complex graphs or maps. We do so also in daily communication when we use spatial language, terms such as under, over, to the left of or in front of, and when we give instructions. Spatial terms appear in children's early vocabularies and continue to develop until late childhood or even early adolescence. Because spatial language develops over many years, some spatial terms are mastered very early, whereas others take longer to acquire. In the current set of studies, we tested how intellectually high-functioning children and adults on the autism spectrum use and understand these early- and late-acquired spatial terms in comparison to typically developing age-matched individuals. We found that children and adults on the autism spectrum experience difficulties with the use of some spatial terms (e.g. near and far or out of and down off) but not with others, which are acquired early (e.g. in and on or over and under). We also found that remembering spatial terms from short stories was more difficult for the individuals on the autism spectrum compared with typically developing individuals. These results reveal difficulties that can profoundly affect everyday communication of children and adults on the autism spectrum but also open new directions of research on language development in autism spectrum disorders. En ligne : http://dx.doi.org/10.1177/1362361320921040 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431

Prediction of social behavior in autism spectrum disorders: Explicit versus implicit social cognition / Cara M. KEIFER in Autism, 24-7 (October 2020)  

Public ISBD [article]  inAutism > 24-7 (October 2020) . - p.1758-1772 Titre : Prediction of social behavior in autism spectrum disorders: Explicit versus implicit social cognition Type de document : Texte imprimé et/ou numérique Auteurs : Cara M. KEIFER, Auteur ; Amori Yee MIKAMI, Auteur ; James P. MORRIS, Auteur ; Erin J. LIBSACK, Auteur ; Matthew D LERNER, Auteur Article en page(s) : p.1758-1772 Langues : Anglais (eng) Mots-clés : *autism spectrum disorder  *electroencephalography  *event-related potential  *partial least squares regression  *social cognition  *social perception  interest. Amori Mikami declares that she has no conflict of interest. James Morris  declares that he has no conflict of interest. Erin Libsack declares that she has no  conflict of interest. Matthew Lerner declares that he has no conflict of interest. Index. décimale : PER Périodiques Résumé : Difficulties with social communication and interaction are a hallmark feature of autism spectrum disorder. These difficulties may be the result of problems with explicit social cognition (effortful and largely conscious processes) such as learning and recalling social norms or rules. Alternatively, social deficits may stem from problems with implicit social cognition (rapid and largely unconscious processes) such as the efficient integration of social information. The goal of this study was to determine how problems in explicit and implicit social cognition relate to social behavior in 34 youth with autism spectrum disorder. We measured aspects of implicit and explicit social cognition abilities in the laboratory using behavioral, cognitive, and brain (electrophysiological) measures. We then used those measures to predict "real-world" social behavior as reported by parents, clinicians, and independent observers. Results showed that overall better aspects of implicit and explicit social cognition predicted more competent social behavior. In addition, the ability to fluidly integrate social information (implicit social cognition) was more frequently related to competent social behavior that merely knowing what to do in social situations (explicit social cognition). These findings may help with the development of interventions focusing on improving social deficits. En ligne : http://dx.doi.org/10.1177/1362361320922058 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431 [article] Prediction of social behavior in autism spectrum disorders: Explicit versus implicit social cognition [Texte imprimé et/ou numérique] / Cara M. KEIFER, Auteur ; Amori Yee MIKAMI, Auteur ; James P. MORRIS, Auteur ; Erin J. LIBSACK, Auteur ; Matthew D LERNER, Auteur . - p.1758-1772. Langues : Anglais (eng) in Autism > 24-7 (October 2020) . - p.1758-1772 Mots-clés : *autism spectrum disorder  *electroencephalography  *event-related potential  *partial least squares regression  *social cognition  *social perception  interest. Amori Mikami declares that she has no conflict of interest. James Morris  declares that he has no conflict of interest. Erin Libsack declares that she has no  conflict of interest. Matthew Lerner declares that he has no conflict of interest. Index. décimale : PER Périodiques Résumé : Difficulties with social communication and interaction are a hallmark feature of autism spectrum disorder. These difficulties may be the result of problems with explicit social cognition (effortful and largely conscious processes) such as learning and recalling social norms or rules. Alternatively, social deficits may stem from problems with implicit social cognition (rapid and largely unconscious processes) such as the efficient integration of social information. The goal of this study was to determine how problems in explicit and implicit social cognition relate to social behavior in 34 youth with autism spectrum disorder. We measured aspects of implicit and explicit social cognition abilities in the laboratory using behavioral, cognitive, and brain (electrophysiological) measures. We then used those measures to predict "real-world" social behavior as reported by parents, clinicians, and independent observers. Results showed that overall better aspects of implicit and explicit social cognition predicted more competent social behavior. In addition, the ability to fluidly integrate social information (implicit social cognition) was more frequently related to competent social behavior that merely knowing what to do in social situations (explicit social cognition). These findings may help with the development of interventions focusing on improving social deficits. En ligne : http://dx.doi.org/10.1177/1362361320922058 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431

Reliability and validity of the Pediatric Anxiety Rating Scale modified for autism spectrum disorder / Brenna B MADDOX in Autism, 24-7 (October 2020)  

Public ISBD [article]  inAutism > 24-7 (October 2020) . - p.1773-1782 Titre : Reliability and validity of the Pediatric Anxiety Rating Scale modified for autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Brenna B MADDOX, Auteur ; Luc LECAVALIER, Auteur ; Judith S. MILLER, Auteur ; Jill PRITCHETT, Auteur ; Jill HOLLWAY, Auteur ; Susan W. WHITE, Auteur ; Scott GILLESPIE, Auteur ; Andrea Nichole EVANS, Auteur ; Robert T. SCHULTZ, Auteur ; John D. HERRINGTON, Auteur ; Karen E. BEARSS, Auteur ; Lawrence SCAHILL, Auteur Article en page(s) : p.1773-1782 Langues : Anglais (eng) Mots-clés : *Pediatric Anxiety Rating Scale  *anxiety  *assessment  *autism spectrum disorder  *reliability  *validity Index. décimale : PER Périodiques Résumé : Many youth with autism spectrum disorder have anxiety, but it can be difficult to assess anxiety with existing measures. We modified the Pediatric Anxiety Rating Scale for youth with autism spectrum disorder and tested the new measure in a group of 116 youth (age: 5-17?years) with autism spectrum disorder. The Pediatric Anxiety Rating Scale for youth with autism spectrum disorder is an interview that a clinician usually completes with the child and parent together. We modified the interview questions and scoring instructions based on feedback from parents of children with autism spectrum disorder and from a panel of experts in autism spectrum disorder and anxiety. Unlike many other anxiety measures, the Pediatric Anxiety Rating Scale for youth with autism spectrum disorder relies less on a child's verbal expression of anxiety and more on signs that a parent can easily observe. Training clinicians to administer and score the Pediatric Anxiety Rating Scale for youth with autism spectrum disorder was uncomplicated, and raters showed excellent agreement on video-recorded interviews. Youth who were not currently in treatment for anxiety had stable Pediatric Anxiety Rating Scale for youth with autism spectrum disorder scores with repeat measurement over a 1-month period. The Pediatric Anxiety Rating Scale for youth with autism spectrum disorder is a useful clinician-rated measure of anxiety in youth with autism spectrum disorder and fills a gap for assessing anxiety in this population. En ligne : http://dx.doi.org/10.1177/1362361320922682 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431 [article] Reliability and validity of the Pediatric Anxiety Rating Scale modified for autism spectrum disorder [Texte imprimé et/ou numérique] / Brenna B MADDOX, Auteur ; Luc LECAVALIER, Auteur ; Judith S. MILLER, Auteur ; Jill PRITCHETT, Auteur ; Jill HOLLWAY, Auteur ; Susan W. WHITE, Auteur ; Scott GILLESPIE, Auteur ; Andrea Nichole EVANS, Auteur ; Robert T. SCHULTZ, Auteur ; John D. HERRINGTON, Auteur ; Karen E. BEARSS, Auteur ; Lawrence SCAHILL, Auteur . - p.1773-1782. Langues : Anglais (eng) in Autism > 24-7 (October 2020) . - p.1773-1782 Mots-clés : *Pediatric Anxiety Rating Scale  *anxiety  *assessment  *autism spectrum disorder  *reliability  *validity Index. décimale : PER Périodiques Résumé : Many youth with autism spectrum disorder have anxiety, but it can be difficult to assess anxiety with existing measures. We modified the Pediatric Anxiety Rating Scale for youth with autism spectrum disorder and tested the new measure in a group of 116 youth (age: 5-17?years) with autism spectrum disorder. The Pediatric Anxiety Rating Scale for youth with autism spectrum disorder is an interview that a clinician usually completes with the child and parent together. We modified the interview questions and scoring instructions based on feedback from parents of children with autism spectrum disorder and from a panel of experts in autism spectrum disorder and anxiety. Unlike many other anxiety measures, the Pediatric Anxiety Rating Scale for youth with autism spectrum disorder relies less on a child's verbal expression of anxiety and more on signs that a parent can easily observe. Training clinicians to administer and score the Pediatric Anxiety Rating Scale for youth with autism spectrum disorder was uncomplicated, and raters showed excellent agreement on video-recorded interviews. Youth who were not currently in treatment for anxiety had stable Pediatric Anxiety Rating Scale for youth with autism spectrum disorder scores with repeat measurement over a 1-month period. The Pediatric Anxiety Rating Scale for youth with autism spectrum disorder is a useful clinician-rated measure of anxiety in youth with autism spectrum disorder and fills a gap for assessing anxiety in this population. En ligne : http://dx.doi.org/10.1177/1362361320922682 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431

Examining the relationship between parent physical activity support behaviour and physical activity among children and youth with autism spectrum disorder / Denver M. BROWN in Autism, 24-7 (October 2020)  

Public ISBD [article]  inAutism > 24-7 (October 2020) . - p.1783-1794 Titre : Examining the relationship between parent physical activity support behaviour and physical activity among children and youth with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Denver M. BROWN, Auteur ; Kelly P. ARBOUR-NICITOPOULOS, Auteur ; Kathleen A. MARTIN GINIS, Auteur ; Amy E. LATIMER-CHEUNG, Auteur ; Rebecca L. BASSETT-GUNTER, Auteur Article en page(s) : p.1783-1794 Langues : Anglais (eng) Mots-clés : *adolescents  *autism spectrum disorder  *family functioning and support  *school-age children Index. décimale : PER Périodiques Résumé : Children and youth with autism spectrum disorder engage in less physical activity than neurotypically developing peers. This may be due to factors associated with autism spectrum disorder at the individual and environmental level that can make physical activity participation more challenging. Parent support is a known determinant of physical activity among children and youth; however, limited research has explored the relationship between parent physical activity support behaviour and child physical activity behaviour within the autism spectrum disorder population. The purpose of this study was to examine the relationship between parent physical activity support behaviour and physical activity levels of children and youth with autism spectrum disorder. Parents (n?=?201) of school-aged children and youth with autism spectrum disorder completed measures of parent physical activity support (intentions, behavioural regulation, support behaviour), as well as their child's physical activity behaviour. The results showed that parent's intentions to provide physical activity support were associated with their support behaviour for their child's physical activity (e.g. encouragement, being active together). Parents who followed through with their intentions to provide support reported using behavioural regulation strategies such as goal setting and planning more often. Finally, the results showed parent physical activity support behaviour was positively associated with child physical activity behaviour. Findings suggest parents play an instrumental role in the physical activity behaviour of children and youth with autism spectrum disorder. Family-level interventions targeting parents' behavioural regulation strategies to provide physical activity support may be an effective strategy to increase physical activity in children and youth with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361320922658 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431 [article] Examining the relationship between parent physical activity support behaviour and physical activity among children and youth with autism spectrum disorder [Texte imprimé et/ou numérique] / Denver M. BROWN, Auteur ; Kelly P. ARBOUR-NICITOPOULOS, Auteur ; Kathleen A. MARTIN GINIS, Auteur ; Amy E. LATIMER-CHEUNG, Auteur ; Rebecca L. BASSETT-GUNTER, Auteur . - p.1783-1794. Langues : Anglais (eng) in Autism > 24-7 (October 2020) . - p.1783-1794 Mots-clés : *adolescents  *autism spectrum disorder  *family functioning and support  *school-age children Index. décimale : PER Périodiques Résumé : Children and youth with autism spectrum disorder engage in less physical activity than neurotypically developing peers. This may be due to factors associated with autism spectrum disorder at the individual and environmental level that can make physical activity participation more challenging. Parent support is a known determinant of physical activity among children and youth; however, limited research has explored the relationship between parent physical activity support behaviour and child physical activity behaviour within the autism spectrum disorder population. The purpose of this study was to examine the relationship between parent physical activity support behaviour and physical activity levels of children and youth with autism spectrum disorder. Parents (n?=?201) of school-aged children and youth with autism spectrum disorder completed measures of parent physical activity support (intentions, behavioural regulation, support behaviour), as well as their child's physical activity behaviour. The results showed that parent's intentions to provide physical activity support were associated with their support behaviour for their child's physical activity (e.g. encouragement, being active together). Parents who followed through with their intentions to provide support reported using behavioural regulation strategies such as goal setting and planning more often. Finally, the results showed parent physical activity support behaviour was positively associated with child physical activity behaviour. Findings suggest parents play an instrumental role in the physical activity behaviour of children and youth with autism spectrum disorder. Family-level interventions targeting parents' behavioural regulation strategies to provide physical activity support may be an effective strategy to increase physical activity in children and youth with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361320922658 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431

Making sense of the perceptual capacities in autistic and non-autistic adults / Jana BRINKERT in Autism, 24-7 (October 2020)  

Public ISBD [article]  inAutism > 24-7 (October 2020) . - p.1795-1804 Titre : Making sense of the perceptual capacities in autistic and non-autistic adults Type de document : Texte imprimé et/ou numérique Auteurs : Jana BRINKERT, Auteur ; Anna REMINGTON, Auteur Article en page(s) : p.1795-1804 Langues : Anglais (eng) Mots-clés : *adults  *attention  *autism  *perception  *perceptual capacity  *sensory processing Index. décimale : PER Périodiques Résumé : Perceptual capacity refers to the amount of information that we can pay attention to at any one time. Research has shown that autistic people have a higher perceptual capacity, which means they can take in more information than non-autistic people can. This can be useful in certain situations, for instance, hearing approaching cars or noticing small details. However, in other situations, a higher perceptual capacity may result in more distraction. This study looked at whether having this increased perceptual capacity is linked to being very sensitive to sensory information (lights, sounds, touch, taste and smell) - something that many autistic people experience on a daily basis. Being very sensitive to these things can make it hard to interact with the world around us, so it is important to know more about what causes the sensitivity. To explore this, 38 autistic and 66 non-autistic adults completed a computer task that measured perceptual capacity and filled in a questionnaire about how sensitive they were to sensory information. We found that perceptual capacity was related to sensory symptoms for both autistic and non-autistic participants; people who had a larger perceptual capacity showed more sensitivity, while people who had a lower perceptual capacity showed reduced sensory sensitivity. This information can hopefully be used to improve the way in which we can support people who experience unpleasant sensory sensitivity. En ligne : http://dx.doi.org/10.1177/1362361320922640 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431 [article] Making sense of the perceptual capacities in autistic and non-autistic adults [Texte imprimé et/ou numérique] / Jana BRINKERT, Auteur ; Anna REMINGTON, Auteur . - p.1795-1804. Langues : Anglais (eng) in Autism > 24-7 (October 2020) . - p.1795-1804 Mots-clés : *adults  *attention  *autism  *perception  *perceptual capacity  *sensory processing Index. décimale : PER Périodiques Résumé : Perceptual capacity refers to the amount of information that we can pay attention to at any one time. Research has shown that autistic people have a higher perceptual capacity, which means they can take in more information than non-autistic people can. This can be useful in certain situations, for instance, hearing approaching cars or noticing small details. However, in other situations, a higher perceptual capacity may result in more distraction. This study looked at whether having this increased perceptual capacity is linked to being very sensitive to sensory information (lights, sounds, touch, taste and smell) - something that many autistic people experience on a daily basis. Being very sensitive to these things can make it hard to interact with the world around us, so it is important to know more about what causes the sensitivity. To explore this, 38 autistic and 66 non-autistic adults completed a computer task that measured perceptual capacity and filled in a questionnaire about how sensitive they were to sensory information. We found that perceptual capacity was related to sensory symptoms for both autistic and non-autistic participants; people who had a larger perceptual capacity showed more sensitivity, while people who had a lower perceptual capacity showed reduced sensory sensitivity. This information can hopefully be used to improve the way in which we can support people who experience unpleasant sensory sensitivity. En ligne : http://dx.doi.org/10.1177/1362361320922640 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431

Twitter usage about autism spectrum disorder / Monica L. BELLON-HARN in Autism, 24-7 (October 2020)  

Public ISBD [article]  inAutism > 24-7 (October 2020) . - p.1805-1816 Titre : Twitter usage about autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Monica L. BELLON-HARN, Auteur ; Jianyuan NI, Auteur ; Vinaya MANCHAIAH, Auteur Article en page(s) : p.1805-1816 Langues : Anglais (eng) Mots-clés : *Twitter  *health information  *technology Index. décimale : PER Périodiques Résumé : Stakeholders within autism spectrum disorder communities use Twitter for specific purposes. The goal of this study was to characterize patterns and themes of tweet content and sentiment and intercommunications between users sending and retweeting content to their respective user networks. The study used cross-sectional analysis of data generated from Twitter. Twitter content, sentiment, users, and community networks were examined from a sample of tweets with the highest Twitter reach and the lowest Twitter reach. Results indicate that Twitter content from both samples was primarily related to empowerment and support. Differences between the number of tweets originating from an individual in the lowest reach sample (i.e. 41%) as compared to the individuals in the highest reach sample (i.e. 18%) were noted. The number of users belonging to an advocacy subcommunity was substantially larger than a clinical and research subcommunity. Results provide insight into the presuppositions of individuals with autism spectrum disorder, their families and significant others, and other stakeholders. En ligne : http://dx.doi.org/10.1177/1362361320923173 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431 [article] Twitter usage about autism spectrum disorder [Texte imprimé et/ou numérique] / Monica L. BELLON-HARN, Auteur ; Jianyuan NI, Auteur ; Vinaya MANCHAIAH, Auteur . - p.1805-1816. Langues : Anglais (eng) in Autism > 24-7 (October 2020) . - p.1805-1816 Mots-clés : *Twitter  *health information  *technology Index. décimale : PER Périodiques Résumé : Stakeholders within autism spectrum disorder communities use Twitter for specific purposes. The goal of this study was to characterize patterns and themes of tweet content and sentiment and intercommunications between users sending and retweeting content to their respective user networks. The study used cross-sectional analysis of data generated from Twitter. Twitter content, sentiment, users, and community networks were examined from a sample of tweets with the highest Twitter reach and the lowest Twitter reach. Results indicate that Twitter content from both samples was primarily related to empowerment and support. Differences between the number of tweets originating from an individual in the lowest reach sample (i.e. 41%) as compared to the individuals in the highest reach sample (i.e. 18%) were noted. The number of users belonging to an advocacy subcommunity was substantially larger than a clinical and research subcommunity. Results provide insight into the presuppositions of individuals with autism spectrum disorder, their families and significant others, and other stakeholders. En ligne : http://dx.doi.org/10.1177/1362361320923173 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431

"Chasing hope": Parents' perspectives on complementary and alternative interventions for children with autism in Kazakhstan / Sofiya AN in Autism, 24-7 (October 2020)  

Public ISBD [article]  inAutism > 24-7 (October 2020) . - p.1817-1828 Titre : "Chasing hope": Parents' perspectives on complementary and alternative interventions for children with autism in Kazakhstan Type de document : Texte imprimé et/ou numérique Auteurs : Sofiya AN, Auteur ; Akbota KANDERZHANOVA, Auteur ; Assel AKHMETOVA, Auteur ; Faye FOSTER, Auteur ; Chee Kai CHAN, Auteur Article en page(s) : p.1817-1828 Langues : Anglais (eng) Mots-clés : *Central Asia  *Kazakhstan  *autism spectrum disorder  *complementary and alternative medicine  *focus group  *qualitative research Index. décimale : PER Périodiques Résumé : The article reports the findings of a qualitative research study on how and why parents of autistic children in Kazakhstan utilize complementary and alternative medicine. We found that parents turn to complementary and alternative medicine because of the lack of professional care options available to them and in pursuit for hope and opportunities for their children with ASD. En ligne : http://dx.doi.org/10.1177/1362361320923494 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431 [article] "Chasing hope": Parents' perspectives on complementary and alternative interventions for children with autism in Kazakhstan [Texte imprimé et/ou numérique] / Sofiya AN, Auteur ; Akbota KANDERZHANOVA, Auteur ; Assel AKHMETOVA, Auteur ; Faye FOSTER, Auteur ; Chee Kai CHAN, Auteur . - p.1817-1828. Langues : Anglais (eng) in Autism > 24-7 (October 2020) . - p.1817-1828 Mots-clés : *Central Asia  *Kazakhstan  *autism spectrum disorder  *complementary and alternative medicine  *focus group  *qualitative research Index. décimale : PER Périodiques Résumé : The article reports the findings of a qualitative research study on how and why parents of autistic children in Kazakhstan utilize complementary and alternative medicine. We found that parents turn to complementary and alternative medicine because of the lack of professional care options available to them and in pursuit for hope and opportunities for their children with ASD. En ligne : http://dx.doi.org/10.1177/1362361320923494 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431

Attributions, causal beliefs, and help-seeking behavior of parents of children with autism spectrum disorder and sleep problems / Laurie MCLAY in Autism, 24-7 (October 2020)  

Public ISBD [article]  inAutism > 24-7 (October 2020) . - p.1829-1840 Titre : Attributions, causal beliefs, and help-seeking behavior of parents of children with autism spectrum disorder and sleep problems Type de document : Texte imprimé et/ou numérique Auteurs : Laurie MCLAY, Auteur ; Sarah G. HANSEN, Auteur ; Amarie CARNETT, Auteur ; Karyn G. FRANCE, Auteur ; Neville M. BLAMPIED, Auteur Article en page(s) : p.1829-1840 Langues : Anglais (eng) Mots-clés : *autism spectrum disorder  *help-seeking  *parent attributions  *parental beliefs  *seep  *sleep treatment Index. décimale : PER Périodiques Résumé : Sleep problems are commonly reported among parents of children with autism spectrum disorder (ASD). Without effective treatment, such problems are unlikely to resolve. To date, we know very little about how and why parents of children with ASD seek help for sleep disturbance. Via an online survey, we gathered information about how parents make sense of their children's sleep problems, beliefs about their causes, sources of information, and help-seeking behavior. The analysis of responses from 244 parents revealed that parents commonly view sleep problems (a) as a consequence of their child's ASD, and unlikely to change over time (stable), and (b) as located within the child (intrinsic), stable over time, and difficult to treat. Despite this, parents also rated sleep problems as being important to treat. Eighty-two percent of parents surveyed reported seeking some kind of help for their child's sleep disturbance, and the average parent had tried six different treatment strategies, most commonly medical approaches (e.g. melatonin). The alignment between parents' treatment choices and those strategies that are supported by research was poor, but belief in the effectiveness of treatments was closely related to how often the treatment was used. These findings have important implications for parental education and clinical practice in the treatment of sleep problems in children with ASD. En ligne : http://dx.doi.org/10.1177/1362361320924216 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431 [article] Attributions, causal beliefs, and help-seeking behavior of parents of children with autism spectrum disorder and sleep problems [Texte imprimé et/ou numérique] / Laurie MCLAY, Auteur ; Sarah G. HANSEN, Auteur ; Amarie CARNETT, Auteur ; Karyn G. FRANCE, Auteur ; Neville M. BLAMPIED, Auteur . - p.1829-1840. Langues : Anglais (eng) in Autism > 24-7 (October 2020) . - p.1829-1840 Mots-clés : *autism spectrum disorder  *help-seeking  *parent attributions  *parental beliefs  *seep  *sleep treatment Index. décimale : PER Périodiques Résumé : Sleep problems are commonly reported among parents of children with autism spectrum disorder (ASD). Without effective treatment, such problems are unlikely to resolve. To date, we know very little about how and why parents of children with ASD seek help for sleep disturbance. Via an online survey, we gathered information about how parents make sense of their children's sleep problems, beliefs about their causes, sources of information, and help-seeking behavior. The analysis of responses from 244 parents revealed that parents commonly view sleep problems (a) as a consequence of their child's ASD, and unlikely to change over time (stable), and (b) as located within the child (intrinsic), stable over time, and difficult to treat. Despite this, parents also rated sleep problems as being important to treat. Eighty-two percent of parents surveyed reported seeking some kind of help for their child's sleep disturbance, and the average parent had tried six different treatment strategies, most commonly medical approaches (e.g. melatonin). The alignment between parents' treatment choices and those strategies that are supported by research was poor, but belief in the effectiveness of treatments was closely related to how often the treatment was used. These findings have important implications for parental education and clinical practice in the treatment of sleep problems in children with ASD. En ligne : http://dx.doi.org/10.1177/1362361320924216 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431

Atypical social communication is associated with positive initial impressions among peers with autism spectrum disorder / Jessica E. GRANIERI in Autism, 24-7 (October 2020)  

Public ISBD [article]  inAutism > 24-7 (October 2020) . - p.1841-1848 Titre : Atypical social communication is associated with positive initial impressions among peers with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Jessica E. GRANIERI, Auteur ; Morgan L. MCNAIR, Auteur ; Alan H. GERBER, Auteur ; Rebecca F. REIFLER, Auteur ; Matthew D. LERNER, Auteur Article en page(s) : p.1841-1848 Langues : Anglais (eng) Mots-clés : *atypical communication  *autism spectrum disorder  *friendship  *social communication  *youth Index. décimale : PER Périodiques Résumé : Atypical social communication is a key indicator of autism spectrum disorder and has long been presumed to interfere with friendship formation and first impressions among typically developing youth. However, emerging literature suggests that such atypicalities may function differently among groups of peers with autism spectrum disorder. The current study aimed to investigate the relationship between atypical social communication patterns and first impression sociometric ratings by peers in groups of youth with autism spectrum disorder. Findings suggest that, contrary to typically developing individuals, several forms of atypical communication among youth with autism spectrum disorder are associated with more positive first impressions by others with autism spectrum disorder. This suggests that interventions designed to increase friendships among youth with autism spectrum disorder may benefit from reframing their approach to addressing atypical social communication. En ligne : http://dx.doi.org/10.1177/1362361320924906 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431 [article] Atypical social communication is associated with positive initial impressions among peers with autism spectrum disorder [Texte imprimé et/ou numérique] / Jessica E. GRANIERI, Auteur ; Morgan L. MCNAIR, Auteur ; Alan H. GERBER, Auteur ; Rebecca F. REIFLER, Auteur ; Matthew D. LERNER, Auteur . - p.1841-1848. Langues : Anglais (eng) in Autism > 24-7 (October 2020) . - p.1841-1848 Mots-clés : *atypical communication  *autism spectrum disorder  *friendship  *social communication  *youth Index. décimale : PER Périodiques Résumé : Atypical social communication is a key indicator of autism spectrum disorder and has long been presumed to interfere with friendship formation and first impressions among typically developing youth. However, emerging literature suggests that such atypicalities may function differently among groups of peers with autism spectrum disorder. The current study aimed to investigate the relationship between atypical social communication patterns and first impression sociometric ratings by peers in groups of youth with autism spectrum disorder. Findings suggest that, contrary to typically developing individuals, several forms of atypical communication among youth with autism spectrum disorder are associated with more positive first impressions by others with autism spectrum disorder. This suggests that interventions designed to increase friendships among youth with autism spectrum disorder may benefit from reframing their approach to addressing atypical social communication. En ligne : http://dx.doi.org/10.1177/1362361320924906 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431

Atypical visual-auditory predictive coding in autism spectrum disorder: Electrophysiological evidence from stimulus omissions / Thijs VAN LAARHOVEN in Autism, 24-7 (October 2020)  

Public ISBD [article]  inAutism > 24-7 (October 2020) . - p.1849-1859 Titre : Atypical visual-auditory predictive coding in autism spectrum disorder: Electrophysiological evidence from stimulus omissions Type de document : Texte imprimé et/ou numérique Auteurs : Thijs VAN LAARHOVEN, Auteur ; Jeroen J. STEKELENBURG, Auteur ; Mart L. J. M. EUSSEN, Auteur ; Jean VROOMEN, Auteur Article en page(s) : p.1849-1859 Langues : Anglais (eng) Mots-clés : *autism spectrum disorder  *event-related potentials  *predictive coding  *visual-auditory Index. décimale : PER Périodiques Résumé : Many autistic individuals experience difficulties in processing sensory information (e.g. increased sensitivity to sound). Here we show that these difficulties may be related to an inability to process unexpected sensory stimulation. In this study, 29 older adolescents and young adults with autism and 29 age-matched individuals with typical development participated in an electroencephalography study. The electroencephalography study measured the participants' brain activity during unexpected silences in a sequence of videos of a handclap. The results showed that the brain activity of autistic individuals during these silences was increased compared to individuals with typical development. This increased activity indicates that autistic individuals may have difficulties in processing unexpected incoming sensory information, and might explain why autistic individuals are often overwhelmed by sensory stimulation. Our findings contribute to a better understanding of the neural mechanisms underlying the different sensory perception experienced by autistic individuals. En ligne : http://dx.doi.org/10.1177/1362361320926061 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431 [article] Atypical visual-auditory predictive coding in autism spectrum disorder: Electrophysiological evidence from stimulus omissions [Texte imprimé et/ou numérique] / Thijs VAN LAARHOVEN, Auteur ; Jeroen J. STEKELENBURG, Auteur ; Mart L. J. M. EUSSEN, Auteur ; Jean VROOMEN, Auteur . - p.1849-1859. Langues : Anglais (eng) in Autism > 24-7 (October 2020) . - p.1849-1859 Mots-clés : *autism spectrum disorder  *event-related potentials  *predictive coding  *visual-auditory Index. décimale : PER Périodiques Résumé : Many autistic individuals experience difficulties in processing sensory information (e.g. increased sensitivity to sound). Here we show that these difficulties may be related to an inability to process unexpected sensory stimulation. In this study, 29 older adolescents and young adults with autism and 29 age-matched individuals with typical development participated in an electroencephalography study. The electroencephalography study measured the participants' brain activity during unexpected silences in a sequence of videos of a handclap. The results showed that the brain activity of autistic individuals during these silences was increased compared to individuals with typical development. This increased activity indicates that autistic individuals may have difficulties in processing unexpected incoming sensory information, and might explain why autistic individuals are often overwhelmed by sensory stimulation. Our findings contribute to a better understanding of the neural mechanisms underlying the different sensory perception experienced by autistic individuals. En ligne : http://dx.doi.org/10.1177/1362361320926061 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431

Inclusion, acceptance, shame and isolation: Attitudes to autism in Aboriginal and Torres Strait Islander communities in Australia / Rozanna LILLEY in Autism, 24-7 (October 2020)  

Public ISBD [article]  inAutism > 24-7 (October 2020) . - p.1860-1873 Titre : Inclusion, acceptance, shame and isolation: Attitudes to autism in Aboriginal and Torres Strait Islander communities in Australia Type de document : Texte imprimé et/ou numérique Auteurs : Rozanna LILLEY, Auteur ; Mikala SEDGWICK, Auteur ; Elizabeth PELLICANO, Auteur Article en page(s) : p.1860-1873 Langues : Anglais (eng) Mots-clés : *Australia  *First Peoples  *Indigenous  *Torres Strait Islander  *aboriginal  *attitudes  *autism  *cross-cultural  *families  *mothers Index. décimale : PER Périodiques Résumé : There has been almost no research done about autism in Aboriginal and Torres Strait Islander communities in Australia. This article is the first detailed report on attitudes to autism in these communities. Understanding attitudes to autism is important because they influence whether or not children are diagnosed, as well as the kinds of support autistic people are getting. Twelve families who lived in different parts of Australia were interviewed. They told us that there is a range of attitudes to autism in Aboriginal and Torres Strait Islander communities. These include negative ideas such as sometimes feeling shame associated with children's unusual behaviour, as well as feeling stigmatised and socially isolated. The negative attitudes reported may mean that some children are missing out on an autism diagnosis or being wrongly diagnosed with a different condition in these communities. They also included positive ideas such as the importance of looking after each other and of accepting autistic people and their differences. We can all learn from these positive attitudes. It will be interesting to know in future projects whether these accepting attitudes lead to better outcomes for autistic children and adults in these communities. This research helps us to understand how autism is thought about in different cultures and how attitudes impact diagnosis and support. It will also help people to plan supports that reflect what Aboriginal and Torres Strait Islander families actually want and need. En ligne : http://dx.doi.org/10.1177/1362361320928830 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431 [article] Inclusion, acceptance, shame and isolation: Attitudes to autism in Aboriginal and Torres Strait Islander communities in Australia [Texte imprimé et/ou numérique] / Rozanna LILLEY, Auteur ; Mikala SEDGWICK, Auteur ; Elizabeth PELLICANO, Auteur . - p.1860-1873. Langues : Anglais (eng) in Autism > 24-7 (October 2020) . - p.1860-1873 Mots-clés : *Australia  *First Peoples  *Indigenous  *Torres Strait Islander  *aboriginal  *attitudes  *autism  *cross-cultural  *families  *mothers Index. décimale : PER Périodiques Résumé : There has been almost no research done about autism in Aboriginal and Torres Strait Islander communities in Australia. This article is the first detailed report on attitudes to autism in these communities. Understanding attitudes to autism is important because they influence whether or not children are diagnosed, as well as the kinds of support autistic people are getting. Twelve families who lived in different parts of Australia were interviewed. They told us that there is a range of attitudes to autism in Aboriginal and Torres Strait Islander communities. These include negative ideas such as sometimes feeling shame associated with children's unusual behaviour, as well as feeling stigmatised and socially isolated. The negative attitudes reported may mean that some children are missing out on an autism diagnosis or being wrongly diagnosed with a different condition in these communities. They also included positive ideas such as the importance of looking after each other and of accepting autistic people and their differences. We can all learn from these positive attitudes. It will be interesting to know in future projects whether these accepting attitudes lead to better outcomes for autistic children and adults in these communities. This research helps us to understand how autism is thought about in different cultures and how attitudes impact diagnosis and support. It will also help people to plan supports that reflect what Aboriginal and Torres Strait Islander families actually want and need. En ligne : http://dx.doi.org/10.1177/1362361320928830 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431

Factors associated with enrollment into a clinical trial of caregiver-implemented intervention for infants at risk for autism spectrum disorder / Jessica BRADSHAW in Autism, 24-7 (October 2020)  

Public ISBD [article]  inAutism > 24-7 (October 2020) . - p.1874-1884 Titre : Factors associated with enrollment into a clinical trial of caregiver-implemented intervention for infants at risk for autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Jessica BRADSHAW, Auteur ; Ashley TRUMBULL, Auteur ; Jennifer STAPEL-WAX, Auteur ; Scott GILLESPIE, Auteur ; Nisha GEORGE, Auteur ; Celine A. SAULNIER, Auteur ; Cheryl KLAIMAN, Auteur ; Juliann WOODS, Auteur ; Nathan A. CALL, Auteur ; Ami KLIN, Auteur ; Amy M. WETHERBY, Auteur Article en page(s) : p.1874-1884 Langues : Anglais (eng) Mots-clés : *autism spectrum disorders  *clinical trial  *communication and language  *infant  *interventions—psychosocial/behavioral Index. décimale : PER Périodiques Résumé : Early intervention helps to address developmental delays in young children with autism spectrum disorder. Yet, research suggests there are barriers to enrollment into research studies that test the effectiveness of these interventions for infants at risk. This study identifies family characteristics that were associated with agreement to enroll in a clinical trial of early intervention for 12-month-old infants at risk for autism spectrum disorder. As part of a large longitudinal study, infants were evaluated for early signs of autism spectrum disorder at 1?year of age. Of the fifty-seven infants who were showing signs of autism and deemed eligible for the early intervention trial, 44% declined enrollment. Results suggest that families were more likely to decline enrolling into the intervention study if the mother was working full time, the total household income was between US$60,000 and US$100,000, and they lived further from the clinic. In contrast, infant autism symptoms and parental concern at 12?months were not significantly associated with enrollment. These findings highlight the need for intervention studies that are more accessible to parents, for example, intervention that takes place in the home, in addition to more research on how parental understanding of, and willingness to act on, early social-communication delays impact intervention study enrollment. Future research can then examine how to address these barriers to enrollment in early intervention studies. Such findings will shed light on best practices for dissemination of early identification and intervention strategies. En ligne : http://dx.doi.org/10.1177/1362361320928829 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431 [article] Factors associated with enrollment into a clinical trial of caregiver-implemented intervention for infants at risk for autism spectrum disorder [Texte imprimé et/ou numérique] / Jessica BRADSHAW, Auteur ; Ashley TRUMBULL, Auteur ; Jennifer STAPEL-WAX, Auteur ; Scott GILLESPIE, Auteur ; Nisha GEORGE, Auteur ; Celine A. SAULNIER, Auteur ; Cheryl KLAIMAN, Auteur ; Juliann WOODS, Auteur ; Nathan A. CALL, Auteur ; Ami KLIN, Auteur ; Amy M. WETHERBY, Auteur . - p.1874-1884. Langues : Anglais (eng) in Autism > 24-7 (October 2020) . - p.1874-1884 Mots-clés : *autism spectrum disorders  *clinical trial  *communication and language  *infant  *interventions—psychosocial/behavioral Index. décimale : PER Périodiques Résumé : Early intervention helps to address developmental delays in young children with autism spectrum disorder. Yet, research suggests there are barriers to enrollment into research studies that test the effectiveness of these interventions for infants at risk. This study identifies family characteristics that were associated with agreement to enroll in a clinical trial of early intervention for 12-month-old infants at risk for autism spectrum disorder. As part of a large longitudinal study, infants were evaluated for early signs of autism spectrum disorder at 1?year of age. Of the fifty-seven infants who were showing signs of autism and deemed eligible for the early intervention trial, 44% declined enrollment. Results suggest that families were more likely to decline enrolling into the intervention study if the mother was working full time, the total household income was between US$60,000 and US$100,000, and they lived further from the clinic. In contrast, infant autism symptoms and parental concern at 12?months were not significantly associated with enrollment. These findings highlight the need for intervention studies that are more accessible to parents, for example, intervention that takes place in the home, in addition to more research on how parental understanding of, and willingness to act on, early social-communication delays impact intervention study enrollment. Future research can then examine how to address these barriers to enrollment in early intervention studies. Such findings will shed light on best practices for dissemination of early identification and intervention strategies. En ligne : http://dx.doi.org/10.1177/1362361320928829 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431

The face validity of an initial sub-typology of people with autism spectrum disorders detained in psychiatric hospitals / Magali BARNOUX in Autism, 24-7 (October 2020)  

Public ISBD [article]  inAutism > 24-7 (October 2020) . - p.1885-1897 Titre : The face validity of an initial sub-typology of people with autism spectrum disorders detained in psychiatric hospitals Type de document : Texte imprimé et/ou numérique Auteurs : Magali BARNOUX, Auteur ; Regi ALEXANDER, Auteur ; Sabyasachi BHAUMIK, Auteur ; John DEVAPRIAM, Auteur ; Connor DUGGAN, Auteur ; Lee SHEPSTONE, Auteur ; Ekkehart STAUFENBERG, Auteur ; David TURNER, Auteur ; Nichola TYLER, Auteur ; Essi VIDING, Auteur ; Peter E. LANGDON, Auteur Article en page(s) : p.1885-1897 Langues : Anglais (eng) Mots-clés : *autism spectrum disorder  *behavioural problems  *care pathway  *crime  *psychopathy  *secure hospitals  *typology  of interest with respect to the research, authorship, and/or publication of this  article. Index. décimale : PER Périodiques Résumé : Autistic adults who have a history of committing crimes pose challenges for the criminal justice system in terms of disposal and treatment. For this reason, we investigated the validity of a proposed sub-typology of autistic adults detained in secure psychiatric hospitals. Initially, we ran a focus group with psychiatrists, clinical psychologists, healthcare workers, family members and autistic adults who had been detained in hospital to consider a sub-typology of autistic adults who may come into contact with secure psychiatric hospitals. We asked 15 psychiatrists and clinical psychologists to rate 10 clinical vignettes based on our sub-typology with three rounds; revisions to the vignettes to improve clarity were made following each round. The findings indicated that these subtypes possess face validity and raters were able to classify all 10 clinical case vignettes into the sub-typology and percentage of agreement ranged from 96% to 100% for overall subtype classification. The findings suggested that the further validity of the sub-typology should be investigated within a larger study using a clinical sample. These subtypes may help inform treatment and care pathways within hospital. En ligne : http://dx.doi.org/10.1177/1362361320929457 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431 [article] The face validity of an initial sub-typology of people with autism spectrum disorders detained in psychiatric hospitals [Texte imprimé et/ou numérique] / Magali BARNOUX, Auteur ; Regi ALEXANDER, Auteur ; Sabyasachi BHAUMIK, Auteur ; John DEVAPRIAM, Auteur ; Connor DUGGAN, Auteur ; Lee SHEPSTONE, Auteur ; Ekkehart STAUFENBERG, Auteur ; David TURNER, Auteur ; Nichola TYLER, Auteur ; Essi VIDING, Auteur ; Peter E. LANGDON, Auteur . - p.1885-1897. Langues : Anglais (eng) in Autism > 24-7 (October 2020) . - p.1885-1897 Mots-clés : *autism spectrum disorder  *behavioural problems  *care pathway  *crime  *psychopathy  *secure hospitals  *typology  of interest with respect to the research, authorship, and/or publication of this  article. Index. décimale : PER Périodiques Résumé : Autistic adults who have a history of committing crimes pose challenges for the criminal justice system in terms of disposal and treatment. For this reason, we investigated the validity of a proposed sub-typology of autistic adults detained in secure psychiatric hospitals. Initially, we ran a focus group with psychiatrists, clinical psychologists, healthcare workers, family members and autistic adults who had been detained in hospital to consider a sub-typology of autistic adults who may come into contact with secure psychiatric hospitals. We asked 15 psychiatrists and clinical psychologists to rate 10 clinical vignettes based on our sub-typology with three rounds; revisions to the vignettes to improve clarity were made following each round. The findings indicated that these subtypes possess face validity and raters were able to classify all 10 clinical case vignettes into the sub-typology and percentage of agreement ranged from 96% to 100% for overall subtype classification. The findings suggested that the further validity of the sub-typology should be investigated within a larger study using a clinical sample. These subtypes may help inform treatment and care pathways within hospital. En ligne : http://dx.doi.org/10.1177/1362361320929457 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431

Comparing the writing skills of autistic and nonautistic university students: A collaboration with autistic university students / Kristen GILLESPIE-LYNCH in Autism, 24-7 (October 2020)  

Public ISBD [article]  inAutism > 24-7 (October 2020) . - p.1898-1912 Titre : Comparing the writing skills of autistic and nonautistic university students: A collaboration with autistic university students Type de document : Texte imprimé et/ou numérique Auteurs : Kristen GILLESPIE-LYNCH, Auteur ; Emily HOTEZ, Auteur ; Matthew ZAJIC, Auteur ; Ariana RICCIO, Auteur ; Danielle DENIGRIS, Auteur ; Bella KOFNER, Auteur ; Dennis BUBLITZ, Auteur ; Naomi GAGGI, Auteur ; Kavi LUCA, Auteur Article en page(s) : p.1898-1912 Langues : Anglais (eng) Mots-clés : *autism  *autistic  *college  *intelligence  *neurodiversity  *participatory  *university  *writing Index. décimale : PER Périodiques Résumé : We do not know very much about the writing skills of autistic university students. Studies with autistic children and teenagers show that some autistic young people have difficulties writing. Other autistic people are talented writers. In fact, some autistic people would rather write than speak. Good writers often imagine other people's points of view when writing. Autistic people sometimes have difficulties understanding others' points of view. Yet, autistic people often work much harder to understand others' points of view than not-autistic people do. We collaborated with autistic university student researchers to see if autistic university students are better or worse at writing than nonautistic students. Autistic university students in our study were better writers than nonautistic students. Autistic students in our study had higher nonverbal intelligence than nonautistic students. Autistic students also put themselves under more pressure to write perfectly than nonautistic students did. Autistic students did not show any difficulties understanding other minds. This study shows that some autistic university students have stronger writing skills and higher intelligence than nonautistic university students. Yet, autistic students may be too hard on themselves about their writing. Fun activities that help students explore their ideas without pressure (like theater games) may help autistic students be less hard on their writing. Teachers can help autistic students express themselves through writing by encouraging them to write about their interests, by giving them enough time to write, and by letting them write using computers if they want to. This study shows that collaborations with autistic people can help us understand strengths that can help autistic people succeed. En ligne : http://dx.doi.org/10.1177/1362361320929453 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431 [article] Comparing the writing skills of autistic and nonautistic university students: A collaboration with autistic university students [Texte imprimé et/ou numérique] / Kristen GILLESPIE-LYNCH, Auteur ; Emily HOTEZ, Auteur ; Matthew ZAJIC, Auteur ; Ariana RICCIO, Auteur ; Danielle DENIGRIS, Auteur ; Bella KOFNER, Auteur ; Dennis BUBLITZ, Auteur ; Naomi GAGGI, Auteur ; Kavi LUCA, Auteur . - p.1898-1912. Langues : Anglais (eng) in Autism > 24-7 (October 2020) . - p.1898-1912 Mots-clés : *autism  *autistic  *college  *intelligence  *neurodiversity  *participatory  *university  *writing Index. décimale : PER Périodiques Résumé : We do not know very much about the writing skills of autistic university students. Studies with autistic children and teenagers show that some autistic young people have difficulties writing. Other autistic people are talented writers. In fact, some autistic people would rather write than speak. Good writers often imagine other people's points of view when writing. Autistic people sometimes have difficulties understanding others' points of view. Yet, autistic people often work much harder to understand others' points of view than not-autistic people do. We collaborated with autistic university student researchers to see if autistic university students are better or worse at writing than nonautistic students. Autistic university students in our study were better writers than nonautistic students. Autistic students in our study had higher nonverbal intelligence than nonautistic students. Autistic students also put themselves under more pressure to write perfectly than nonautistic students did. Autistic students did not show any difficulties understanding other minds. This study shows that some autistic university students have stronger writing skills and higher intelligence than nonautistic university students. Yet, autistic students may be too hard on themselves about their writing. Fun activities that help students explore their ideas without pressure (like theater games) may help autistic students be less hard on their writing. Teachers can help autistic students express themselves through writing by encouraging them to write about their interests, by giving them enough time to write, and by letting them write using computers if they want to. This study shows that collaborations with autistic people can help us understand strengths that can help autistic people succeed. En ligne : http://dx.doi.org/10.1177/1362361320929453 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431

Implementing early intensive behavioral intervention in community settings / Joshua B. PLAVNICK in Autism, 24-7 (October 2020)  

Public ISBD [article]  inAutism > 24-7 (October 2020) . - p.1913-1916 Titre : Implementing early intensive behavioral intervention in community settings Type de document : Texte imprimé et/ou numérique Auteurs : Joshua B. PLAVNICK, Auteur ; M. Y. S. BAK, Auteur ; Sarah M. AVENDAÑO, Auteur ; Ana D. DUEÑAS, Auteur ; Matthew T. BRODHEAD, Auteur ; Emma S. SIPILA, Auteur Article en page(s) : p.1913-1916 Langues : Anglais (eng) Mots-clés : *community-based intervention  *early intensive behavioral intervention Index. décimale : PER Périodiques Résumé : Although research shows early intensive behavioral intervention can be very beneficial for children with autism spectrum disorder when delivered in university or private intervention centers, little is known about the best way to provide early intensive behavioral intervention within the broader community. The Michigan State University Early Learning Institute was developed to address challenges with providing early intensive behavioral intervention in community settings, with an emphasis on serving children and families on Medicaid. This short report describes the approach taken by the Early Learning Institute and reports data regarding enrollment and utilization among Medicaid families. Results suggest the model has potential to be used within community settings and that children on Medicaid are likely to consistently attend their treatment sessions. En ligne : http://dx.doi.org/10.1177/1362361320919243 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431 [article] Implementing early intensive behavioral intervention in community settings [Texte imprimé et/ou numérique] / Joshua B. PLAVNICK, Auteur ; M. Y. S. BAK, Auteur ; Sarah M. AVENDAÑO, Auteur ; Ana D. DUEÑAS, Auteur ; Matthew T. BRODHEAD, Auteur ; Emma S. SIPILA, Auteur . - p.1913-1916. Langues : Anglais (eng) in Autism > 24-7 (October 2020) . - p.1913-1916 Mots-clés : *community-based intervention  *early intensive behavioral intervention Index. décimale : PER Périodiques Résumé : Although research shows early intensive behavioral intervention can be very beneficial for children with autism spectrum disorder when delivered in university or private intervention centers, little is known about the best way to provide early intensive behavioral intervention within the broader community. The Michigan State University Early Learning Institute was developed to address challenges with providing early intensive behavioral intervention in community settings, with an emphasis on serving children and families on Medicaid. This short report describes the approach taken by the Early Learning Institute and reports data regarding enrollment and utilization among Medicaid families. Results suggest the model has potential to be used within community settings and that children on Medicaid are likely to consistently attend their treatment sessions. En ligne : http://dx.doi.org/10.1177/1362361320919243 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431

Short report: Social communication difficulties and restricted repetitive behaviors as predictors of anxiety in adults with autism spectrum disorder / Erika KUZMINSKAITE in Autism, 24-7 (October 2020)  

Public ISBD [article]  inAutism > 24-7 (October 2020) . - p.1917-1923 Titre : Short report: Social communication difficulties and restricted repetitive behaviors as predictors of anxiety in adults with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Erika KUZMINSKAITE, Auteur ; Sander BEGEER, Auteur ; Rosa A. HOEKSTRA, Auteur ; Rachel GROVE, Auteur Article en page(s) : p.1917-1923 Langues : Anglais (eng) Mots-clés : *anxiety  *autism spectrum disorders  *restricted repetitive behaviors  *social communication difficulties  of interest with respect to the research, authorship, and/or publication of this  article. Index. décimale : PER Périodiques Résumé : Autism spectrum disorder and anxiety are highly comorbid conditions. Understanding the underlying traits of anxiety in autism spectrum disorder is crucial to prevent and treat it efficiently. Hence, this study determined whether social communication difficulties or restricted repetitive behaviors are stronger risk factors for anxiety symptoms in autistic adults in a large cohort. Data on 742 autistic adults from the Netherlands Autism Register were included in the study. Hierarchical regression was implemented to evaluate whether social communication difficulties (Autism-Spectrum Quotient social behavior factor) and restricted repetitive behaviors (Adult Routines Inventory) were predictive of anxiety (Hospital Anxiety and Depression Scale) controlling for age and sex. When considered together, restricted repetitive behaviors stood out as significant positive predictors of anxiety symptoms (lower-order restricted repetitive behaviors, ??=?0.32, p??0.05). Non-social autistic traits are stronger predictors of anxiety symptoms than social traits in autistic adults. Increased attention to restricted repetitive behaviors should be given to improve current support programs for autistic adults with anxiety and to identify autistic individuals at risk. En ligne : http://dx.doi.org/10.1177/1362361320934218 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431 [article] Short report: Social communication difficulties and restricted repetitive behaviors as predictors of anxiety in adults with autism spectrum disorder [Texte imprimé et/ou numérique] / Erika KUZMINSKAITE, Auteur ; Sander BEGEER, Auteur ; Rosa A. HOEKSTRA, Auteur ; Rachel GROVE, Auteur . - p.1917-1923. Langues : Anglais (eng) in Autism > 24-7 (October 2020) . - p.1917-1923 Mots-clés : *anxiety  *autism spectrum disorders  *restricted repetitive behaviors  *social communication difficulties  of interest with respect to the research, authorship, and/or publication of this  article. Index. décimale : PER Périodiques Résumé : Autism spectrum disorder and anxiety are highly comorbid conditions. Understanding the underlying traits of anxiety in autism spectrum disorder is crucial to prevent and treat it efficiently. Hence, this study determined whether social communication difficulties or restricted repetitive behaviors are stronger risk factors for anxiety symptoms in autistic adults in a large cohort. Data on 742 autistic adults from the Netherlands Autism Register were included in the study. Hierarchical regression was implemented to evaluate whether social communication difficulties (Autism-Spectrum Quotient social behavior factor) and restricted repetitive behaviors (Adult Routines Inventory) were predictive of anxiety (Hospital Anxiety and Depression Scale) controlling for age and sex. When considered together, restricted repetitive behaviors stood out as significant positive predictors of anxiety symptoms (lower-order restricted repetitive behaviors, ??=?0.32, p??0.05). Non-social autistic traits are stronger predictors of anxiety symptoms than social traits in autistic adults. Increased attention to restricted repetitive behaviors should be given to improve current support programs for autistic adults with anxiety and to identify autistic individuals at risk. En ligne : http://dx.doi.org/10.1177/1362361320934218 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431

Short report: Evaluating the safety and usability of head-mounted virtual reality compared to monitor-displayed video for children with autism spectrum disorder / Mahan MALIHI in Autism, 24-7 (October 2020)  

Public ISBD [article]  inAutism > 24-7 (October 2020) . - p.1924-1929 Titre : Short report: Evaluating the safety and usability of head-mounted virtual reality compared to monitor-displayed video for children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Mahan MALIHI, Auteur ; Jenny NGUYEN, Auteur ; Robyn E. CARDY, Auteur ; Salina ELDON, Auteur ; Catharine PETTA, Auteur ; Azadeh KUSHKI, Auteur Article en page(s) : p.1924-1929 Langues : Anglais (eng) Mots-clés : *anxiety  *autism spectrum disorder  *autistic disorder  *children  *technology  *virtual reality Index. décimale : PER Périodiques Résumé : This study investigated the safety and usability of a virtual reality experience for children with autism spectrum disorder in a laboratory setting. In our study, the negative effects of head-mounted display-virtual reality were similar to monitor-displayed video watching. At the same time, the participants indicated that the head-mounted display-virtual reality experience provided improved realism and sense of presence. This study is a first step in understanding the impact of head-mounted display on children with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361320934214 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431 [article] Short report: Evaluating the safety and usability of head-mounted virtual reality compared to monitor-displayed video for children with autism spectrum disorder [Texte imprimé et/ou numérique] / Mahan MALIHI, Auteur ; Jenny NGUYEN, Auteur ; Robyn E. CARDY, Auteur ; Salina ELDON, Auteur ; Catharine PETTA, Auteur ; Azadeh KUSHKI, Auteur . - p.1924-1929. Langues : Anglais (eng) in Autism > 24-7 (October 2020) . - p.1924-1929 Mots-clés : *anxiety  *autism spectrum disorder  *autistic disorder  *children  *technology  *virtual reality Index. décimale : PER Périodiques Résumé : This study investigated the safety and usability of a virtual reality experience for children with autism spectrum disorder in a laboratory setting. In our study, the negative effects of head-mounted display-virtual reality were similar to monitor-displayed video watching. At the same time, the participants indicated that the head-mounted display-virtual reality experience provided improved realism and sense of presence. This study is a first step in understanding the impact of head-mounted display on children with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361320934214 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431