Dépouillements

The relationship between parental stress and mastery, forgiveness, and social support among parents of children with autism / Michael WEINBERG in Research in Autism Spectrum Disorders, 81 (March 2021)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 81 (March 2021) . - 101712 Titre : The relationship between parental stress and mastery, forgiveness, and social support among parents of children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Michael WEINBERG, Auteur ; Neta GUETA, Auteur ; Jacob WEINBERG, Auteur ; Mays ABU MUCH, Auteur ; Ashraf AKAWI, Auteur ; Rajech SHARKIA, Auteur ; Muhammad MAHAJNAH, Auteur Article en page(s) : 101712 Langues : Anglais (eng) Mots-clés : Parental stress  Autism  Mastery  Forgiveness  Social support Index. décimale : PER Périodiques Résumé : Background Parents of children with autism have significantly more parenting-stress symptoms than parents of typically developing children. Therefore, the main goal of the present study was to examine the relationship between personal and social resources among families of different cultures, in which parents are coping with the stress of raising children with autism. Method Two hundred and nine (N = 209) participants, including Jewish (n = 105) and Arab (n = 104) participants, completed demographic, mastery, forgiveness, social support, and parental stress questionnaires. Results The study findings demonstrated no significant differences between the groups regarding mastery, forgiveness, or social support. However, a marginally significant difference was found with regard to the age at the time of diagnosis and parental stress. Arab children were diagnosed earlier and Arab parents reported higher levels of parental stress. Hierarchical multiple regressions showed that among the Jewish sample age, education, financial situation, mastery, and social support contributed significantly to the explained variance in parental stress. Among the Arab sample, severity of autism, forgiveness, mastery, and social support contributed significantly to the explained variance in parental stress. Conclusions These findings make an important contribution to our understanding of mastery, forgiveness, and social support while helping parents cope with the stress of raising a child with autism. In addition, in multicultural countries, it is important to be aware of differences and similarities in the factors predicting parental stress. En ligne : https://doi.org/10.1016/j.rasd.2020.101712 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=440 [article] The relationship between parental stress and mastery, forgiveness, and social support among parents of children with autism [Texte imprimé et/ou numérique] / Michael WEINBERG, Auteur ; Neta GUETA, Auteur ; Jacob WEINBERG, Auteur ; Mays ABU MUCH, Auteur ; Ashraf AKAWI, Auteur ; Rajech SHARKIA, Auteur ; Muhammad MAHAJNAH, Auteur . - 101712. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 81 (March 2021) . - 101712 Mots-clés : Parental stress  Autism  Mastery  Forgiveness  Social support Index. décimale : PER Périodiques Résumé : Background Parents of children with autism have significantly more parenting-stress symptoms than parents of typically developing children. Therefore, the main goal of the present study was to examine the relationship between personal and social resources among families of different cultures, in which parents are coping with the stress of raising children with autism. Method Two hundred and nine (N = 209) participants, including Jewish (n = 105) and Arab (n = 104) participants, completed demographic, mastery, forgiveness, social support, and parental stress questionnaires. Results The study findings demonstrated no significant differences between the groups regarding mastery, forgiveness, or social support. However, a marginally significant difference was found with regard to the age at the time of diagnosis and parental stress. Arab children were diagnosed earlier and Arab parents reported higher levels of parental stress. Hierarchical multiple regressions showed that among the Jewish sample age, education, financial situation, mastery, and social support contributed significantly to the explained variance in parental stress. Among the Arab sample, severity of autism, forgiveness, mastery, and social support contributed significantly to the explained variance in parental stress. Conclusions These findings make an important contribution to our understanding of mastery, forgiveness, and social support while helping parents cope with the stress of raising a child with autism. In addition, in multicultural countries, it is important to be aware of differences and similarities in the factors predicting parental stress. En ligne : https://doi.org/10.1016/j.rasd.2020.101712 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=440

Psychosocial and behavioural factors associated with self injurious behaviour (SIB) in individuals with autism spectrum disorders (ASD) / Katie VANDEWALLE in Research in Autism Spectrum Disorders, 81 (March 2021)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 81 (March 2021) . - 101713 Titre : Psychosocial and behavioural factors associated with self injurious behaviour (SIB) in individuals with autism spectrum disorders (ASD) Type de document : Texte imprimé et/ou numérique Auteurs : Katie VANDEWALLE, Auteur ; Yvonne MELIA, Auteur Article en page(s) : 101713 Langues : Anglais (eng) Mots-clés : Autism  ASD  Self-injurious behaviour  Associations  Review Index. décimale : PER Périodiques Résumé : Background Self-injurious behaviour (SIB) is a persistent and distressing difficulty which may be more prevalent and enduring for individuals with an Autism Spectrum Disorder (ASD). SIB has been largely conceptualised in research as a challenging behaviour or a repetitive and restricted behaviour, rather than a unique construct to research. As its own construct, the aetiology of SIB has been conceptualised from a neurobiological perspective, however there remains a need to explore psychosocial and behavioural factors associated with SIB and ASD. A review was conducted to compile evidence and establish current understanding of this behaviour. Method 6 databases were systematically searched for research exploring factors relating specifically to SIB limited to ASD populations. Studies were critically appraised using a tool developed for the purpose of this review, adapted from the CASP, AXIS and STROBE quality appraisal tools. Results 15 studies met the eligibility criteria. SIB was found to be associated with impairments in adaptive ability, communicative ability, IQ, sleep, atypical sensory processing, and impulsivity/over-activity. There were mixed findings supporting an association between autism severity and self-injury. Conclusions The development of SIB in ASD populations is complex. The range of factors associated with SIB and ASD imply a clinical need for a robust assessment and a multi-disciplinary approach to intervention. Theoretical perspectives regarding the role of impaired behavioural inhibition, communication, and sensory processing difficulties are considered. Limitations and future research are discussed. En ligne : https://doi.org/10.1016/j.rasd.2020.101713 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=440 [article] Psychosocial and behavioural factors associated with self injurious behaviour (SIB) in individuals with autism spectrum disorders (ASD) [Texte imprimé et/ou numérique] / Katie VANDEWALLE, Auteur ; Yvonne MELIA, Auteur . - 101713. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 81 (March 2021) . - 101713 Mots-clés : Autism  ASD  Self-injurious behaviour  Associations  Review Index. décimale : PER Périodiques Résumé : Background Self-injurious behaviour (SIB) is a persistent and distressing difficulty which may be more prevalent and enduring for individuals with an Autism Spectrum Disorder (ASD). SIB has been largely conceptualised in research as a challenging behaviour or a repetitive and restricted behaviour, rather than a unique construct to research. As its own construct, the aetiology of SIB has been conceptualised from a neurobiological perspective, however there remains a need to explore psychosocial and behavioural factors associated with SIB and ASD. A review was conducted to compile evidence and establish current understanding of this behaviour. Method 6 databases were systematically searched for research exploring factors relating specifically to SIB limited to ASD populations. Studies were critically appraised using a tool developed for the purpose of this review, adapted from the CASP, AXIS and STROBE quality appraisal tools. Results 15 studies met the eligibility criteria. SIB was found to be associated with impairments in adaptive ability, communicative ability, IQ, sleep, atypical sensory processing, and impulsivity/over-activity. There were mixed findings supporting an association between autism severity and self-injury. Conclusions The development of SIB in ASD populations is complex. The range of factors associated with SIB and ASD imply a clinical need for a robust assessment and a multi-disciplinary approach to intervention. Theoretical perspectives regarding the role of impaired behavioural inhibition, communication, and sensory processing difficulties are considered. Limitations and future research are discussed. En ligne : https://doi.org/10.1016/j.rasd.2020.101713 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=440

Caregiver perspectives on interventions for behavior challenges in autistic children / Jessica E. TSCHIDA in Research in Autism Spectrum Disorders, 81 (March 2021)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 81 (March 2021) . - 101714 Titre : Caregiver perspectives on interventions for behavior challenges in autistic children Type de document : Texte imprimé et/ou numérique Auteurs : Jessica E. TSCHIDA, Auteur ; Brenna B. MADDOX, Auteur ; Jennifer R. BERTOLLO, Auteur ; Emily S. KUSCHNER, Auteur ; Judith S. MILLER, Auteur ; Thomas H. OLLENDICK, Auteur ; Ross W. GREENE, Auteur ; Benjamin E. YERYS, Auteur Article en page(s) : 101714 Langues : Anglais (eng) Mots-clés : Aggression  Autism  Intervention  Parent  School-age Index. décimale : PER Périodiques Résumé : Background Children with an autism spectrum disorder (ASD) diagnosis have high rates of behaviors such as aggression, oppositional behaviors, and tantrums. Despite effectiveness of interventions for these behavior challenges in a considerable number of autistic children, there is little information on stakeholder perspectives about available interventions. The present study preliminarily characterized caregiver perspectives on intervention for behavior challenges in school-age autistic children. Method 321 caregivers of autistic children completed a survey about interventions used to address behavior challenges. Kruskal-Wallis rank-sum tests and subsequent pairwise comparisons using a Wilcoxon rank-sum test with False-Discovery Rate-adjusted p-values (q<0.05) were conducted for caregiver ratings of interventions. Thematic analysis was conducted for caregivers’ open-ended suggestions for improving interventions. Results Caregivers indicated limited approval of attempted interventions. For children with an IQ ? 70, the omnibus test was significant for caregiver ratings of intervention helpfulness (?2(8) = 38.707, q<0.001, ?2 = 0.017) with medications and Collaborative & Proactive Solutions (CPS; Greene, 2010) therapy rated highest, and was significant for caregiver ratings of amount of improvement maintained over time (?2(8) = 46.013, q<0.001, ?2 = 0.020) with medications, CPS, applied behavioral analysis (ABA), and “other interventions” rated highest. For children with an IQ < 70, pairwise tests revealed no significant differences. Caregivers suggested improvements at the systems, provider, caregiver/family, and child/intervention levels. Conclusions Caregivers’ limited approval of interventions used to address behavior challenges suggests the need for improved intervention options. While medications and ABA are standard-of-care interventions, CPS may be a caregiver-preferred and efficacious option that is underutilized among autistic children with an IQ ? 70. En ligne : https://doi.org/10.1016/j.rasd.2020.101714 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=440 [article] Caregiver perspectives on interventions for behavior challenges in autistic children [Texte imprimé et/ou numérique] / Jessica E. TSCHIDA, Auteur ; Brenna B. MADDOX, Auteur ; Jennifer R. BERTOLLO, Auteur ; Emily S. KUSCHNER, Auteur ; Judith S. MILLER, Auteur ; Thomas H. OLLENDICK, Auteur ; Ross W. GREENE, Auteur ; Benjamin E. YERYS, Auteur . - 101714. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 81 (March 2021) . - 101714 Mots-clés : Aggression  Autism  Intervention  Parent  School-age Index. décimale : PER Périodiques Résumé : Background Children with an autism spectrum disorder (ASD) diagnosis have high rates of behaviors such as aggression, oppositional behaviors, and tantrums. Despite effectiveness of interventions for these behavior challenges in a considerable number of autistic children, there is little information on stakeholder perspectives about available interventions. The present study preliminarily characterized caregiver perspectives on intervention for behavior challenges in school-age autistic children. Method 321 caregivers of autistic children completed a survey about interventions used to address behavior challenges. Kruskal-Wallis rank-sum tests and subsequent pairwise comparisons using a Wilcoxon rank-sum test with False-Discovery Rate-adjusted p-values (q<0.05) were conducted for caregiver ratings of interventions. Thematic analysis was conducted for caregivers’ open-ended suggestions for improving interventions. Results Caregivers indicated limited approval of attempted interventions. For children with an IQ ? 70, the omnibus test was significant for caregiver ratings of intervention helpfulness (?2(8) = 38.707, q<0.001, ?2 = 0.017) with medications and Collaborative & Proactive Solutions (CPS; Greene, 2010) therapy rated highest, and was significant for caregiver ratings of amount of improvement maintained over time (?2(8) = 46.013, q<0.001, ?2 = 0.020) with medications, CPS, applied behavioral analysis (ABA), and “other interventions” rated highest. For children with an IQ < 70, pairwise tests revealed no significant differences. Caregivers suggested improvements at the systems, provider, caregiver/family, and child/intervention levels. Conclusions Caregivers’ limited approval of interventions used to address behavior challenges suggests the need for improved intervention options. While medications and ABA are standard-of-care interventions, CPS may be a caregiver-preferred and efficacious option that is underutilized among autistic children with an IQ ? 70. En ligne : https://doi.org/10.1016/j.rasd.2020.101714 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=440

Interplay of circadian clock and melatonin pathway gene variants in adults with autism, intellectual disability and sleep problems / Pura BALLESTER-NAVARRO in Research in Autism Spectrum Disorders, 81 (March 2021)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 81 (March 2021) . - 101715 Titre : Interplay of circadian clock and melatonin pathway gene variants in adults with autism, intellectual disability and sleep problems Type de document : Texte imprimé et/ou numérique Auteurs : Pura BALLESTER-NAVARRO, Auteur ; María José MARTÍNEZ-MADRID, Auteur ; Auxiliadora JAVALOYES-SANCHÍS, Auteur ; César BELDA-CANTÓ, Auteur ; Víctor AGUILAR, Auteur ; María-del-Mar INDA, Auteur ; Amanda L. RICHDALE, Auteur ; Javier MURIEL, Auteur ; Domingo MORALES, Auteur ; Ana M. PEIRÓ, Auteur Article en page(s) : 101715 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Sleep problems  genes  Ambulatory circadian monitoring Index. décimale : PER Périodiques Résumé : Background People diagnosed with Autism Spectrum Disorder and intellectual disability (ID) usually experience sleep problems, where circadian clock and melatonin pathway genes may play a role. Method Our aim was to analyze the influence of genetic variants PER1, ASMT, NPAS2, and MTNR1A by MassARRAY, in sleep-wake rhythms in a group of autistic adults with ID, cases (n = 83) and controls (n = 25). Sleep-wake rhythms were evaluated with ambulatory circadian monitoring. Results In autistic cases (age 18?41years), PER1 rs6416892-GG and ASMT rs5989681-GG genotypes had a better sleep pattern according to sleep onset latency and awakenings; together with a worse sleep and/or temperature rhythm. Furthermore, diurnal temperature values were affected by NPAS2 rs1811399-CC genotype. Conclusions Normal and abnormal sleep-wake rhythms could be related to circadian clock (PER1) and melatonin pathway (ASMT) gene variants. There is a need for further research to translate this data into clinical decisions or risk profiles. En ligne : https://doi.org/10.1016/j.rasd.2020.101715 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=440 [article] Interplay of circadian clock and melatonin pathway gene variants in adults with autism, intellectual disability and sleep problems [Texte imprimé et/ou numérique] / Pura BALLESTER-NAVARRO, Auteur ; María José MARTÍNEZ-MADRID, Auteur ; Auxiliadora JAVALOYES-SANCHÍS, Auteur ; César BELDA-CANTÓ, Auteur ; Víctor AGUILAR, Auteur ; María-del-Mar INDA, Auteur ; Amanda L. RICHDALE, Auteur ; Javier MURIEL, Auteur ; Domingo MORALES, Auteur ; Ana M. PEIRÓ, Auteur . - 101715. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 81 (March 2021) . - 101715 Mots-clés : Autism spectrum disorder  Sleep problems  genes  Ambulatory circadian monitoring Index. décimale : PER Périodiques Résumé : Background People diagnosed with Autism Spectrum Disorder and intellectual disability (ID) usually experience sleep problems, where circadian clock and melatonin pathway genes may play a role. Method Our aim was to analyze the influence of genetic variants PER1, ASMT, NPAS2, and MTNR1A by MassARRAY, in sleep-wake rhythms in a group of autistic adults with ID, cases (n = 83) and controls (n = 25). Sleep-wake rhythms were evaluated with ambulatory circadian monitoring. Results In autistic cases (age 18?41years), PER1 rs6416892-GG and ASMT rs5989681-GG genotypes had a better sleep pattern according to sleep onset latency and awakenings; together with a worse sleep and/or temperature rhythm. Furthermore, diurnal temperature values were affected by NPAS2 rs1811399-CC genotype. Conclusions Normal and abnormal sleep-wake rhythms could be related to circadian clock (PER1) and melatonin pathway (ASMT) gene variants. There is a need for further research to translate this data into clinical decisions or risk profiles. En ligne : https://doi.org/10.1016/j.rasd.2020.101715 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=440

Friendship understanding in males and females on the autism spectrum and their typically developing peers / Mateusz P?ATOS in Research in Autism Spectrum Disorders, 81 (March 2021)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 81 (March 2021) . - 101716 Titre : Friendship understanding in males and females on the autism spectrum and their typically developing peers Type de document : Texte imprimé et/ou numérique Auteurs : Mateusz P?ATOS, Auteur ; Ewa PISULA, Auteur Article en page(s) : 101716 Langues : Anglais (eng) Mots-clés : Autism spectrum  Friendship understanding  Gender differences  Adolescents  Adults Index. décimale : PER Périodiques Résumé : Background An altered understanding of relationships, including friendship, is one of the hallmark features of autism. However, research concerning friendship understanding among autistic people is scarce. The existing literature is limited mostly to children and often disregards gender differences. Thus, the current study aimed to examine friendship understanding in adolescents and adults whilst taking into account both autism diagnosis and gender. Method The current study was a secondary analysis of data obtained in the Polish Autism Survey. Participants were 76 autistic individuals (44 males, ages 14?37 years) and 76 matched controls. Qualitative responses to an open-ended question concerning friendship understanding were coded into six non-exclusive categories, including motivational (intimacy, support, and companionship) and cognitive-developmental (reciprocity, unconditional responsiveness, and complexity) aspects of friendship. Chi-squared tests and Mann-Whitney U were used to examine group (autistic vs. typically developing) and gender differences in friendship understanding. Results Autistic people referred to intimacy and unconditional responsiveness less often and also provided less complex definitions of a ‘friend’ than their typically developing peers. Autistic and typically developing males endorsed unconditional responsiveness and complexity less often than females. Additionally, participants who included cognitive-developmental aspects in their definition of a ‘friend’ more often reported having casual friends and a best friend. Conclusions The findings shed light on rarely explored aspects of friendship understanding in autistic and typically developing adolescents and adults. The study identifies distinct profiles of friendship understanding in autistic males and females. Taken together, the results can foster the development of fine-grained assessment and support of friendship understanding for people on the autism spectrum. En ligne : https://doi.org/10.1016/j.rasd.2020.101716 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=440 [article] Friendship understanding in males and females on the autism spectrum and their typically developing peers [Texte imprimé et/ou numérique] / Mateusz P?ATOS, Auteur ; Ewa PISULA, Auteur . - 101716. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 81 (March 2021) . - 101716 Mots-clés : Autism spectrum  Friendship understanding  Gender differences  Adolescents  Adults Index. décimale : PER Périodiques Résumé : Background An altered understanding of relationships, including friendship, is one of the hallmark features of autism. However, research concerning friendship understanding among autistic people is scarce. The existing literature is limited mostly to children and often disregards gender differences. Thus, the current study aimed to examine friendship understanding in adolescents and adults whilst taking into account both autism diagnosis and gender. Method The current study was a secondary analysis of data obtained in the Polish Autism Survey. Participants were 76 autistic individuals (44 males, ages 14?37 years) and 76 matched controls. Qualitative responses to an open-ended question concerning friendship understanding were coded into six non-exclusive categories, including motivational (intimacy, support, and companionship) and cognitive-developmental (reciprocity, unconditional responsiveness, and complexity) aspects of friendship. Chi-squared tests and Mann-Whitney U were used to examine group (autistic vs. typically developing) and gender differences in friendship understanding. Results Autistic people referred to intimacy and unconditional responsiveness less often and also provided less complex definitions of a ‘friend’ than their typically developing peers. Autistic and typically developing males endorsed unconditional responsiveness and complexity less often than females. Additionally, participants who included cognitive-developmental aspects in their definition of a ‘friend’ more often reported having casual friends and a best friend. Conclusions The findings shed light on rarely explored aspects of friendship understanding in autistic and typically developing adolescents and adults. The study identifies distinct profiles of friendship understanding in autistic males and females. Taken together, the results can foster the development of fine-grained assessment and support of friendship understanding for people on the autism spectrum. En ligne : https://doi.org/10.1016/j.rasd.2020.101716 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=440

Fundamental Motor Skill Interventions in Children with Autism Spectrum Disorder: A Systematic Review of the Literature Including a Methodological Quality Assessment / Sean HEALY in Research in Autism Spectrum Disorders, 81 (March 2021)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 81 (March 2021) . - 101717 Titre : Fundamental Motor Skill Interventions in Children with Autism Spectrum Disorder: A Systematic Review of the Literature Including a Methodological Quality Assessment Type de document : Texte imprimé et/ou numérique Auteurs : Sean HEALY, Auteur ; Iva OBRUSNIKOVA, Auteur ; Nancy GETCHELL, Auteur Article en page(s) : 101717 Langues : Anglais (eng) Mots-clés : Fundamental movement skills  autistic  locomotor  object control  balance Index. décimale : PER Périodiques Résumé : Background The presence of FMS delays in children with ASD is well established. To inform the development of evidence-based FMS interventions and provide directions for future research, this systematic review described the characteristics and evaluated the methodological quality of peer-reviewed FMS intervention studies involving children with ASD (aged 0-21 years). Method Following the PRISMA guidelines, a systematic search of peer-reviewed literature was conducted across seven databases. From an initial screening of 852 records, 22 studies were included for full-text review. Data were extracted from each study relating to study characteristics, intervention characteristics, and sample characteristics. Methodological quality was evaluated by two independent reviewers using quality indicators relevant to the type of study design. Results Twenty-two articles were included. The reviewed studies used experimental, quasi-experimental, pre-experimental, single-subject, and case study designs. Of the 22 studies, 19 reported significant intervention effects for at least one FMS. Conclusions The large variation among the samples, FMS interventions, and research designs limited conclusions about the causal processes for achieving FMS improvements in children with ASD from the reviewed literature. Other limiting factors were related to the measurement of FMS (e.g. a lack of descriptions of testing protocols), a lack of validation of the participant ASD diagnosis, a reliance on pre- and quasi-experimental research designs, and a lack of theoretical underpinning of the FMS interventions. Moreover, when instructional strategies were specified, the fidelity of implementation was rarely evaluated. En ligne : https://doi.org/10.1016/j.rasd.2020.101717 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=440 [article] Fundamental Motor Skill Interventions in Children with Autism Spectrum Disorder: A Systematic Review of the Literature Including a Methodological Quality Assessment [Texte imprimé et/ou numérique] / Sean HEALY, Auteur ; Iva OBRUSNIKOVA, Auteur ; Nancy GETCHELL, Auteur . - 101717. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 81 (March 2021) . - 101717 Mots-clés : Fundamental movement skills  autistic  locomotor  object control  balance Index. décimale : PER Périodiques Résumé : Background The presence of FMS delays in children with ASD is well established. To inform the development of evidence-based FMS interventions and provide directions for future research, this systematic review described the characteristics and evaluated the methodological quality of peer-reviewed FMS intervention studies involving children with ASD (aged 0-21 years). Method Following the PRISMA guidelines, a systematic search of peer-reviewed literature was conducted across seven databases. From an initial screening of 852 records, 22 studies were included for full-text review. Data were extracted from each study relating to study characteristics, intervention characteristics, and sample characteristics. Methodological quality was evaluated by two independent reviewers using quality indicators relevant to the type of study design. Results Twenty-two articles were included. The reviewed studies used experimental, quasi-experimental, pre-experimental, single-subject, and case study designs. Of the 22 studies, 19 reported significant intervention effects for at least one FMS. Conclusions The large variation among the samples, FMS interventions, and research designs limited conclusions about the causal processes for achieving FMS improvements in children with ASD from the reviewed literature. Other limiting factors were related to the measurement of FMS (e.g. a lack of descriptions of testing protocols), a lack of validation of the participant ASD diagnosis, a reliance on pre- and quasi-experimental research designs, and a lack of theoretical underpinning of the FMS interventions. Moreover, when instructional strategies were specified, the fidelity of implementation was rarely evaluated. En ligne : https://doi.org/10.1016/j.rasd.2020.101717 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=440

Girls’ cortisol concentrations, mothers’ anxiety, and self- versus parent-ratings of autistic girls’ anxiety / Vicki BITSIKA in Research in Autism Spectrum Disorders, 81 (March 2021)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 81 (March 2021) . - 101718 Titre : Girls’ cortisol concentrations, mothers’ anxiety, and self- versus parent-ratings of autistic girls’ anxiety Type de document : Texte imprimé et/ou numérique Auteurs : Vicki BITSIKA, Auteur ; Christopher F. SHARPLEY, Auteur ; Will MANDY, Auteur ; Mary E. MCMILLAN, Auteur ; Linda L. AGNEW, Auteur Article en page(s) : 101718 Langues : Anglais (eng) Mots-clés : Autism  Girls  Anxiety  Cortisol Index. décimale : PER Périodiques Résumé : Background Autistic girls’ change in salivary cortisol concentrations from morning to afternoon were compared with their parents’ own anxiety states as potential correlates of the autistic girls’ self-ratings of their anxiety and those given by their parents about their daughters’ anxiety. Methods Thirty-three autistic girls (6?yr to 10?yr, M?=?8.21?yr, SD?=?1.29?yr) and 19 autistic adolescent females (11?yr to 15?yr, M?=?12.74?yr, SD?=?1.52?yr) completed anxiety inventories about themselves and provided saliva samples in the morning and afternoon. Their mothers also rated their daughters’ anxiety and their own anxiety. Results There were no significant differences between mothers’ and daughters’ ratings of the latter’s GAD. The autistic girls’ self-ratings of their anxiety were more strongly influenced by their mothers’ anxiety in the younger girls, but more responsive to their own chronic stress state (i.e., cortisol) in the adolescent girls. Conclusions Mothers’ evaluations of their autistic daughters’ anxiety appear to be strongly influenced by their own anxiety. There was also some indication that autistic girls may disguise their anxiety. En ligne : https://doi.org/10.1016/j.rasd.2020.101718 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=440 [article] Girls’ cortisol concentrations, mothers’ anxiety, and self- versus parent-ratings of autistic girls’ anxiety [Texte imprimé et/ou numérique] / Vicki BITSIKA, Auteur ; Christopher F. SHARPLEY, Auteur ; Will MANDY, Auteur ; Mary E. MCMILLAN, Auteur ; Linda L. AGNEW, Auteur . - 101718. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 81 (March 2021) . - 101718 Mots-clés : Autism  Girls  Anxiety  Cortisol Index. décimale : PER Périodiques Résumé : Background Autistic girls’ change in salivary cortisol concentrations from morning to afternoon were compared with their parents’ own anxiety states as potential correlates of the autistic girls’ self-ratings of their anxiety and those given by their parents about their daughters’ anxiety. Methods Thirty-three autistic girls (6?yr to 10?yr, M?=?8.21?yr, SD?=?1.29?yr) and 19 autistic adolescent females (11?yr to 15?yr, M?=?12.74?yr, SD?=?1.52?yr) completed anxiety inventories about themselves and provided saliva samples in the morning and afternoon. Their mothers also rated their daughters’ anxiety and their own anxiety. Results There were no significant differences between mothers’ and daughters’ ratings of the latter’s GAD. The autistic girls’ self-ratings of their anxiety were more strongly influenced by their mothers’ anxiety in the younger girls, but more responsive to their own chronic stress state (i.e., cortisol) in the adolescent girls. Conclusions Mothers’ evaluations of their autistic daughters’ anxiety appear to be strongly influenced by their own anxiety. There was also some indication that autistic girls may disguise their anxiety. En ligne : https://doi.org/10.1016/j.rasd.2020.101718 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=440

A community-based sleep educational intervention for children with autism spectrum disorder / Lydia L. MACDONALD in Research in Autism Spectrum Disorders, 81 (March 2021)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 81 (March 2021) . - 101719 Titre : A community-based sleep educational intervention for children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Lydia L. MACDONALD, Auteur ; Laura GRAY, Auteur ; Whitney LORING, Auteur ; Amanda WYATT, Auteur ; Kemberlee BONNET, Auteur ; David SCHLUND, Auteur ; Mary Landis GAST, Auteur ; Beth A. MALOW, Auteur Article en page(s) : 101719 Langues : Anglais (eng) Mots-clés : Sleep education  Autism spectrum disorder  Community  Children’s Sleep Habits Questionnaire Index. décimale : PER Périodiques Résumé : Background Sleep problems are common in children with autism spectrum disorder (ASD). Sleep education, effective in improving sleep in ASD, may be difficult to access. We determined if community-based pediatric therapists could successfully deliver sleep educational interventions to caregivers of children with ASD. Methods A seven-week feasibility study was conducted consisting of 10 children and caregivers. This feasibility study informed the development of a 16-week preliminary effectiveness study, which consisted of 33 children and caregivers. Children, ages 2–12 years, with a clinical diagnosis of autism and caregiver-reported sleep onset delay of 30 min were included. Community therapists underwent comprehensive training in sleep education and then met with caregiver participants to provide sleep education to each family. Semi-structured qualitative interviews were conducted with all families who completed study procedures. In the feasibility and preliminary effectiveness studies, child participants wore an actigraphy watch (at baseline and after sleep education) and caregivers completed the Child Sleep Habits Questionnaire and Family Inventory of Sleep Habits at baseline and after sleep education; the Child Behavior Checklist was also completed by caregivers in the preliminary effectiveness study. Results Educator fidelity to the manualized curriculum was maintained. Caregivers showed appropriate understanding, comfort, and implementation of the curriculum. Qualitative and quantitative measures, including caregiver surveys and actigraphy, showed improvements in child sleep and behavior. Conclusions Community-based therapists can successfully deliver sleep education to families of children with ASD, which has favorable implications for improving access to care in this population. En ligne : https://doi.org/10.1016/j.rasd.2020.101719 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=440 [article] A community-based sleep educational intervention for children with autism spectrum disorder [Texte imprimé et/ou numérique] / Lydia L. MACDONALD, Auteur ; Laura GRAY, Auteur ; Whitney LORING, Auteur ; Amanda WYATT, Auteur ; Kemberlee BONNET, Auteur ; David SCHLUND, Auteur ; Mary Landis GAST, Auteur ; Beth A. MALOW, Auteur . - 101719. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 81 (March 2021) . - 101719 Mots-clés : Sleep education  Autism spectrum disorder  Community  Children’s Sleep Habits Questionnaire Index. décimale : PER Périodiques Résumé : Background Sleep problems are common in children with autism spectrum disorder (ASD). Sleep education, effective in improving sleep in ASD, may be difficult to access. We determined if community-based pediatric therapists could successfully deliver sleep educational interventions to caregivers of children with ASD. Methods A seven-week feasibility study was conducted consisting of 10 children and caregivers. This feasibility study informed the development of a 16-week preliminary effectiveness study, which consisted of 33 children and caregivers. Children, ages 2–12 years, with a clinical diagnosis of autism and caregiver-reported sleep onset delay of 30 min were included. Community therapists underwent comprehensive training in sleep education and then met with caregiver participants to provide sleep education to each family. Semi-structured qualitative interviews were conducted with all families who completed study procedures. In the feasibility and preliminary effectiveness studies, child participants wore an actigraphy watch (at baseline and after sleep education) and caregivers completed the Child Sleep Habits Questionnaire and Family Inventory of Sleep Habits at baseline and after sleep education; the Child Behavior Checklist was also completed by caregivers in the preliminary effectiveness study. Results Educator fidelity to the manualized curriculum was maintained. Caregivers showed appropriate understanding, comfort, and implementation of the curriculum. Qualitative and quantitative measures, including caregiver surveys and actigraphy, showed improvements in child sleep and behavior. Conclusions Community-based therapists can successfully deliver sleep education to families of children with ASD, which has favorable implications for improving access to care in this population. En ligne : https://doi.org/10.1016/j.rasd.2020.101719 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=440