Dépouillements

Production and comprehension of pronouns in individuals with autism: A meta-analysis and systematic review / Elizabeth G. FINNEGAN in Autism, 25-1 (January 2021)  

Public ISBD [article]  inAutism > 25-1 (January 2021) . - p.3-17 Titre : Production and comprehension of pronouns in individuals with autism: A meta-analysis and systematic review Type de document : Texte imprimé et/ou numérique Auteurs : Elizabeth G. FINNEGAN, Auteur ; Kristie ASARO-SADDLER, Auteur ; Matthew ZAJIC, Auteur Article en page(s) : p.3-17 Langues : Anglais (eng) Mots-clés : autism  autism spectrum  language development  meta-analysis  pronouns  systematic review Index. décimale : PER Périodiques Résumé : This research compared pronoun use in individuals with autism and typically developing peers. Meta-analysis and systematic review of 20 selected articles were used to determine whether significant differences existed in the use of pronouns overall as well as in personal, ambiguous, possessive, reflexive, and clitic pronoun usage. Summary effects indicated significant differences between individuals with autism and their typically developing peers in the use of pronouns overall as well as in ambiguous, clitic, and reflexive pronoun usage, but not in personal and possessive pronoun usage. Results indicate wide variation in the way individuals with autism use pronouns. Since individual outcomes appear to be moderated by multiple factors, including cognitive ability, first language, and overall language development, it is recommended these be considered in assessment and treatment. En ligne : http://dx.doi.org/10.1177/1362361320949103 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437 [article] Production and comprehension of pronouns in individuals with autism: A meta-analysis and systematic review [Texte imprimé et/ou numérique] / Elizabeth G. FINNEGAN, Auteur ; Kristie ASARO-SADDLER, Auteur ; Matthew ZAJIC, Auteur . - p.3-17. Langues : Anglais (eng) in Autism > 25-1 (January 2021) . - p.3-17 Mots-clés : autism  autism spectrum  language development  meta-analysis  pronouns  systematic review Index. décimale : PER Périodiques Résumé : This research compared pronoun use in individuals with autism and typically developing peers. Meta-analysis and systematic review of 20 selected articles were used to determine whether significant differences existed in the use of pronouns overall as well as in personal, ambiguous, possessive, reflexive, and clitic pronoun usage. Summary effects indicated significant differences between individuals with autism and their typically developing peers in the use of pronouns overall as well as in ambiguous, clitic, and reflexive pronoun usage, but not in personal and possessive pronoun usage. Results indicate wide variation in the way individuals with autism use pronouns. Since individual outcomes appear to be moderated by multiple factors, including cognitive ability, first language, and overall language development, it is recommended these be considered in assessment and treatment. En ligne : http://dx.doi.org/10.1177/1362361320949103 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437

Anxiety and intellectual functioning in autistic children: A systematic review and meta-analysis / Jessica E. MINGINS in Autism, 25-1 (January 2021)  

Public ISBD [article]  inAutism > 25-1 (January 2021) . - p.18-32 Titre : Anxiety and intellectual functioning in autistic children: A systematic review and meta-analysis Type de document : Texte imprimé et/ou numérique Auteurs : Jessica E. MINGINS, Auteur ; Joanne TARVER, Auteur ; Jane WAITE, Auteur ; Chris JONES, Auteur ; Andrew SURTEES, Auteur Article en page(s) : p.18-32 Langues : Anglais (eng) Mots-clés : anxiety  autism  autism spectrum disorder  intelligence quotient  meta-analysis Index. décimale : PER Périodiques Résumé : Autistic children often experience higher levels of anxiety than their peers. It can be difficult to diagnose and treat anxiety disorders in autistic children, in part because of the high degree of variability in their underlying abilities and presentations. Some evidence suggests that autistic children with higher intelligence (as measured by intelligence quotient) experience higher levels of anxiety than autistic children with lower intelligence. However, the evidence is inconsistent, with other papers not finding a difference or finding higher levels of anxiety in autistic children with lower intelligence. In this article, we review existing literature to see whether autistic children with higher intelligence quotients have higher anxiety than autistic children with lower intelligence quotients. A systematic search of the literature was conducted which identified 49 papers on the topic. The methods of all the papers were reviewed using an objective quality assessment framework. When combining the data statistically, there was evidence that autistic children with higher intelligence quotients are more anxious than autistic children with lower intelligence quotients. The quality review raised common weaknesses across studies. Most importantly, few studies used measures of anxiety that have been shown to be valid for children with very low intelligence quotients. Similarly, many studies used measures of anxiety that have not been shown to be valid for autistic children. These factors are important because autistic children and those with low intelligence quotient may experience or understand anxiety differently. Future research should use fully validated measures to test whether high intelligence quotient is associated with high levels of anxiety in autistic children. En ligne : http://dx.doi.org/10.1177/1362361320953253 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437 [article] Anxiety and intellectual functioning in autistic children: A systematic review and meta-analysis [Texte imprimé et/ou numérique] / Jessica E. MINGINS, Auteur ; Joanne TARVER, Auteur ; Jane WAITE, Auteur ; Chris JONES, Auteur ; Andrew SURTEES, Auteur . - p.18-32. Langues : Anglais (eng) in Autism > 25-1 (January 2021) . - p.18-32 Mots-clés : anxiety  autism  autism spectrum disorder  intelligence quotient  meta-analysis Index. décimale : PER Périodiques Résumé : Autistic children often experience higher levels of anxiety than their peers. It can be difficult to diagnose and treat anxiety disorders in autistic children, in part because of the high degree of variability in their underlying abilities and presentations. Some evidence suggests that autistic children with higher intelligence (as measured by intelligence quotient) experience higher levels of anxiety than autistic children with lower intelligence. However, the evidence is inconsistent, with other papers not finding a difference or finding higher levels of anxiety in autistic children with lower intelligence. In this article, we review existing literature to see whether autistic children with higher intelligence quotients have higher anxiety than autistic children with lower intelligence quotients. A systematic search of the literature was conducted which identified 49 papers on the topic. The methods of all the papers were reviewed using an objective quality assessment framework. When combining the data statistically, there was evidence that autistic children with higher intelligence quotients are more anxious than autistic children with lower intelligence quotients. The quality review raised common weaknesses across studies. Most importantly, few studies used measures of anxiety that have been shown to be valid for children with very low intelligence quotients. Similarly, many studies used measures of anxiety that have not been shown to be valid for autistic children. These factors are important because autistic children and those with low intelligence quotient may experience or understand anxiety differently. Future research should use fully validated measures to test whether high intelligence quotient is associated with high levels of anxiety in autistic children. En ligne : http://dx.doi.org/10.1177/1362361320953253 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437

Construct validity of the First-Year Inventory (FYI Version 2.0) in 12-month-olds at high-risk for Autism Spectrum Disorder / Helen Y. LEE in Autism, 25-1 (January 2021)  

Public ISBD [article]  inAutism > 25-1 (January 2021) . - p.33-43 Titre : Construct validity of the First-Year Inventory (FYI Version 2.0) in 12-month-olds at high-risk for Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Helen Y. LEE, Auteur ; Cheryl VIGEN, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Isabel M SMITH, Auteur ; Jessica BRIAN, Auteur ; Linda R. WATSON, Auteur ; Elizabeth R. CRAIS, Auteur ; Grace T. BARANEK, Auteur Article en page(s) : p.33-43 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  First-Year Inventory  high-risk  infancy  validity Index. décimale : PER Périodiques Résumé : The First-Year Inventory 2.0 is a parent-report screening instrument designed to identify 12-month-old infants at risk for an eventual diagnosis of Autism Spectrum Disorder. This instrument focuses on Social-Communication and Sensory-Regulatory areas of infant behavior. Although the First-Year Inventory 2.0 screening performance has been previously studied, its validity has not been examined. Establishing validity of an instrument is important because it supports the effectiveness and the reliability of the instrument. In this study, we examined relationship between the First-Year Inventory 2.0 (Social-Communication and Sensory-Regulatory areas) and other instruments that measure similar areas of infant behavior in a sample of high-risk infant siblings of children with Autism Spectrum Disorder. These other instruments share some common aims and theoretical areas with the First-Year Inventory 2.0: the Autism Observation Scale for Infants, the Mullen Scales of Early Learning, the Vineland Adaptive Behavior Scales-II, and the Infant Behavior Questionnaire. Findings generally supported the validity of the First-Year Inventory 2.0 with other instruments. In particular, the Social-Communication area of the First-Year Inventory 2.0 showed greater commonality with other instruments than in the Sensory-Regulatory area. The Sensory-Regulatory area seemed to be a unique feature of the First-Year Inventory 2.0 instrument. Considering different aims and strengths of assessments, researchers and clinicians are encouraged to utilize a variety of instruments in a comprehensive evaluation of a child. En ligne : http://dx.doi.org/10.1177/1362361320947325 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437 [article] Construct validity of the First-Year Inventory (FYI Version 2.0) in 12-month-olds at high-risk for Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Helen Y. LEE, Auteur ; Cheryl VIGEN, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Isabel M SMITH, Auteur ; Jessica BRIAN, Auteur ; Linda R. WATSON, Auteur ; Elizabeth R. CRAIS, Auteur ; Grace T. BARANEK, Auteur . - p.33-43. Langues : Anglais (eng) in Autism > 25-1 (January 2021) . - p.33-43 Mots-clés : Autism Spectrum Disorder  First-Year Inventory  high-risk  infancy  validity Index. décimale : PER Périodiques Résumé : The First-Year Inventory 2.0 is a parent-report screening instrument designed to identify 12-month-old infants at risk for an eventual diagnosis of Autism Spectrum Disorder. This instrument focuses on Social-Communication and Sensory-Regulatory areas of infant behavior. Although the First-Year Inventory 2.0 screening performance has been previously studied, its validity has not been examined. Establishing validity of an instrument is important because it supports the effectiveness and the reliability of the instrument. In this study, we examined relationship between the First-Year Inventory 2.0 (Social-Communication and Sensory-Regulatory areas) and other instruments that measure similar areas of infant behavior in a sample of high-risk infant siblings of children with Autism Spectrum Disorder. These other instruments share some common aims and theoretical areas with the First-Year Inventory 2.0: the Autism Observation Scale for Infants, the Mullen Scales of Early Learning, the Vineland Adaptive Behavior Scales-II, and the Infant Behavior Questionnaire. Findings generally supported the validity of the First-Year Inventory 2.0 with other instruments. In particular, the Social-Communication area of the First-Year Inventory 2.0 showed greater commonality with other instruments than in the Sensory-Regulatory area. The Sensory-Regulatory area seemed to be a unique feature of the First-Year Inventory 2.0 instrument. Considering different aims and strengths of assessments, researchers and clinicians are encouraged to utilize a variety of instruments in a comprehensive evaluation of a child. En ligne : http://dx.doi.org/10.1177/1362361320947325 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437

Parent utilization of ImPACT intervention strategies is a mediator of proximal then distal social communication outcomes in younger siblings of children with ASD / Paul J. YODER in Autism, 25-1 (January 2021)  

Public ISBD [article]  inAutism > 25-1 (January 2021) . - p.44-57 Titre : Parent utilization of ImPACT intervention strategies is a mediator of proximal then distal social communication outcomes in younger siblings of children with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Paul J. YODER, Auteur ; Wendy L. STONE, Auteur ; Sarah R. EDMUNDS, Auteur Article en page(s) : p.44-57 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  communication and language  family functioning and support  imitation  interventions—psychosocial/behavioral Index. décimale : PER Périodiques Résumé : Later born siblings of children with autism spectrum disorders (ASD) are at elevated risk for language delay or ASD. One way to manage this risk may be for parents to use techniques taught in Improving Parents as Communication Teachers (ImPACT) with the younger siblings during the period in which language delay and ASD may be too subtle to be diagnosed. ImPACT targets children's play, imitation, and communication skills. Improvement in these skills may reduce the severity of language delays and social communication deficits associated with ASD. In this study, 97 younger siblings of children with ASD and their primary parents were randomly assigned to ImPACT or a control group. We measured whether parents used ImPACT teaching strategies and whether children used the skills that ImPACT targets. We also measured children's later language ability and social communication skills. The results confirmed our predictions that parents' use of ImPACT strategies improves language ability by improving children's motor imitation and communication skills. Use of ImPACT also had a positive effect on children's language delay and ASD symptoms, supporting the clinical value of the findings. The study's methodological strengths make this one of the most rigorous tests of ImPACT and supports one way to manage the risk of language delay and ASD in younger siblings of children with ASD. En ligne : http://dx.doi.org/10.1177/1362361320946883 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437 [article] Parent utilization of ImPACT intervention strategies is a mediator of proximal then distal social communication outcomes in younger siblings of children with ASD [Texte imprimé et/ou numérique] / Paul J. YODER, Auteur ; Wendy L. STONE, Auteur ; Sarah R. EDMUNDS, Auteur . - p.44-57. Langues : Anglais (eng) in Autism > 25-1 (January 2021) . - p.44-57 Mots-clés : autism spectrum disorders  communication and language  family functioning and support  imitation  interventions—psychosocial/behavioral Index. décimale : PER Périodiques Résumé : Later born siblings of children with autism spectrum disorders (ASD) are at elevated risk for language delay or ASD. One way to manage this risk may be for parents to use techniques taught in Improving Parents as Communication Teachers (ImPACT) with the younger siblings during the period in which language delay and ASD may be too subtle to be diagnosed. ImPACT targets children's play, imitation, and communication skills. Improvement in these skills may reduce the severity of language delays and social communication deficits associated with ASD. In this study, 97 younger siblings of children with ASD and their primary parents were randomly assigned to ImPACT or a control group. We measured whether parents used ImPACT teaching strategies and whether children used the skills that ImPACT targets. We also measured children's later language ability and social communication skills. The results confirmed our predictions that parents' use of ImPACT strategies improves language ability by improving children's motor imitation and communication skills. Use of ImPACT also had a positive effect on children's language delay and ASD symptoms, supporting the clinical value of the findings. The study's methodological strengths make this one of the most rigorous tests of ImPACT and supports one way to manage the risk of language delay and ASD in younger siblings of children with ASD. En ligne : http://dx.doi.org/10.1177/1362361320946883 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437

For which younger siblings of children with autism spectrum disorder does parent-mediated intervention work? / Paul J. YODER in Autism, 25-1 (January 2021)  

Public ISBD [article]  inAutism > 25-1 (January 2021) . - p.58-69 Titre : For which younger siblings of children with autism spectrum disorder does parent-mediated intervention work? Type de document : Texte imprimé et/ou numérique Auteurs : Paul J. YODER, Auteur ; Wendy L. STONE, Auteur ; Sarah R. EDMUNDS, Auteur Article en page(s) : p.58-69 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  communication and language  interventions—psychosocial/behavioral Index. décimale : PER Périodiques Résumé : In this second of two primary papers, we examined two pre-intervention characteristics that might describe for whom a parent-implemented intervention, "Improving Parents As Communication Teachers," worked. Investigators randomized 97 high-risk siblings and their primary parent to either the Improving Parents As Communication Teachers or control group, used intent-to-treat analysis, and used assessors and coders who were blinded to group assignment. We predicted that a combined risk score (incorporating young siblings' sex, multiplex status, and behavioral risk) would describe the subgroup for whom Improving Parents As Communication Teachers affected the targeted skills related to reducing communication challenges. We also predicted that pre-intervention level of parents' depressive symptoms would describe the parents whose parenting stress and effectiveness as parents would be improved by learning to use Improving Parents As Communication Teachers. In girls with only one older sibling with autism spectrum disorder and who scored at low risk on an autism spectrum disorder screen, parental receipt of Improving Parents As Communication Teachers training had an indirect effect on children's expressive language ability or autism spectrum disorder diagnosis through earlier effects on high-risk siblings' intentional communication or expressive vocabulary. We did not confirm our prediction regarding Improving Parents As Communication Teachers' effect on parenting-related stress or sense of parenting effectiveness. En ligne : http://dx.doi.org/10.1177/1362361320943373 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437 [article] For which younger siblings of children with autism spectrum disorder does parent-mediated intervention work? [Texte imprimé et/ou numérique] / Paul J. YODER, Auteur ; Wendy L. STONE, Auteur ; Sarah R. EDMUNDS, Auteur . - p.58-69. Langues : Anglais (eng) in Autism > 25-1 (January 2021) . - p.58-69 Mots-clés : autism spectrum disorders  communication and language  interventions—psychosocial/behavioral Index. décimale : PER Périodiques Résumé : In this second of two primary papers, we examined two pre-intervention characteristics that might describe for whom a parent-implemented intervention, "Improving Parents As Communication Teachers," worked. Investigators randomized 97 high-risk siblings and their primary parent to either the Improving Parents As Communication Teachers or control group, used intent-to-treat analysis, and used assessors and coders who were blinded to group assignment. We predicted that a combined risk score (incorporating young siblings' sex, multiplex status, and behavioral risk) would describe the subgroup for whom Improving Parents As Communication Teachers affected the targeted skills related to reducing communication challenges. We also predicted that pre-intervention level of parents' depressive symptoms would describe the parents whose parenting stress and effectiveness as parents would be improved by learning to use Improving Parents As Communication Teachers. In girls with only one older sibling with autism spectrum disorder and who scored at low risk on an autism spectrum disorder screen, parental receipt of Improving Parents As Communication Teachers training had an indirect effect on children's expressive language ability or autism spectrum disorder diagnosis through earlier effects on high-risk siblings' intentional communication or expressive vocabulary. We did not confirm our prediction regarding Improving Parents As Communication Teachers' effect on parenting-related stress or sense of parenting effectiveness. En ligne : http://dx.doi.org/10.1177/1362361320943373 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437

Timing of diagnosis, depression and self-harm in adolescents with autism spectrum disorder / Mariko HOSOZAWA in Autism, 25-1 (January 2021)  

Public ISBD [article]  inAutism > 25-1 (January 2021) . - p.70-78 Titre : Timing of diagnosis, depression and self-harm in adolescents with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Mariko HOSOZAWA, Auteur ; Amanda SACKER, Auteur ; Noriko CABLE, Auteur Article en page(s) : p.70-78 Langues : Anglais (eng) Mots-clés : adolescence  autism spectrum disorder  depression  diagnosis  self-harming behaviour Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder are at increased risk of depression and self-harming behaviours. The question of whether timing of diagnosis of autism spectrum disorder is associated with these consequences in adolescence has not yet been studied. This exploratory study aimed to explore the association between depression and self-harming behaviour in adolescence and the parent-reported timing of diagnosis for autism spectrum disorder using a large population-based cohort in the United Kingdom. Most of the children with autism spectrum disorder in our study had within-typical-range cognitive ability. We found a linear association between timing of autism spectrum disorder diagnosis and depression and self-harming behaviour in adolescence; later diagnosis of autism spectrum disorder, particularly diagnosis in adolescence, was associated with the increased risk of self-reported depressive symptoms and self-harming behaviour in adolescence among children with autism spectrum disorder. Our findings, albeit observational, suggest that interventions targeting the earlier diagnosis of autism spectrum disorder and approaches to improve person-environment fit may help prevent secondary mental health problems in this population, particularly among those without cognitive delays and those diagnosed late. Further studies replicating across a wider intellectual spectrum and clarifying the underlying mechanism are warranted. En ligne : http://dx.doi.org/10.1177/1362361320945540 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437 [article] Timing of diagnosis, depression and self-harm in adolescents with autism spectrum disorder [Texte imprimé et/ou numérique] / Mariko HOSOZAWA, Auteur ; Amanda SACKER, Auteur ; Noriko CABLE, Auteur . - p.70-78. Langues : Anglais (eng) in Autism > 25-1 (January 2021) . - p.70-78 Mots-clés : adolescence  autism spectrum disorder  depression  diagnosis  self-harming behaviour Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder are at increased risk of depression and self-harming behaviours. The question of whether timing of diagnosis of autism spectrum disorder is associated with these consequences in adolescence has not yet been studied. This exploratory study aimed to explore the association between depression and self-harming behaviour in adolescence and the parent-reported timing of diagnosis for autism spectrum disorder using a large population-based cohort in the United Kingdom. Most of the children with autism spectrum disorder in our study had within-typical-range cognitive ability. We found a linear association between timing of autism spectrum disorder diagnosis and depression and self-harming behaviour in adolescence; later diagnosis of autism spectrum disorder, particularly diagnosis in adolescence, was associated with the increased risk of self-reported depressive symptoms and self-harming behaviour in adolescence among children with autism spectrum disorder. Our findings, albeit observational, suggest that interventions targeting the earlier diagnosis of autism spectrum disorder and approaches to improve person-environment fit may help prevent secondary mental health problems in this population, particularly among those without cognitive delays and those diagnosed late. Further studies replicating across a wider intellectual spectrum and clarifying the underlying mechanism are warranted. En ligne : http://dx.doi.org/10.1177/1362361320945540 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437

Parent-identified strengths of autistic youth / Nick WARREN in Autism, 25-1 (January 2021)  

Public ISBD [article]  inAutism > 25-1 (January 2021) . - p.79-89 Titre : Parent-identified strengths of autistic youth Type de document : Texte imprimé et/ou numérique Auteurs : Nick WARREN, Auteur ; Bridges EATCHEL, Auteur ; Anne V. KIRBY, Auteur ; Marissa L. DIENER, Auteur ; Cheryl WRIGHT, Auteur ; Valerie D'ASTOUS, Auteur Article en page(s) : p.79-89 Langues : Anglais (eng) Mots-clés : adolescents  autism spectrum disorders  autistic advantage  neurodiversity  parents  strengths  thematic analysis  transition Index. décimale : PER Périodiques Résumé : Autism is a condition frequently characterized by social and communication challenges. Because most research focuses on understanding and reducing challenges, less is known about the strengths of autistic individuals. This is especially true of those who are transitioning into adulthood. We designed this research study to provide information about how parents perceive the strengths of their autistic adolescent children prior to the transition. We reviewed 39 parent interviews from previous research about how they prepare their autistic sons and daughters for adulthood. Without prompting, parents identified many strengths of their autistic children. Diverse strengths and skills they identified included intelligence, creativity, physical abilities, and self-care skills. These strengths are interesting, as they cover traits that are often thought of as areas of difficulty for autistic youth. However, parents also talked about strengths alongside challenges, and how specific supports would be needed to help their sons and daughters fully realize their strengths. These findings are important, as they help us know more about the strengths of autistic youth and how strengths can be supported when preparing for adulthood. Our findings also help reveal strengths that are particularly apparent during the transition to adulthood. En ligne : http://dx.doi.org/10.1177/1362361320945556 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437 [article] Parent-identified strengths of autistic youth [Texte imprimé et/ou numérique] / Nick WARREN, Auteur ; Bridges EATCHEL, Auteur ; Anne V. KIRBY, Auteur ; Marissa L. DIENER, Auteur ; Cheryl WRIGHT, Auteur ; Valerie D'ASTOUS, Auteur . - p.79-89. Langues : Anglais (eng) in Autism > 25-1 (January 2021) . - p.79-89 Mots-clés : adolescents  autism spectrum disorders  autistic advantage  neurodiversity  parents  strengths  thematic analysis  transition Index. décimale : PER Périodiques Résumé : Autism is a condition frequently characterized by social and communication challenges. Because most research focuses on understanding and reducing challenges, less is known about the strengths of autistic individuals. This is especially true of those who are transitioning into adulthood. We designed this research study to provide information about how parents perceive the strengths of their autistic adolescent children prior to the transition. We reviewed 39 parent interviews from previous research about how they prepare their autistic sons and daughters for adulthood. Without prompting, parents identified many strengths of their autistic children. Diverse strengths and skills they identified included intelligence, creativity, physical abilities, and self-care skills. These strengths are interesting, as they cover traits that are often thought of as areas of difficulty for autistic youth. However, parents also talked about strengths alongside challenges, and how specific supports would be needed to help their sons and daughters fully realize their strengths. These findings are important, as they help us know more about the strengths of autistic youth and how strengths can be supported when preparing for adulthood. Our findings also help reveal strengths that are particularly apparent during the transition to adulthood. En ligne : http://dx.doi.org/10.1177/1362361320945556 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437

Cross-lagged model of bullying victimization and mental health problems in children with autism in middle to older childhood / Geovanna RODRIGUEZ in Autism, 25-1 (January 2021)  

Public ISBD [article]  inAutism > 25-1 (January 2021) . - p.90-101 Titre : Cross-lagged model of bullying victimization and mental health problems in children with autism in middle to older childhood Type de document : Texte imprimé et/ou numérique Auteurs : Geovanna RODRIGUEZ, Auteur ; Kim DRASTAL, Auteur ; Sigan L. HARTLEY, Auteur Article en page(s) : p.90-101 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  bullying  mental health  peers  victimization Index. décimale : PER Périodiques Résumé : Youth with autism spectrum disorders are disproportionately at risk for bullying victimization compared to typically developing children and adolescents. While internalizing and externalizing mental health problems have been linked to victimization experiences, few studies have examined the longitudinal effects bullying victimization experiences may have on youth mental health outcomes. The present study investigated longitudinal associations between bullying victimization and mental health problems in a sample of children with autism in middle childhood to early adolescence (aged 5 to 12 years). Findings from our study suggest that youth with autism who experienced bullying victimization (versus no victimization) were older in age, had more severe autism symptoms, and higher levels of internalizing and externalizing mental health problems at study onset. Though externalizing mental health problems at study onset (Time 1) did not relate to change in the likelihood of being bullied one year later (Time 2), experiences of bullying victimization did relate to an increase in parent reports of internalizing mental health problems. This study expanded on previous cross-sectional studies by including two waves of data in a relatively large sample of youth with autism and highlights important information that may be helpful in adapting approaches to intervention at the individual level. Moreover, our findings support the need for bullying programs that may need to focus particular attention to subgroups of youth with autism who may be most at-risk for bullying victimization such as those with more autism symptoms and those with past experiences of victimization (given the chronic nature of bullying). En ligne : http://dx.doi.org/10.1177/1362361320947513 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437 [article] Cross-lagged model of bullying victimization and mental health problems in children with autism in middle to older childhood [Texte imprimé et/ou numérique] / Geovanna RODRIGUEZ, Auteur ; Kim DRASTAL, Auteur ; Sigan L. HARTLEY, Auteur . - p.90-101. Langues : Anglais (eng) in Autism > 25-1 (January 2021) . - p.90-101 Mots-clés : autism spectrum disorder  bullying  mental health  peers  victimization Index. décimale : PER Périodiques Résumé : Youth with autism spectrum disorders are disproportionately at risk for bullying victimization compared to typically developing children and adolescents. While internalizing and externalizing mental health problems have been linked to victimization experiences, few studies have examined the longitudinal effects bullying victimization experiences may have on youth mental health outcomes. The present study investigated longitudinal associations between bullying victimization and mental health problems in a sample of children with autism in middle childhood to early adolescence (aged 5 to 12 years). Findings from our study suggest that youth with autism who experienced bullying victimization (versus no victimization) were older in age, had more severe autism symptoms, and higher levels of internalizing and externalizing mental health problems at study onset. Though externalizing mental health problems at study onset (Time 1) did not relate to change in the likelihood of being bullied one year later (Time 2), experiences of bullying victimization did relate to an increase in parent reports of internalizing mental health problems. This study expanded on previous cross-sectional studies by including two waves of data in a relatively large sample of youth with autism and highlights important information that may be helpful in adapting approaches to intervention at the individual level. Moreover, our findings support the need for bullying programs that may need to focus particular attention to subgroups of youth with autism who may be most at-risk for bullying victimization such as those with more autism symptoms and those with past experiences of victimization (given the chronic nature of bullying). En ligne : http://dx.doi.org/10.1177/1362361320947513 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437

Disparities in autism spectrum disorder diagnoses among 8-year-old children in Colorado: Who are we missing? / Trenesha L. HILL in Autism, 25-1 (January 2021)  

Public ISBD [article]  inAutism > 25-1 (January 2021) . - p.102-113 Titre : Disparities in autism spectrum disorder diagnoses among 8-year-old children in Colorado: Who are we missing? Type de document : Texte imprimé et/ou numérique Auteurs : Trenesha L. HILL, Auteur ; Tiffany C. WHITE, Auteur ; Bruno J. ANTHONY, Auteur ; Judy REAVEN, Auteur ; Bryn HARRIS, Auteur ; Nuri REYES, Auteur ; Laura G. ANTHONY, Auteur Article en page(s) : p.102-113 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  early diagnosis  health disparities  missed diagnosis Index. décimale : PER Périodiques Résumé : Although autism can be reliably diagnosed as early as 2 years of age, many children are not diagnosed with autism until much later. We analyzed data to determine why many of the 8-year-old children who resided in Colorado and were identified as having autism through a review of their health and/or educational records did not have a documented clinical diagnosis of autism and were not eligible for special education services under an autism eligibility. We found that children who did not have a documented clinical diagnosis of autism and were not eligible for special education services under an autism eligibility were more likely to be female, aggressive, and argumentative. They had a poorer quality of information in their records and were less likely to have had a developmental regression, sleep problems, or an autism screener or diagnostic measure in their records. These results suggest that the symptoms characteristic of autism among this group of children may have been attributed to another disorder and that clinicians may be able to recognize autism more readily in children with more functional impairment and those who experience a developmental regression. We also discovered that differences in symptom presentations among children who had a documented clinical diagnosis of autism and/or were eligible for special education services under an autism eligibility were associated with different ages at autism diagnosis. En ligne : http://dx.doi.org/10.1177/1362361320950058 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437 [article] Disparities in autism spectrum disorder diagnoses among 8-year-old children in Colorado: Who are we missing? [Texte imprimé et/ou numérique] / Trenesha L. HILL, Auteur ; Tiffany C. WHITE, Auteur ; Bruno J. ANTHONY, Auteur ; Judy REAVEN, Auteur ; Bryn HARRIS, Auteur ; Nuri REYES, Auteur ; Laura G. ANTHONY, Auteur . - p.102-113. Langues : Anglais (eng) in Autism > 25-1 (January 2021) . - p.102-113 Mots-clés : autism spectrum disorder  early diagnosis  health disparities  missed diagnosis Index. décimale : PER Périodiques Résumé : Although autism can be reliably diagnosed as early as 2 years of age, many children are not diagnosed with autism until much later. We analyzed data to determine why many of the 8-year-old children who resided in Colorado and were identified as having autism through a review of their health and/or educational records did not have a documented clinical diagnosis of autism and were not eligible for special education services under an autism eligibility. We found that children who did not have a documented clinical diagnosis of autism and were not eligible for special education services under an autism eligibility were more likely to be female, aggressive, and argumentative. They had a poorer quality of information in their records and were less likely to have had a developmental regression, sleep problems, or an autism screener or diagnostic measure in their records. These results suggest that the symptoms characteristic of autism among this group of children may have been attributed to another disorder and that clinicians may be able to recognize autism more readily in children with more functional impairment and those who experience a developmental regression. We also discovered that differences in symptom presentations among children who had a documented clinical diagnosis of autism and/or were eligible for special education services under an autism eligibility were associated with different ages at autism diagnosis. En ligne : http://dx.doi.org/10.1177/1362361320950058 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437

Assessment of Sesame Street online autism resources: Impacts on parental implicit and explicit attitudes toward children with autism / Cheryl L. DICKTER in Autism, 25-1 (January 2021)  

Public ISBD [article]  inAutism > 25-1 (January 2021) . - p.114-124 Titre : Assessment of Sesame Street online autism resources: Impacts on parental implicit and explicit attitudes toward children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Cheryl L. DICKTER, Auteur ; Joshua A. BURK, Auteur ; Laura G. ANTHONY, Auteur ; Hillary A. ROBERTSON, Auteur ; Alyssa VERBALIS, Auteur ; Sydney SEESE, Auteur ; Yetta MYRICK, Auteur ; Bruno J. ANTHONY, Auteur Article en page(s) : p.114-124 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  social cognition and social behavior Index. décimale : PER Périodiques Résumé : The current study sought to characterize implicit bias toward children with autism and examine whether viewing educational materials about autism would change attitudes toward children with autism. A website developed by Sesame Street containing information about autism and resources for families was distributed to parents of children with autism (n?=?473) and parents of children without autism (n?=?707). Pre- and post-test measures of implicit bias toward children with autism; explicit attitudes and knowledge about autism; and parenting confidence, strain, and stigma were completed before and after the website was presented. Results indicated that parents of children with autism showed less implicit bias compared with those of non-autistic children during the pre-test, but the groups did not differ at the post-test. Parents without autistic children and those with more negative explicit attitudes showed a greater reduction in implicit bias from the pre- to the post-test. In addition, for parents of children with autism, a more positive change in explicit attitudes and increased knowledge from the pre- to the post-test was associated with more empowerment at the post-test. Together, our findings suggest that the online educational resources can reduce implicit bias against children with autism and help mitigate some of the psychological issues associated with parenting children with autism. En ligne : http://dx.doi.org/10.1177/1362361320949346 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437 [article] Assessment of Sesame Street online autism resources: Impacts on parental implicit and explicit attitudes toward children with autism [Texte imprimé et/ou numérique] / Cheryl L. DICKTER, Auteur ; Joshua A. BURK, Auteur ; Laura G. ANTHONY, Auteur ; Hillary A. ROBERTSON, Auteur ; Alyssa VERBALIS, Auteur ; Sydney SEESE, Auteur ; Yetta MYRICK, Auteur ; Bruno J. ANTHONY, Auteur . - p.114-124. Langues : Anglais (eng) in Autism > 25-1 (January 2021) . - p.114-124 Mots-clés : autism spectrum disorders  social cognition and social behavior Index. décimale : PER Périodiques Résumé : The current study sought to characterize implicit bias toward children with autism and examine whether viewing educational materials about autism would change attitudes toward children with autism. A website developed by Sesame Street containing information about autism and resources for families was distributed to parents of children with autism (n?=?473) and parents of children without autism (n?=?707). Pre- and post-test measures of implicit bias toward children with autism; explicit attitudes and knowledge about autism; and parenting confidence, strain, and stigma were completed before and after the website was presented. Results indicated that parents of children with autism showed less implicit bias compared with those of non-autistic children during the pre-test, but the groups did not differ at the post-test. Parents without autistic children and those with more negative explicit attitudes showed a greater reduction in implicit bias from the pre- to the post-test. In addition, for parents of children with autism, a more positive change in explicit attitudes and increased knowledge from the pre- to the post-test was associated with more empowerment at the post-test. Together, our findings suggest that the online educational resources can reduce implicit bias against children with autism and help mitigate some of the psychological issues associated with parenting children with autism. En ligne : http://dx.doi.org/10.1177/1362361320949346 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437

Improving visual perspective-taking performance in children with autism spectrum conditions: Effects of embodied self-rotation and object-based mental rotation strategies / Pingping NI in Autism, 25-1 (January 2021)  

Public ISBD [article]  inAutism > 25-1 (January 2021) . - p.125-136 Titre : Improving visual perspective-taking performance in children with autism spectrum conditions: Effects of embodied self-rotation and object-based mental rotation strategies Type de document : Texte imprimé et/ou numérique Auteurs : Pingping NI, Auteur ; Lingfeng XUE, Auteur ; Jiajing CAI, Auteur ; Minjie WEN, Auteur ; Jie HE, Auteur Article en page(s) : p.125-136 Langues : Anglais (eng) Mots-clés : autism spectrum conditions  embodied self-rotation  object-based mental rotation  visual perspective-taking Index. décimale : PER Périodiques Résumé : When answering how the same object might appear to others in different locations, people can provide answers by mentally putting themselves into another person's location using the embodied self-rotation strategy or by rotating the target object toward themselves using the object-based mental rotation strategy. In this study, after learning the embodied self-rotation or object-based mental rotation strategies, autistic children improved their visual perspective-taking performance, which is believed to be impaired or delayed in autistic individuals. We recruited 34 autistic children and an equal number of ability-matched typical children and examined their visual perspective-taking performance at baseline and after learning the embodied self-rotation and object-based mental rotation strategies. As previous visual perspective-taking and other social cognition interventions for autistic individuals have primarily focused on the embodied self-rotation strategy, showing moderate effectiveness and limited generalizability, we explored the effects of both embodied self-rotation and object-based mental rotation strategies for improving perspective-taking performance and discussed their implications in this study. The results showed that autistic children had a lower performance at baseline compared with typical children; however, they were still sensitive to both embodied self-rotation and object-based mental rotation strategies. Unlike typical children, who gained more from the embodied self-rotation strategy, autistic children benefited similarly from the two strategies. This suggests that there are multiple ways to helping autistic children overcome their difficulty in perspective-taking tasks. Future interventions for autistic children could consider combining various strategies that better suit their autistic traits. En ligne : http://dx.doi.org/10.1177/1362361320949352 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437 [article] Improving visual perspective-taking performance in children with autism spectrum conditions: Effects of embodied self-rotation and object-based mental rotation strategies [Texte imprimé et/ou numérique] / Pingping NI, Auteur ; Lingfeng XUE, Auteur ; Jiajing CAI, Auteur ; Minjie WEN, Auteur ; Jie HE, Auteur . - p.125-136. Langues : Anglais (eng) in Autism > 25-1 (January 2021) . - p.125-136 Mots-clés : autism spectrum conditions  embodied self-rotation  object-based mental rotation  visual perspective-taking Index. décimale : PER Périodiques Résumé : When answering how the same object might appear to others in different locations, people can provide answers by mentally putting themselves into another person's location using the embodied self-rotation strategy or by rotating the target object toward themselves using the object-based mental rotation strategy. In this study, after learning the embodied self-rotation or object-based mental rotation strategies, autistic children improved their visual perspective-taking performance, which is believed to be impaired or delayed in autistic individuals. We recruited 34 autistic children and an equal number of ability-matched typical children and examined their visual perspective-taking performance at baseline and after learning the embodied self-rotation and object-based mental rotation strategies. As previous visual perspective-taking and other social cognition interventions for autistic individuals have primarily focused on the embodied self-rotation strategy, showing moderate effectiveness and limited generalizability, we explored the effects of both embodied self-rotation and object-based mental rotation strategies for improving perspective-taking performance and discussed their implications in this study. The results showed that autistic children had a lower performance at baseline compared with typical children; however, they were still sensitive to both embodied self-rotation and object-based mental rotation strategies. Unlike typical children, who gained more from the embodied self-rotation strategy, autistic children benefited similarly from the two strategies. This suggests that there are multiple ways to helping autistic children overcome their difficulty in perspective-taking tasks. Future interventions for autistic children could consider combining various strategies that better suit their autistic traits. En ligne : http://dx.doi.org/10.1177/1362361320949352 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437

Eye contact perception in high-functioning adults with autism spectrum disorder / Shota UONO in Autism, 25-1 (January 2021)  

Public ISBD [article]  inAutism > 25-1 (January 2021) . - p.137-147 Titre : Eye contact perception in high-functioning adults with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Shota UONO, Auteur ; Sayaka YOSHIMURA, Auteur ; Motomi TOICHI, Auteur Article en page(s) : p.137-147 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  emotion  eye contact  gaze direction  ingroup bias  social anxiety Index. décimale : PER Périodiques Résumé : The detection of a self-directed gaze is often the starting point for social interactions and a person who feels as if they are being watched can prepare to respond to others' actions irrespective of the real gaze direction because the other person may likely be motivated to approach. Although many studies demonstrated that individuals with autism spectrum disorder have difficulty discriminating gaze direction, it remains unclear how the perception of self-directed gaze by individuals with autism spectrum disorder differs from that of age-, sex-, and IQ-matched typically developing individuals. Participants observed faces with various gaze directions and answered whether the person in the photograph was looking at them or not. Individuals with and without autism spectrum disorder were just as likely to perceive subtle averted gazes as self-directed gazes. The frequency of perceiving a self-directed gaze decreased as gaze aversion increased in both groups and, in general, individuals with autism spectrum disorder showed a comparable ability to perceive a self-directed gaze as that of typically developing individuals. Interestingly, considering face membership of photographs (ingroup or outgroup faces), typically developing individuals, but not individuals with autism spectrum disorder, were more likely to perceive self-directed gazes from ingroup faces than from outgroup faces. However, individuals with autism spectrum disorder had different affective experiences in response to ingroup and outgroup faces. These results suggest that individuals with autism spectrum disorder did not show an ingroup bias for the perception of a self-directed gaze, and raise a possibility that an atypical emotional experience contributes to the diminished ingroup bias. En ligne : http://dx.doi.org/10.1177/1362361320949721 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437 [article] Eye contact perception in high-functioning adults with autism spectrum disorder [Texte imprimé et/ou numérique] / Shota UONO, Auteur ; Sayaka YOSHIMURA, Auteur ; Motomi TOICHI, Auteur . - p.137-147. Langues : Anglais (eng) in Autism > 25-1 (January 2021) . - p.137-147 Mots-clés : autism spectrum disorder  emotion  eye contact  gaze direction  ingroup bias  social anxiety Index. décimale : PER Périodiques Résumé : The detection of a self-directed gaze is often the starting point for social interactions and a person who feels as if they are being watched can prepare to respond to others' actions irrespective of the real gaze direction because the other person may likely be motivated to approach. Although many studies demonstrated that individuals with autism spectrum disorder have difficulty discriminating gaze direction, it remains unclear how the perception of self-directed gaze by individuals with autism spectrum disorder differs from that of age-, sex-, and IQ-matched typically developing individuals. Participants observed faces with various gaze directions and answered whether the person in the photograph was looking at them or not. Individuals with and without autism spectrum disorder were just as likely to perceive subtle averted gazes as self-directed gazes. The frequency of perceiving a self-directed gaze decreased as gaze aversion increased in both groups and, in general, individuals with autism spectrum disorder showed a comparable ability to perceive a self-directed gaze as that of typically developing individuals. Interestingly, considering face membership of photographs (ingroup or outgroup faces), typically developing individuals, but not individuals with autism spectrum disorder, were more likely to perceive self-directed gazes from ingroup faces than from outgroup faces. However, individuals with autism spectrum disorder had different affective experiences in response to ingroup and outgroup faces. These results suggest that individuals with autism spectrum disorder did not show an ingroup bias for the perception of a self-directed gaze, and raise a possibility that an atypical emotional experience contributes to the diminished ingroup bias. En ligne : http://dx.doi.org/10.1177/1362361320949721 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437

'I'm not just a guinea pig': Academic and community perceptions of participatory autism research / Jacquiline DEN HOUTING in Autism, 25-1 (January 2021)  

Public ISBD [article]  inAutism > 25-1 (January 2021) . - p.148-163 Titre : 'I'm not just a guinea pig': Academic and community perceptions of participatory autism research Type de document : Texte imprimé et/ou numérique Auteurs : Jacquiline DEN HOUTING, Auteur ; Julianne HIGGINS, Auteur ; Kathy ISAACS, Auteur ; Joanne MAHONY, Auteur ; Elizabeth PELLICANO, Auteur Article en page(s) : p.148-163 Langues : Anglais (eng) Mots-clés : autism  co-production  community engagement  participatory research  patient and public involvement  stakeholders Index. décimale : PER Périodiques Résumé : Participatory research means working together (engaging) with the community that is affected by research to make decisions about that research. Participatory research is common in some fields, but it is still rare in autism research. In this study, we wanted to find out how Australian autism researchers and community members feel about participatory research. We worked with an Autistic Advisory Group to design this study, understand the results and write this article. We asked 127 people, all working on research from the Cooperative Research Centre for Living with Autism, to complete an online survey about participatory research. The survey included some questions that were answered on rating scales, and some where participants wrote their own answers. Seventy-nine people (64 researchers and 15 community members) completed most or all of the survey. The rating scales showed that most participants (82%) supported moderate or extensive community engagement in research, and most participants (72%) thought there should be more community engagement in autism research. In general, the participants rated their experiences of participatory research positively. Using the participants' own written answers, we found four main ideas: (1) participatory research is important, but difficult; (2) many people do not fully understand what participatory research is; (3) academics and community members do not work together as = and (4) research systems are not designed for participatory research. Our results suggest that autism researchers and community members want to do more participatory research, but they might need training, support and funding to do participatory research well. En ligne : http://dx.doi.org/10.1177/1362361320951696 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437 [article] 'I'm not just a guinea pig': Academic and community perceptions of participatory autism research [Texte imprimé et/ou numérique] / Jacquiline DEN HOUTING, Auteur ; Julianne HIGGINS, Auteur ; Kathy ISAACS, Auteur ; Joanne MAHONY, Auteur ; Elizabeth PELLICANO, Auteur . - p.148-163. Langues : Anglais (eng) in Autism > 25-1 (January 2021) . - p.148-163 Mots-clés : autism  co-production  community engagement  participatory research  patient and public involvement  stakeholders Index. décimale : PER Périodiques Résumé : Participatory research means working together (engaging) with the community that is affected by research to make decisions about that research. Participatory research is common in some fields, but it is still rare in autism research. In this study, we wanted to find out how Australian autism researchers and community members feel about participatory research. We worked with an Autistic Advisory Group to design this study, understand the results and write this article. We asked 127 people, all working on research from the Cooperative Research Centre for Living with Autism, to complete an online survey about participatory research. The survey included some questions that were answered on rating scales, and some where participants wrote their own answers. Seventy-nine people (64 researchers and 15 community members) completed most or all of the survey. The rating scales showed that most participants (82%) supported moderate or extensive community engagement in research, and most participants (72%) thought there should be more community engagement in autism research. In general, the participants rated their experiences of participatory research positively. Using the participants' own written answers, we found four main ideas: (1) participatory research is important, but difficult; (2) many people do not fully understand what participatory research is; (3) academics and community members do not work together as = and (4) research systems are not designed for participatory research. Our results suggest that autism researchers and community members want to do more participatory research, but they might need training, support and funding to do participatory research well. En ligne : http://dx.doi.org/10.1177/1362361320951696 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437

Knowing me, knowing you: Spontaneous use of mentalistic language for self and other in autism / Alexandra ZINCK in Autism, 25-1 (January 2021)  

Public ISBD [article]  inAutism > 25-1 (January 2021) . - p.164-175 Titre : Knowing me, knowing you: Spontaneous use of mentalistic language for self and other in autism Type de document : Texte imprimé et/ou numérique Auteurs : Alexandra ZINCK, Auteur ; Uta FRITH, Auteur ; Peter SCHÖNKNECHT, Auteur ; Sarah WHITE, Auteur Article en page(s) : p.164-175 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  explicit mentalizing  implicit mentalizing  language  meta-cognition  theory of own and other minds Index. décimale : PER Périodiques Résumé : Autistic people can have difficulties in understanding non-autistic people's mental states such as beliefs, emotions and intentions. Although autistic adults may learn to overcome difficulties in understanding of explicit (overt) mental states, they may nevertheless struggle with implicit (indirect) understanding of mental states. This study explores how spontaneous language is used in order to specifically point to this implicit (indirect) understanding of mental states. In particular, our study compares the spontaneous statements that were used in descriptions of oneself and a familiar other person. Here, we found that autistic and non-autistic adults were comparable in the number of statements about physical traits they made. In contrast, non-autistic adults made more statements about mentalistic traits (about the mental including psychological traits, relationship traits and statements reflecting about these) both for the self and the other. Non-autistic and autistic adults showed no difference in the number of statements about relationships but in the number of statements about psychological traits and especially in the statements reflecting on these. Each group showed a similar pattern of kinds of statements for the self and for the other person. This suggests that autistic individuals show the same unique pattern of description in mentalistic terms for the self and another person. This study also indicates that investigating spontaneous use of language, especially for statements reflecting about mental states, enables us to look into difficulties with implicit (indirect) understanding of mental states. En ligne : http://dx.doi.org/10.1177/1362361320951017 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437 [article] Knowing me, knowing you: Spontaneous use of mentalistic language for self and other in autism [Texte imprimé et/ou numérique] / Alexandra ZINCK, Auteur ; Uta FRITH, Auteur ; Peter SCHÖNKNECHT, Auteur ; Sarah WHITE, Auteur . - p.164-175. Langues : Anglais (eng) in Autism > 25-1 (January 2021) . - p.164-175 Mots-clés : autism spectrum disorder  explicit mentalizing  implicit mentalizing  language  meta-cognition  theory of own and other minds Index. décimale : PER Périodiques Résumé : Autistic people can have difficulties in understanding non-autistic people's mental states such as beliefs, emotions and intentions. Although autistic adults may learn to overcome difficulties in understanding of explicit (overt) mental states, they may nevertheless struggle with implicit (indirect) understanding of mental states. This study explores how spontaneous language is used in order to specifically point to this implicit (indirect) understanding of mental states. In particular, our study compares the spontaneous statements that were used in descriptions of oneself and a familiar other person. Here, we found that autistic and non-autistic adults were comparable in the number of statements about physical traits they made. In contrast, non-autistic adults made more statements about mentalistic traits (about the mental including psychological traits, relationship traits and statements reflecting about these) both for the self and the other. Non-autistic and autistic adults showed no difference in the number of statements about relationships but in the number of statements about psychological traits and especially in the statements reflecting on these. Each group showed a similar pattern of kinds of statements for the self and for the other person. This suggests that autistic individuals show the same unique pattern of description in mentalistic terms for the self and another person. This study also indicates that investigating spontaneous use of language, especially for statements reflecting about mental states, enables us to look into difficulties with implicit (indirect) understanding of mental states. En ligne : http://dx.doi.org/10.1177/1362361320951017 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437

Parental perspectives of functioning in their children with autism spectrum disorder: A global scoping review / Marisa VILJOEN in Autism, 25-1 (January 2021)  

Public ISBD [article]  inAutism > 25-1 (January 2021) . - p.176-198 Titre : Parental perspectives of functioning in their children with autism spectrum disorder: A global scoping review Type de document : Texte imprimé et/ou numérique Auteurs : Marisa VILJOEN, Auteur ; Soheil MAHDI, Auteur ; James SHELLY, Auteur ; Petrus J. DE VRIES, Auteur Article en page(s) : p.176-198 Langues : Anglais (eng) Mots-clés : Disability and Health  International Classification of Functioning  autism spectrum disorder  disability  functioning  parental perspectives Index. décimale : PER Périodiques Résumé : No paper to date has summarized parents' views on the functional challenges and/or strengths of their children with autism spectrum disorder. In this review we set out to perform a scoping review aiming to (a) find and compare existing research from around the globe on parental perception of functioning and (b) summarize results from these papers using the International Classification of Functioning Disability and Health-Child and Youth version framework. Since we know that the place and circumstances we live in can have a significant influence on our functioning in daily life, we were specifically interested in comparing perceptions from high-income countries and low-/middle-income countries. Two researchers conducted a comprehensive search of English studies published between 1990 and June 2016. Papers were summarized and key findings were linked to International Classification of Functioning Disability and Health-Child and Youth categories. Thirty-three studies were identified, of which most were conducted in high-income countries (n?=?25/33, 76%) with only six studies in low/middle-income countries (n?=?6/33, 18%). Two studies compared views from low/middle-income and high-income countries (n?=?2/33, 6%). Functional themes from high-income countries included a range across the International Classification of Functioning Disability and Health-Child and Youth framework while functional themes from low-/middle-income countries were mostly focused on environmental factors. It was difficult to directly compare studies from low/middle-income and high-income countries because they investigated and discussed such different parts of functioning. We suggest that future research should use an approach that will allow researchers to directly compare functional categories in order to get a more accurate impression of the impact of context on functioning. En ligne : http://dx.doi.org/10.1177/1362361320950055 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437 [article] Parental perspectives of functioning in their children with autism spectrum disorder: A global scoping review [Texte imprimé et/ou numérique] / Marisa VILJOEN, Auteur ; Soheil MAHDI, Auteur ; James SHELLY, Auteur ; Petrus J. DE VRIES, Auteur . - p.176-198. Langues : Anglais (eng) in Autism > 25-1 (January 2021) . - p.176-198 Mots-clés : Disability and Health  International Classification of Functioning  autism spectrum disorder  disability  functioning  parental perspectives Index. décimale : PER Périodiques Résumé : No paper to date has summarized parents' views on the functional challenges and/or strengths of their children with autism spectrum disorder. In this review we set out to perform a scoping review aiming to (a) find and compare existing research from around the globe on parental perception of functioning and (b) summarize results from these papers using the International Classification of Functioning Disability and Health-Child and Youth version framework. Since we know that the place and circumstances we live in can have a significant influence on our functioning in daily life, we were specifically interested in comparing perceptions from high-income countries and low-/middle-income countries. Two researchers conducted a comprehensive search of English studies published between 1990 and June 2016. Papers were summarized and key findings were linked to International Classification of Functioning Disability and Health-Child and Youth categories. Thirty-three studies were identified, of which most were conducted in high-income countries (n?=?25/33, 76%) with only six studies in low/middle-income countries (n?=?6/33, 18%). Two studies compared views from low/middle-income and high-income countries (n?=?2/33, 6%). Functional themes from high-income countries included a range across the International Classification of Functioning Disability and Health-Child and Youth framework while functional themes from low-/middle-income countries were mostly focused on environmental factors. It was difficult to directly compare studies from low/middle-income and high-income countries because they investigated and discussed such different parts of functioning. We suggest that future research should use an approach that will allow researchers to directly compare functional categories in order to get a more accurate impression of the impact of context on functioning. En ligne : http://dx.doi.org/10.1177/1362361320950055 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437

Quantity and quality of empathic responding by autistic and non-autistic adolescent girls and boys / Carolien RIEFFE in Autism, 25-1 (January 2021)  

Public ISBD [article]  inAutism > 25-1 (January 2021) . - p.199-209 Titre : Quantity and quality of empathic responding by autistic and non-autistic adolescent girls and boys Type de document : Texte imprimé et/ou numérique Auteurs : Carolien RIEFFE, Auteur ; Rachel O'CONNOR, Auteur ; Anne BÜLOW, Auteur ; Danique WILLEMS, Auteur ; Laura HULL, Auteur ; Felicity SEDGEWICK, Auteur ; Lex STOCKMANN, Auteur ; Els BLIJD-HOOGEWYS, Auteur Article en page(s) : p.199-209 Langues : Anglais (eng) Mots-clés : affective empathy  cognitive empathy  emotional arousal  gender  pro-social behaviour Index. décimale : PER Périodiques Résumé : Empathy is an important feature to feel for another person, evoking social support for the person in distress, and thus strengthening social cohesion. The question is to what extent empathic reactions can also be observed in autistic adolescents and autistic girls in particular, since their often mentioned good social skills might prevent their direct social environment from recognizing their autism. We examined 194 adolescents (autistic and non-autistic boys and girls) during an in vivo task in which the experimenter pretended to hurt herself while closing a binder. All responses by the participants were videotaped and coded by two independent coders. In line with our predictions, no group or gender differences appeared related to their attention for the event; yet autistic girls and boys showed less visible emotional arousal, which could indicate less affective empathy (feeling for someone), or which could indicate that autistic adolescents know less well how to show empathy. Autistic girls and boys reacted by comforting the experimenter equally often as their non-autistic peers, but autistic boys addressed the problem more often than any other group, while girls (autistic and non-autistic) more often addressed the emotion of the person in need. Our findings highlight that empathic behaviour is remarkably similar between autistic and non-autistic boys and girls. Indeed, only subtle differences exist, in terms of expressed emotional arousal and gender-specific comforting styles. Autistic girls' higher levels of emotion-focused comforting could be explained by well-developed social skills, camouflaging, or emotional investment in relationships with others. En ligne : http://dx.doi.org/10.1177/1362361320956422 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437 [article] Quantity and quality of empathic responding by autistic and non-autistic adolescent girls and boys [Texte imprimé et/ou numérique] / Carolien RIEFFE, Auteur ; Rachel O'CONNOR, Auteur ; Anne BÜLOW, Auteur ; Danique WILLEMS, Auteur ; Laura HULL, Auteur ; Felicity SEDGEWICK, Auteur ; Lex STOCKMANN, Auteur ; Els BLIJD-HOOGEWYS, Auteur . - p.199-209. Langues : Anglais (eng) in Autism > 25-1 (January 2021) . - p.199-209 Mots-clés : affective empathy  cognitive empathy  emotional arousal  gender  pro-social behaviour Index. décimale : PER Périodiques Résumé : Empathy is an important feature to feel for another person, evoking social support for the person in distress, and thus strengthening social cohesion. The question is to what extent empathic reactions can also be observed in autistic adolescents and autistic girls in particular, since their often mentioned good social skills might prevent their direct social environment from recognizing their autism. We examined 194 adolescents (autistic and non-autistic boys and girls) during an in vivo task in which the experimenter pretended to hurt herself while closing a binder. All responses by the participants were videotaped and coded by two independent coders. In line with our predictions, no group or gender differences appeared related to their attention for the event; yet autistic girls and boys showed less visible emotional arousal, which could indicate less affective empathy (feeling for someone), or which could indicate that autistic adolescents know less well how to show empathy. Autistic girls and boys reacted by comforting the experimenter equally often as their non-autistic peers, but autistic boys addressed the problem more often than any other group, while girls (autistic and non-autistic) more often addressed the emotion of the person in need. Our findings highlight that empathic behaviour is remarkably similar between autistic and non-autistic boys and girls. Indeed, only subtle differences exist, in terms of expressed emotional arousal and gender-specific comforting styles. Autistic girls' higher levels of emotion-focused comforting could be explained by well-developed social skills, camouflaging, or emotional investment in relationships with others. En ligne : http://dx.doi.org/10.1177/1362361320956422 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437

Effects of being watched on eye gaze and facial displays of typical and autistic individuals during conversation / Roser CAÑIGUERAL in Autism, 25-1 (January 2021)  

Public ISBD [article]  inAutism > 25-1 (January 2021) . - p.210-226 Titre : Effects of being watched on eye gaze and facial displays of typical and autistic individuals during conversation Type de document : Texte imprimé et/ou numérique Auteurs : Roser CAÑIGUERAL, Auteur ; Jamie A. WARD, Auteur ; Antonia HAMILTON, Auteur Article en page(s) : p.210-226 Langues : Anglais (eng) Mots-clés : autism  being watched  dual function of gaze  eye gaze  facial displays Index. décimale : PER Périodiques Résumé : When we are communicating with other people, we exchange a variety of social signals through eye gaze and facial expressions. However, coordinated exchanges of these social signals can only happen when people involved in the interaction are able to see each other. Although previous studies report that autistic individuals have difficulties in using eye gaze and facial expressions during social interactions, evidence from tasks that involve real face-to-face conversations is scarce and mixed. Here, we investigate how eye gaze and facial expressions of typical and high-functioning autistic individuals are modulated by the belief in being seen by another person, and by being in a face-to-face interaction. Participants were recorded with an eye-tracking and video-camera system while they completed a structured Q&A task with a confederate under three social contexts: pre-recorded video (no belief in being seen, no face-to-face), video-call (belief in being seen, no face-to-face) and face-to-face (belief in being seen and face-to-face). Typical participants gazed less to the confederate and made more facial expressions when they were being watched and when they were speaking. Contrary to our hypotheses, eye gaze and facial expression patterns in autistic participants were overall similar to the typical group. This suggests that high-functioning autistic participants are able to use eye gaze and facial expressions as social signals. Future studies will need to investigate to what extent this reflects spontaneous behaviour or the use of compensation strategies. En ligne : http://dx.doi.org/10.1177/1362361320951691 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437 [article] Effects of being watched on eye gaze and facial displays of typical and autistic individuals during conversation [Texte imprimé et/ou numérique] / Roser CAÑIGUERAL, Auteur ; Jamie A. WARD, Auteur ; Antonia HAMILTON, Auteur . - p.210-226. Langues : Anglais (eng) in Autism > 25-1 (January 2021) . - p.210-226 Mots-clés : autism  being watched  dual function of gaze  eye gaze  facial displays Index. décimale : PER Périodiques Résumé : When we are communicating with other people, we exchange a variety of social signals through eye gaze and facial expressions. However, coordinated exchanges of these social signals can only happen when people involved in the interaction are able to see each other. Although previous studies report that autistic individuals have difficulties in using eye gaze and facial expressions during social interactions, evidence from tasks that involve real face-to-face conversations is scarce and mixed. Here, we investigate how eye gaze and facial expressions of typical and high-functioning autistic individuals are modulated by the belief in being seen by another person, and by being in a face-to-face interaction. Participants were recorded with an eye-tracking and video-camera system while they completed a structured Q&A task with a confederate under three social contexts: pre-recorded video (no belief in being seen, no face-to-face), video-call (belief in being seen, no face-to-face) and face-to-face (belief in being seen and face-to-face). Typical participants gazed less to the confederate and made more facial expressions when they were being watched and when they were speaking. Contrary to our hypotheses, eye gaze and facial expression patterns in autistic participants were overall similar to the typical group. This suggests that high-functioning autistic participants are able to use eye gaze and facial expressions as social signals. Future studies will need to investigate to what extent this reflects spontaneous behaviour or the use of compensation strategies. En ligne : http://dx.doi.org/10.1177/1362361320951691 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437

Inhibition in developmental disorders: A comparison of inhibition profiles between children with autism spectrum disorder, attention-deficit/hyperactivity disorder, and comorbid symptom presentation / Amanda CREMONE-CAIRA in Autism, 25-1 (January 2021)  

Public ISBD [article]  inAutism > 25-1 (January 2021) . - p.227-243 Titre : Inhibition in developmental disorders: A comparison of inhibition profiles between children with autism spectrum disorder, attention-deficit/hyperactivity disorder, and comorbid symptom presentation Type de document : Texte imprimé et/ou numérique Auteurs : Amanda CREMONE-CAIRA, Auteur ; Katherine TRIER, Auteur ; Victoria SANCHEZ, Auteur ; Brooke KOHN, Auteur ; Rachel GILBERT, Auteur ; Susan FAJA, Auteur Article en page(s) : p.227-243 Langues : Anglais (eng) Mots-clés : attention-deficit/hyperactivity disorder  autism spectrum disorder  cognition (attention, learning, memory)  executive function  inhibition  interventions—psychosocial/behavioral  psychological theories of autism Index. décimale : PER Périodiques Résumé : Many children with autism spectrum disorder (ASD) also have symptoms of attention-deficit hyperactivity disorder (ADHD). Children with ASD and ADHD often experience difficulties with inhibition. This study had the goal of understanding inhibition in children with ASD, ADHD, ASD?+?ADHD, and children who are typically developing (TD) using tasks that measured several aspects of inhibition. Results indicate that children with ASD?+?ADHD had greater difficulty inhibiting behavioral responses than TD children. Children with ASD?+?ADHD also differed from children with ASD and with ADHD in their inhibition of distracting information and strategic slowing of response speed. The four groups did not differ in their avoidance of potential losses. Children with ASD?+?ADHD exhibit a unique profile of inhibition challenges suggesting they may benefit from targeted intervention matched to their abilities. En ligne : http://dx.doi.org/10.1177/1362361320955107 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437 [article] Inhibition in developmental disorders: A comparison of inhibition profiles between children with autism spectrum disorder, attention-deficit/hyperactivity disorder, and comorbid symptom presentation [Texte imprimé et/ou numérique] / Amanda CREMONE-CAIRA, Auteur ; Katherine TRIER, Auteur ; Victoria SANCHEZ, Auteur ; Brooke KOHN, Auteur ; Rachel GILBERT, Auteur ; Susan FAJA, Auteur . - p.227-243. Langues : Anglais (eng) in Autism > 25-1 (January 2021) . - p.227-243 Mots-clés : attention-deficit/hyperactivity disorder  autism spectrum disorder  cognition (attention, learning, memory)  executive function  inhibition  interventions—psychosocial/behavioral  psychological theories of autism Index. décimale : PER Périodiques Résumé : Many children with autism spectrum disorder (ASD) also have symptoms of attention-deficit hyperactivity disorder (ADHD). Children with ASD and ADHD often experience difficulties with inhibition. This study had the goal of understanding inhibition in children with ASD, ADHD, ASD?+?ADHD, and children who are typically developing (TD) using tasks that measured several aspects of inhibition. Results indicate that children with ASD?+?ADHD had greater difficulty inhibiting behavioral responses than TD children. Children with ASD?+?ADHD also differed from children with ASD and with ADHD in their inhibition of distracting information and strategic slowing of response speed. The four groups did not differ in their avoidance of potential losses. Children with ASD?+?ADHD exhibit a unique profile of inhibition challenges suggesting they may benefit from targeted intervention matched to their abilities. En ligne : http://dx.doi.org/10.1177/1362361320955107 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437

The role of early social motivation in explaining variability in functional language in toddlers with autism spectrum disorder / Pumpki L. SU in Autism, 25-1 (January 2021)  

Public ISBD [article]  inAutism > 25-1 (January 2021) . - p.244-257 Titre : The role of early social motivation in explaining variability in functional language in toddlers with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Pumpki L. SU, Auteur ; Sally J ROGERS, Auteur ; Annette ESTES, Auteur ; Paul J. YODER, Auteur Article en page(s) : p.244-257 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  behavioral measurement  communication and language  development  pre-school children  social cognition and social behavior Index. décimale : PER Périodiques Résumé : About one-third of children with autism spectrum disorder never develop the language that they need in different day-to-day situations. Identifying potential factors that can predict later language development is crucial to understanding why some children with autism spectrum disorder successfully develop language while others do not. This study sought to investigate one of the understudied predictors of language development, social motivation, and to test theories for why this association may occur. Testing the theories requires that we measure children's ability to deliberately and directly communicate with others (i.e. intentional communication) and children's language understanding between the measures of social motivation and later expressive language. We tested 87 children with autism spectrum disorder, aged 14-31 months, at four times over 24?months. We found that children with relatively stronger social motivation had relatively better language use 2 years later. This positive link was partly due to a child's ability to produce intentional communication and to understand language. Although we did not measure parents' talking to their children, a theory that inspired this study suggests that children who use frequent intentional communication probably motivate others to talk with them frequently, which facilitates children's language understanding which leads to the development of expressive language. This theory, if confirmed to be true, can provide guidance for parents who want to help their children learn to talk. Parents could look for intentional communication from their children and respond by talking to their children. Effective intervention on both parent and child targets will likely enhance treatment efficacy. Future work is needed to test these ideas. En ligne : http://dx.doi.org/10.1177/1362361320953260 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437 [article] The role of early social motivation in explaining variability in functional language in toddlers with autism spectrum disorder [Texte imprimé et/ou numérique] / Pumpki L. SU, Auteur ; Sally J ROGERS, Auteur ; Annette ESTES, Auteur ; Paul J. YODER, Auteur . - p.244-257. Langues : Anglais (eng) in Autism > 25-1 (January 2021) . - p.244-257 Mots-clés : autism spectrum disorders  behavioral measurement  communication and language  development  pre-school children  social cognition and social behavior Index. décimale : PER Périodiques Résumé : About one-third of children with autism spectrum disorder never develop the language that they need in different day-to-day situations. Identifying potential factors that can predict later language development is crucial to understanding why some children with autism spectrum disorder successfully develop language while others do not. This study sought to investigate one of the understudied predictors of language development, social motivation, and to test theories for why this association may occur. Testing the theories requires that we measure children's ability to deliberately and directly communicate with others (i.e. intentional communication) and children's language understanding between the measures of social motivation and later expressive language. We tested 87 children with autism spectrum disorder, aged 14-31 months, at four times over 24?months. We found that children with relatively stronger social motivation had relatively better language use 2 years later. This positive link was partly due to a child's ability to produce intentional communication and to understand language. Although we did not measure parents' talking to their children, a theory that inspired this study suggests that children who use frequent intentional communication probably motivate others to talk with them frequently, which facilitates children's language understanding which leads to the development of expressive language. This theory, if confirmed to be true, can provide guidance for parents who want to help their children learn to talk. Parents could look for intentional communication from their children and respond by talking to their children. Effective intervention on both parent and child targets will likely enhance treatment efficacy. Future work is needed to test these ideas. En ligne : http://dx.doi.org/10.1177/1362361320953260 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437

Specialized primary care medical home: A positive impact on continuity of care among autistic adults / Brittany N. HAND in Autism, 25-1 (January 2021)  

Public ISBD [article]  inAutism > 25-1 (January 2021) . - p.258-265 Titre : Specialized primary care medical home: A positive impact on continuity of care among autistic adults Type de document : Texte imprimé et/ou numérique Auteurs : Brittany N. HAND, Auteur ; Daniel L. COURY, Auteur ; Susan W. WHITE, Auteur ; Amy R. DARRAGH, Auteur ; Susan MOFFATT-BRUCE, Auteur ; Lauren HARRIS, Auteur ; Anne LONGO, Auteur ; Jennifer H. GARVIN, Auteur Article en page(s) : p.258-265 Langues : Anglais (eng) Mots-clés : adults  autism spectrum disorders  continuity of care  health services  primary care Index. décimale : PER Périodiques Résumé : There is a nationally recognized need for innovative healthcare delivery models to improve care continuity for autistic adults as they age out of pediatric and into adult healthcare systems. One possible model of care delivery is called the "medical home". The medical home is not a residential home, but a system where a patient's healthcare is coordinated through a primary care physician to ensure necessary care is received when and where the patient needs it. We compared the continuity of care among autistic adult patients at a specialized primary care medical home designed to remove barriers to care for autistic adults, called the CAST, to matched national samples of autistic adults with private insurance or Medicare. Continuity of primary care among CAST patients was significantly better than that of matched national samples of autistic adult Medicare beneficiaries and similar to that of privately insured autistic adults. Our findings suggest that medical homes, like CAST, are a promising solution to improve healthcare delivery for the growing population of autistic adults. En ligne : http://dx.doi.org/10.1177/1362361320953967 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437 [article] Specialized primary care medical home: A positive impact on continuity of care among autistic adults [Texte imprimé et/ou numérique] / Brittany N. HAND, Auteur ; Daniel L. COURY, Auteur ; Susan W. WHITE, Auteur ; Amy R. DARRAGH, Auteur ; Susan MOFFATT-BRUCE, Auteur ; Lauren HARRIS, Auteur ; Anne LONGO, Auteur ; Jennifer H. GARVIN, Auteur . - p.258-265. Langues : Anglais (eng) in Autism > 25-1 (January 2021) . - p.258-265 Mots-clés : adults  autism spectrum disorders  continuity of care  health services  primary care Index. décimale : PER Périodiques Résumé : There is a nationally recognized need for innovative healthcare delivery models to improve care continuity for autistic adults as they age out of pediatric and into adult healthcare systems. One possible model of care delivery is called the "medical home". The medical home is not a residential home, but a system where a patient's healthcare is coordinated through a primary care physician to ensure necessary care is received when and where the patient needs it. We compared the continuity of care among autistic adult patients at a specialized primary care medical home designed to remove barriers to care for autistic adults, called the CAST, to matched national samples of autistic adults with private insurance or Medicare. Continuity of primary care among CAST patients was significantly better than that of matched national samples of autistic adult Medicare beneficiaries and similar to that of privately insured autistic adults. Our findings suggest that medical homes, like CAST, are a promising solution to improve healthcare delivery for the growing population of autistic adults. En ligne : http://dx.doi.org/10.1177/1362361320953967 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437

Health status of Medicare-enrolled autistic older adults with and without co-occurring intellectual disability: An analysis of inpatient and institutional outpatient medical claims / Daniel GILMORE in Autism, 25-1 (January 2021)  

Public ISBD [article]  inAutism > 25-1 (January 2021) . - p.266-274 Titre : Health status of Medicare-enrolled autistic older adults with and without co-occurring intellectual disability: An analysis of inpatient and institutional outpatient medical claims Type de document : Texte imprimé et/ou numérique Auteurs : Daniel GILMORE, Auteur ; Lauren HARRIS, Auteur ; Anne LONGO, Auteur ; Brittany N. HAND, Auteur Article en page(s) : p.266-274 Langues : Anglais (eng) Mots-clés : adults  autism spectrum disorders  health services  intellectual disability  medical comorbidity  psychiatric comorbidity Index. décimale : PER Périodiques Résumé : Little is known about the extent to which the healthcare needs of autistic older adults with intellectual disability differ from autistic older adults without intellectual disability. Our study is the first, to our knowledge, to use US national data to compare physical and mental health conditions among autistic older adults with and without intellectual disability. The data analyzed in this study consisted of records from inpatient hospitalizations as well as "institutional outpatient" healthcare visits, which include visits to hospital outpatient departments, rural health clinics, renal dialysis facilities, outpatient rehabilitation facilities, Federally Qualified Health Centers, and community mental health centers. Autistic older adults with intellectual disability were significantly more likely to have thyroid disorders, epilepsy, respiratory infections, gastrointestinal conditions, osteoporosis, cognitive disorders, and schizophrenia/psychotic disorders. In contrast, autistic older adults without intellectual disability were significantly more likely to have obesity, diabetes, high blood pressure, cerebrovascular disease, chronic obstructive pulmonary disease, arthritis, back conditions, attention deficit disorders, substance use disorders, and suicidal ideation or intentional self-injury. These findings highlight the importance of developing distinct, tailored health management strategies for the autistic older adults with and without intellectual disability. En ligne : http://dx.doi.org/10.1177/1362361320955109 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437 [article] Health status of Medicare-enrolled autistic older adults with and without co-occurring intellectual disability: An analysis of inpatient and institutional outpatient medical claims [Texte imprimé et/ou numérique] / Daniel GILMORE, Auteur ; Lauren HARRIS, Auteur ; Anne LONGO, Auteur ; Brittany N. HAND, Auteur . - p.266-274. Langues : Anglais (eng) in Autism > 25-1 (January 2021) . - p.266-274 Mots-clés : adults  autism spectrum disorders  health services  intellectual disability  medical comorbidity  psychiatric comorbidity Index. décimale : PER Périodiques Résumé : Little is known about the extent to which the healthcare needs of autistic older adults with intellectual disability differ from autistic older adults without intellectual disability. Our study is the first, to our knowledge, to use US national data to compare physical and mental health conditions among autistic older adults with and without intellectual disability. The data analyzed in this study consisted of records from inpatient hospitalizations as well as "institutional outpatient" healthcare visits, which include visits to hospital outpatient departments, rural health clinics, renal dialysis facilities, outpatient rehabilitation facilities, Federally Qualified Health Centers, and community mental health centers. Autistic older adults with intellectual disability were significantly more likely to have thyroid disorders, epilepsy, respiratory infections, gastrointestinal conditions, osteoporosis, cognitive disorders, and schizophrenia/psychotic disorders. In contrast, autistic older adults without intellectual disability were significantly more likely to have obesity, diabetes, high blood pressure, cerebrovascular disease, chronic obstructive pulmonary disease, arthritis, back conditions, attention deficit disorders, substance use disorders, and suicidal ideation or intentional self-injury. These findings highlight the importance of developing distinct, tailored health management strategies for the autistic older adults with and without intellectual disability. En ligne : http://dx.doi.org/10.1177/1362361320955109 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437

'I just rolled up my sleeves': Mothers' perspectives on raising girls on the autism spectrum / Karen FOWLER in Autism, 25-1 (January 2021)  

Public ISBD [article]  inAutism > 25-1 (January 2021) . - p.275-287 Titre : 'I just rolled up my sleeves': Mothers' perspectives on raising girls on the autism spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Karen FOWLER, Auteur ; Cliodhna O'CONNOR, Auteur Article en page(s) : p.275-287 Langues : Anglais (eng) Mots-clés : autism  diagnosis  family functioning and support  qualitative research  social stigma  women and girls Index. décimale : PER Périodiques Résumé : Autism in boys has been well researched but very little is known about the everyday experiences of autistic girls or their families. Mothers' views and insights can be very helpful in increasing knowledge around the unique demands of raising a daughter with autism. This study conducted interviews with Irish mothers to examine their own experiences regarding (a) getting an autism diagnosis for their daughter, (b) their daughters' personal characteristics and (c) the impact of caring for a daughter with autism. The study suggests that the route to an autism diagnosis for girls in Ireland is made more difficult by delays and missed diagnoses, and often followed by inadequate supports. Mothers described autistic girls as presenting with social challenges and mental health difficulties. Many mothers experienced judgement from other parents and family members, acute stress and mental health struggles. However, these challenges were offset by mothers' resilience, pride in their daughters and support from other women. The findings of this study highlight the importance of specific support for autistic girls and their families. En ligne : http://dx.doi.org/10.1177/1362361320956876 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437 [article] 'I just rolled up my sleeves': Mothers' perspectives on raising girls on the autism spectrum [Texte imprimé et/ou numérique] / Karen FOWLER, Auteur ; Cliodhna O'CONNOR, Auteur . - p.275-287. Langues : Anglais (eng) in Autism > 25-1 (January 2021) . - p.275-287 Mots-clés : autism  diagnosis  family functioning and support  qualitative research  social stigma  women and girls Index. décimale : PER Périodiques Résumé : Autism in boys has been well researched but very little is known about the everyday experiences of autistic girls or their families. Mothers' views and insights can be very helpful in increasing knowledge around the unique demands of raising a daughter with autism. This study conducted interviews with Irish mothers to examine their own experiences regarding (a) getting an autism diagnosis for their daughter, (b) their daughters' personal characteristics and (c) the impact of caring for a daughter with autism. The study suggests that the route to an autism diagnosis for girls in Ireland is made more difficult by delays and missed diagnoses, and often followed by inadequate supports. Mothers described autistic girls as presenting with social challenges and mental health difficulties. Many mothers experienced judgement from other parents and family members, acute stress and mental health struggles. However, these challenges were offset by mothers' resilience, pride in their daughters and support from other women. The findings of this study highlight the importance of specific support for autistic girls and their families. En ligne : http://dx.doi.org/10.1177/1362361320956876 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437

Improving autism and developmental screening and referral in US primary care practices serving Latinos / Katharine E. ZUCKERMAN in Autism, 25-1 (January 2021)  

Public ISBD [article]  inAutism > 25-1 (January 2021) . - p.288-299 Titre : Improving autism and developmental screening and referral in US primary care practices serving Latinos Type de document : Texte imprimé et/ou numérique Auteurs : Katharine E. ZUCKERMAN, Auteur ; Alison E. CHAVEZ, Auteur ; Laura WILSON, Auteur ; Katie UNGER, Auteur ; Colleen REULAND, Auteur ; Katrina RAMSEY, Auteur ; Margaret KING, Auteur ; Julie SCHOLZ, Auteur ; Eric FOMBONNE, Auteur Article en page(s) : p.288-299 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  development  health services  pre-school children  screening Index. décimale : PER Périodiques Résumé : Latino children experience delays in access to diagnosis and treatment of autism spectrum disorder. Primary care-based screening of all children for autism spectrum disorder and referring them for services may reduce racial/ethnic differences and improve care. REAL-START, a yearlong screening intervention, was effective in increasing screening for autism spectrum disorder and general developmental delays, increasing therapy referrals, and shortening time for developmental assessment in primary care clinics with Latino patients. En ligne : http://dx.doi.org/10.1177/1362361320957461 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437 [article] Improving autism and developmental screening and referral in US primary care practices serving Latinos [Texte imprimé et/ou numérique] / Katharine E. ZUCKERMAN, Auteur ; Alison E. CHAVEZ, Auteur ; Laura WILSON, Auteur ; Katie UNGER, Auteur ; Colleen REULAND, Auteur ; Katrina RAMSEY, Auteur ; Margaret KING, Auteur ; Julie SCHOLZ, Auteur ; Eric FOMBONNE, Auteur . - p.288-299. Langues : Anglais (eng) in Autism > 25-1 (January 2021) . - p.288-299 Mots-clés : autism spectrum disorders  development  health services  pre-school children  screening Index. décimale : PER Périodiques Résumé : Latino children experience delays in access to diagnosis and treatment of autism spectrum disorder. Primary care-based screening of all children for autism spectrum disorder and referring them for services may reduce racial/ethnic differences and improve care. REAL-START, a yearlong screening intervention, was effective in increasing screening for autism spectrum disorder and general developmental delays, increasing therapy referrals, and shortening time for developmental assessment in primary care clinics with Latino patients. En ligne : http://dx.doi.org/10.1177/1362361320957461 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437

Mortality in 787,666 school pupils with and without autism: A cohort study / Gillian S. SMITH in Autism, 25-1 (January 2021)  

Public ISBD [article]  inAutism > 25-1 (January 2021) . - p.300-304 Titre : Mortality in 787,666 school pupils with and without autism: A cohort study Type de document : Texte imprimé et/ou numérique Auteurs : Gillian S. SMITH, Auteur ; Michael FLEMING, Auteur ; Deborah KINNEAR, Auteur ; Angela HENDERSON, Auteur ; Jill P PELL, Auteur ; Craig MELVILLE, Auteur ; Sally-Ann COOPER, Auteur Article en page(s) : p.300-304 Langues : Anglais (eng) Mots-clés : adolescents  autism spectrum disorders  death  mortality  prevalence  risk factor epidemiology  school-age children Index. décimale : PER Périodiques Résumé : There are few studies on the deaths of children and young people with autism; some studies on children and adults combined suggest that those with autism may have higher death rates than other people. More children are diagnosed with autism than in the past, suggesting that there are now more children with milder autism who have the diagnosis than in the past, so studies in the past might not apply to the current generation of children and young people diagnosed with autism. We examined the rates of death in children and young people in Scotland using recorded information in Scotland's annual pupil census, linked to the National Records of Scotland deaths register, between 2008 and 2015. In total, 9754 (1.2%) out of 787,666 pupils had autism. Six pupils with autism died in the study period, compared with 458 other pupils. This was equivalent to 16 per 100,000 for pupils with autism and 13 per 100,000 pupils without autism; hence, the rate of death was very similar. In the pupils with autism, the most common causes of death were diseases of the nervous system, whereas they were from external causes in the comparison pupils. The autism group had some deaths due to epilepsy which might have been prevented by good quality care. We cautiously conclude that the death rate in the current generation of children and young adults with autism is no higher than for other children, but that even in this high-income country, some deaths could be prevented by high quality care. En ligne : http://dx.doi.org/10.1177/1362361320944037 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437 [article] Mortality in 787,666 school pupils with and without autism: A cohort study [Texte imprimé et/ou numérique] / Gillian S. SMITH, Auteur ; Michael FLEMING, Auteur ; Deborah KINNEAR, Auteur ; Angela HENDERSON, Auteur ; Jill P PELL, Auteur ; Craig MELVILLE, Auteur ; Sally-Ann COOPER, Auteur . - p.300-304. Langues : Anglais (eng) in Autism > 25-1 (January 2021) . - p.300-304 Mots-clés : adolescents  autism spectrum disorders  death  mortality  prevalence  risk factor epidemiology  school-age children Index. décimale : PER Périodiques Résumé : There are few studies on the deaths of children and young people with autism; some studies on children and adults combined suggest that those with autism may have higher death rates than other people. More children are diagnosed with autism than in the past, suggesting that there are now more children with milder autism who have the diagnosis than in the past, so studies in the past might not apply to the current generation of children and young people diagnosed with autism. We examined the rates of death in children and young people in Scotland using recorded information in Scotland's annual pupil census, linked to the National Records of Scotland deaths register, between 2008 and 2015. In total, 9754 (1.2%) out of 787,666 pupils had autism. Six pupils with autism died in the study period, compared with 458 other pupils. This was equivalent to 16 per 100,000 for pupils with autism and 13 per 100,000 pupils without autism; hence, the rate of death was very similar. In the pupils with autism, the most common causes of death were diseases of the nervous system, whereas they were from external causes in the comparison pupils. The autism group had some deaths due to epilepsy which might have been prevented by good quality care. We cautiously conclude that the death rate in the current generation of children and young adults with autism is no higher than for other children, but that even in this high-income country, some deaths could be prevented by high quality care. En ligne : http://dx.doi.org/10.1177/1362361320944037 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437