Dépouillements

Concurrent Validity of the ABAS-II Questionnaire with the Vineland II Interview for Adaptive Behavior in a Pediatric ASD Sample: High Correspondence Despite Systematically Lower Scores / Annie DUPUIS in Journal of Autism and Developmental Disorders, 51-5 (May 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-5 (May 2021) . - p.1417-1427 Titre : Concurrent Validity of the ABAS-II Questionnaire with the Vineland II Interview for Adaptive Behavior in a Pediatric ASD Sample: High Correspondence Despite Systematically Lower Scores Type de document : Texte imprimé et/ou numérique Auteurs : Annie DUPUIS, Auteur ; Michael J. MOON, Auteur ; Jessica BRIAN, Auteur ; Stelios GEORGIADES, Auteur ; Tomer LEVY, Auteur ; Evdokia ANAGNOSTOU, Auteur ; Rob NICOLSON, Auteur ; Russell SCHACHAR, Auteur ; Jennifer CROSBIE, Auteur Article en page(s) : p.1417-1427 Langues : Anglais (eng) Mots-clés : Abas  Adaptive behaviors  Autism spectrum disorder  Children  Vineland Index. décimale : PER Périodiques Résumé : We examined the correlation between interviewer-administered Vineland Adaptive Behavior Scale II (VABS-II) and the parent-rated Adaptive Behavior Assessment System II (ABAS-II) questionnaire in 352 participants (ages 1.5-20.8 years) with autism spectrum disorder (ASD) to determine if ABAS could be used as a screen to reduce the number of VABS interviews. Corresponding domain scores between the two measures were highly correlated but scores were significantly lower on the ABAS-II. Screening with ABAS-II significantly reduced the number of VABS-II interviews required with little cost to overall accuracy. The ABAS-II provides a cost- and time-saving alternative to the VABS-II to rule out functional impairment; however, scores are not strictly comparable between the two measures. En ligne : http://dx.doi.org/10.1007/s10803-020-04597-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 [article] Concurrent Validity of the ABAS-II Questionnaire with the Vineland II Interview for Adaptive Behavior in a Pediatric ASD Sample: High Correspondence Despite Systematically Lower Scores [Texte imprimé et/ou numérique] / Annie DUPUIS, Auteur ; Michael J. MOON, Auteur ; Jessica BRIAN, Auteur ; Stelios GEORGIADES, Auteur ; Tomer LEVY, Auteur ; Evdokia ANAGNOSTOU, Auteur ; Rob NICOLSON, Auteur ; Russell SCHACHAR, Auteur ; Jennifer CROSBIE, Auteur . - p.1417-1427. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-5 (May 2021) . - p.1417-1427 Mots-clés : Abas  Adaptive behaviors  Autism spectrum disorder  Children  Vineland Index. décimale : PER Périodiques Résumé : We examined the correlation between interviewer-administered Vineland Adaptive Behavior Scale II (VABS-II) and the parent-rated Adaptive Behavior Assessment System II (ABAS-II) questionnaire in 352 participants (ages 1.5-20.8 years) with autism spectrum disorder (ASD) to determine if ABAS could be used as a screen to reduce the number of VABS interviews. Corresponding domain scores between the two measures were highly correlated but scores were significantly lower on the ABAS-II. Screening with ABAS-II significantly reduced the number of VABS-II interviews required with little cost to overall accuracy. The ABAS-II provides a cost- and time-saving alternative to the VABS-II to rule out functional impairment; however, scores are not strictly comparable between the two measures. En ligne : http://dx.doi.org/10.1007/s10803-020-04597-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445

How Robust is the Evidence for a Role of Oxidative Stress in Autism Spectrum Disorders and Intellectual Disabilities? / Shanna L. BURKE in Journal of Autism and Developmental Disorders, 51-5 (May 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-5 (May 2021) . - p.1428-1445 Titre : How Robust is the Evidence for a Role of Oxidative Stress in Autism Spectrum Disorders and Intellectual Disabilities? Type de document : Texte imprimé et/ou numérique Auteurs : Shanna L. BURKE, Auteur ; Jessica COBB, Auteur ; Rumi AGARWAL, Auteur ; Marlaina MADDUX, Auteur ; Marcus S. COOKE, Auteur Article en page(s) : p.1428-1445 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Biomarker  Developmental disability  Intellectual disability  Oxidative stress Index. décimale : PER Périodiques Résumé : Growing interest in the pathogenesis of autism spectrum disorders (ASDs) and other intellectual and developmental disabilities (IDD) has led to emerging evidence implicating a role for oxidative stress. However, understanding the strength of this association is made challenging by the use of a variety of purported biomarkers of oxidative stress, many of which have either uncertain specificity or flawed methods of analysis. This review aims to address this issue, which is widespread in the ASD and IDD literature, by providing readers with information concerning the strengths and limitations of the choice and analysis of biomarkers of oxidative stress. We highlight that biomarkers and assays should be specific, sensitive, reproducible, precise, robust, and chosen with careful consideration. Future studies should be sufficiently powered and address sample collection, processing, and storage which are, additionally, poorly considered, sources of bad practice, and potential errors. Only with these issues considered, will the data lead to conclusions as to the precise role of oxidative stress in ASDs and IDD. En ligne : http://dx.doi.org/10.1007/s10803-020-04611-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 [article] How Robust is the Evidence for a Role of Oxidative Stress in Autism Spectrum Disorders and Intellectual Disabilities? [Texte imprimé et/ou numérique] / Shanna L. BURKE, Auteur ; Jessica COBB, Auteur ; Rumi AGARWAL, Auteur ; Marlaina MADDUX, Auteur ; Marcus S. COOKE, Auteur . - p.1428-1445. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-5 (May 2021) . - p.1428-1445 Mots-clés : Autism spectrum disorder  Biomarker  Developmental disability  Intellectual disability  Oxidative stress Index. décimale : PER Périodiques Résumé : Growing interest in the pathogenesis of autism spectrum disorders (ASDs) and other intellectual and developmental disabilities (IDD) has led to emerging evidence implicating a role for oxidative stress. However, understanding the strength of this association is made challenging by the use of a variety of purported biomarkers of oxidative stress, many of which have either uncertain specificity or flawed methods of analysis. This review aims to address this issue, which is widespread in the ASD and IDD literature, by providing readers with information concerning the strengths and limitations of the choice and analysis of biomarkers of oxidative stress. We highlight that biomarkers and assays should be specific, sensitive, reproducible, precise, robust, and chosen with careful consideration. Future studies should be sufficiently powered and address sample collection, processing, and storage which are, additionally, poorly considered, sources of bad practice, and potential errors. Only with these issues considered, will the data lead to conclusions as to the precise role of oxidative stress in ASDs and IDD. En ligne : http://dx.doi.org/10.1007/s10803-020-04611-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445

Therapeutic Alliance Formation for Adolescents and Young Adults with Autism: Relation to Treatment Outcomes and Client Characteristics / Alexis M. BREWE in Journal of Autism and Developmental Disorders, 51-5 (May 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-5 (May 2021) . - p.1446-1457 Titre : Therapeutic Alliance Formation for Adolescents and Young Adults with Autism: Relation to Treatment Outcomes and Client Characteristics Type de document : Texte imprimé et/ou numérique Auteurs : Alexis M. BREWE, Auteur ; Carla A. MAZEFSKY, Auteur ; Susan W. WHITE, Auteur Article en page(s) : p.1446-1457 Langues : Anglais (eng) Mots-clés : Adolescents  Adults  Autism spectrum disorder  Emotion regulation  Therapeutic alliance  Treatment outcomes  of interest. Index. décimale : PER Périodiques Résumé : Therapeutic alliance may influence treatment outcomes for individuals with autism spectrum disorder (ASD). The present study examined the trajectory of alliance, observationally-measured at four timepoints during a 16-week mindfulness-based treatment targeting emotion regulation problems in adolescents and young adults with ASD (n?=?37, mean age?=?15.28, 78.40% male). Variability in alliance as a function of client characteristics and the degree to which alliance predicted emotion regulation outcomes were assessed using parent-report forms. Results demonstrate that alliance fluctuates throughout treatment. Moreover, stronger alliance predicts decreased dysphoria at posttreatment. Results also suggest that increased ASD symptom severity and depression predict weaker alliance early and throughout treatment. Findings highlight a need for clinicians to consider the importance of developing strong alliance for clients with ASD. En ligne : http://dx.doi.org/10.1007/s10803-020-04623-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 [article] Therapeutic Alliance Formation for Adolescents and Young Adults with Autism: Relation to Treatment Outcomes and Client Characteristics [Texte imprimé et/ou numérique] / Alexis M. BREWE, Auteur ; Carla A. MAZEFSKY, Auteur ; Susan W. WHITE, Auteur . - p.1446-1457. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-5 (May 2021) . - p.1446-1457 Mots-clés : Adolescents  Adults  Autism spectrum disorder  Emotion regulation  Therapeutic alliance  Treatment outcomes  of interest. Index. décimale : PER Périodiques Résumé : Therapeutic alliance may influence treatment outcomes for individuals with autism spectrum disorder (ASD). The present study examined the trajectory of alliance, observationally-measured at four timepoints during a 16-week mindfulness-based treatment targeting emotion regulation problems in adolescents and young adults with ASD (n?=?37, mean age?=?15.28, 78.40% male). Variability in alliance as a function of client characteristics and the degree to which alliance predicted emotion regulation outcomes were assessed using parent-report forms. Results demonstrate that alliance fluctuates throughout treatment. Moreover, stronger alliance predicts decreased dysphoria at posttreatment. Results also suggest that increased ASD symptom severity and depression predict weaker alliance early and throughout treatment. Findings highlight a need for clinicians to consider the importance of developing strong alliance for clients with ASD. En ligne : http://dx.doi.org/10.1007/s10803-020-04623-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445

Links Between Autistic Traits, Feelings of Gender Dysphoria, and Mentalising Ability: Replication and Extension of Previous Findings from the General Population / Aimilia KALLITSOUNAKI in Journal of Autism and Developmental Disorders, 51-5 (May 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-5 (May 2021) . - p.1458-1465 Titre : Links Between Autistic Traits, Feelings of Gender Dysphoria, and Mentalising Ability: Replication and Extension of Previous Findings from the General Population Type de document : Texte imprimé et/ou numérique Auteurs : Aimilia KALLITSOUNAKI, Auteur ; David M. WILLIAMS, Auteur ; Sophie E. LIND, Auteur Article en page(s) : p.1458-1465 Langues : Anglais (eng) Mots-clés : Autism  Gender dysphoria  Gender identity  Mindreading  Replication  Theory of mind Index. décimale : PER Périodiques Résumé : Gender nonconformity is substantially elevated in the autistic population, but the reasons for this are currently unclear. In a recent study, Kallitsounaki and Williams (Kallitsounaki and Williams, Journal of Autism and Developmental Disorders, 2020; authors 1 and 2 of the current paper) found significant relations between autistic traits and both gender dysphoric feelings and recalled cross-gender behaviour, and between mentalising ability and gender dysphoric feelings. The current study successfully replicated these findings (results were supplemented with Bayesian analyses), in sample of 126 adults. Furthermore, it extended the previous finding of the role of mentalising in the relation between autistic traits and gender dysphoric feelings, by showing that mentalising fully mediated this link. Results provide a potential partial explanation for the increased rate of gender nonconformity in the autistic population. En ligne : http://dx.doi.org/10.1007/s10803-020-04626-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 [article] Links Between Autistic Traits, Feelings of Gender Dysphoria, and Mentalising Ability: Replication and Extension of Previous Findings from the General Population [Texte imprimé et/ou numérique] / Aimilia KALLITSOUNAKI, Auteur ; David M. WILLIAMS, Auteur ; Sophie E. LIND, Auteur . - p.1458-1465. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-5 (May 2021) . - p.1458-1465 Mots-clés : Autism  Gender dysphoria  Gender identity  Mindreading  Replication  Theory of mind Index. décimale : PER Périodiques Résumé : Gender nonconformity is substantially elevated in the autistic population, but the reasons for this are currently unclear. In a recent study, Kallitsounaki and Williams (Kallitsounaki and Williams, Journal of Autism and Developmental Disorders, 2020; authors 1 and 2 of the current paper) found significant relations between autistic traits and both gender dysphoric feelings and recalled cross-gender behaviour, and between mentalising ability and gender dysphoric feelings. The current study successfully replicated these findings (results were supplemented with Bayesian analyses), in sample of 126 adults. Furthermore, it extended the previous finding of the role of mentalising in the relation between autistic traits and gender dysphoric feelings, by showing that mentalising fully mediated this link. Results provide a potential partial explanation for the increased rate of gender nonconformity in the autistic population. En ligne : http://dx.doi.org/10.1007/s10803-020-04626-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445

The Gap Between Cognition and Adaptive Behavior in Students with Autism Spectrum Disorder: Implications for Social Anxiety and the Moderating Effect of Autism Traits / Gil ZUKERMAN in Journal of Autism and Developmental Disorders, 51-5 (May 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-5 (May 2021) . - p.1466-1478 Titre : The Gap Between Cognition and Adaptive Behavior in Students with Autism Spectrum Disorder: Implications for Social Anxiety and the Moderating Effect of Autism Traits Type de document : Texte imprimé et/ou numérique Auteurs : Gil ZUKERMAN, Auteur ; Gili YAHAV, Auteur ; Esther BEN-ITZCHAK, Auteur Article en page(s) : p.1466-1478 Langues : Anglais (eng) Mots-clés : Adaptive behavior  Autism  Autism traits  Cognitive ability  Social anxiety Index. décimale : PER Périodiques Résumé : The gap between cognitive ability and adaptive behavior has been thought to enhance psychopathology among people with autism, particularly among those without intellectual disability. We examined this association by exploring the gap between cognitive understanding of social behavior and socially adaptive behavior, and its impact on social anxiety symptoms, obsessive-compulsive symptoms, and depressive symptoms, among 53 university students with autism (without intellectual disability). A higher cognition-social adaptation discrepancy was associated with more social anxiety, but this effect was moderated by autistic trait (AT) levels; a greater gap was associated with more avoidance symptoms of social anxiety only among students with high AT. Cognitive flexibility and prosocial behavior may mitigate the effects of AT. Potential implications and interventions are discussed. En ligne : http://dx.doi.org/10.1007/s10803-020-04632-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 [article] The Gap Between Cognition and Adaptive Behavior in Students with Autism Spectrum Disorder: Implications for Social Anxiety and the Moderating Effect of Autism Traits [Texte imprimé et/ou numérique] / Gil ZUKERMAN, Auteur ; Gili YAHAV, Auteur ; Esther BEN-ITZCHAK, Auteur . - p.1466-1478. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-5 (May 2021) . - p.1466-1478 Mots-clés : Adaptive behavior  Autism  Autism traits  Cognitive ability  Social anxiety Index. décimale : PER Périodiques Résumé : The gap between cognitive ability and adaptive behavior has been thought to enhance psychopathology among people with autism, particularly among those without intellectual disability. We examined this association by exploring the gap between cognitive understanding of social behavior and socially adaptive behavior, and its impact on social anxiety symptoms, obsessive-compulsive symptoms, and depressive symptoms, among 53 university students with autism (without intellectual disability). A higher cognition-social adaptation discrepancy was associated with more social anxiety, but this effect was moderated by autistic trait (AT) levels; a greater gap was associated with more avoidance symptoms of social anxiety only among students with high AT. Cognitive flexibility and prosocial behavior may mitigate the effects of AT. Potential implications and interventions are discussed. En ligne : http://dx.doi.org/10.1007/s10803-020-04632-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445

Examining the Effectiveness of WhatsApp-Based Spiritual Posts on Mitigating Stress and Building Resilience, Maternal Confidence and Self-efficacy Among Mothers of Children with ASD / Samta P. PANDYA in Journal of Autism and Developmental Disorders, 51-5 (May 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-5 (May 2021) . - p.1479-1495 Titre : Examining the Effectiveness of WhatsApp-Based Spiritual Posts on Mitigating Stress and Building Resilience, Maternal Confidence and Self-efficacy Among Mothers of Children with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Samta P. PANDYA, Auteur Article en page(s) : p.1479-1495 Langues : Anglais (eng) Mots-clés : Maternal confidence  Mothers  Parental self-efficacy  Resilience  Spirituality  Stress Index. décimale : PER Périodiques Résumé : Spiritual posts delivered via WhatsApp were found effective for mothers of children with ASD in mitigating parenting stress and building parental self-efficacy, confidence and resilience as compared to a control group. Intervention compliance was a prerequisite, and, middle-class mothers, highly qualified, salaried/self-employed, who perceived full support from their spouses/families and who also participated in other support groups or skill development programs benefitted most. Latent class analyses revealed six subgroups of participants likely to gain most from the intervention: middle class mothers, highly qualified, salaried/self-employed, who participated in other skill development programs, above threshold posts readers and homework doers. Spirituality built mothers' psychological resources, but dyadic interventions may be needed for dealing with challenges and uncertainties of autistic child's emotional/behavioral characteristics. En ligne : http://dx.doi.org/10.1007/s10803-020-04633-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 [article] Examining the Effectiveness of WhatsApp-Based Spiritual Posts on Mitigating Stress and Building Resilience, Maternal Confidence and Self-efficacy Among Mothers of Children with ASD [Texte imprimé et/ou numérique] / Samta P. PANDYA, Auteur . - p.1479-1495. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-5 (May 2021) . - p.1479-1495 Mots-clés : Maternal confidence  Mothers  Parental self-efficacy  Resilience  Spirituality  Stress Index. décimale : PER Périodiques Résumé : Spiritual posts delivered via WhatsApp were found effective for mothers of children with ASD in mitigating parenting stress and building parental self-efficacy, confidence and resilience as compared to a control group. Intervention compliance was a prerequisite, and, middle-class mothers, highly qualified, salaried/self-employed, who perceived full support from their spouses/families and who also participated in other support groups or skill development programs benefitted most. Latent class analyses revealed six subgroups of participants likely to gain most from the intervention: middle class mothers, highly qualified, salaried/self-employed, who participated in other skill development programs, above threshold posts readers and homework doers. Spirituality built mothers' psychological resources, but dyadic interventions may be needed for dealing with challenges and uncertainties of autistic child's emotional/behavioral characteristics. En ligne : http://dx.doi.org/10.1007/s10803-020-04633-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445

Assessing Irritability in Children with Autism Spectrum Disorder Using the Affective Reactivity Index / Carla B. KALVIN in Journal of Autism and Developmental Disorders, 51-5 (May 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-5 (May 2021) . - p.1496-1507 Titre : Assessing Irritability in Children with Autism Spectrum Disorder Using the Affective Reactivity Index Type de document : Texte imprimé et/ou numérique Auteurs : Carla B. KALVIN, Auteur ; Theresa R. GLADSTONE, Auteur ; Rebecca JORDAN, Auteur ; Sonia ROWLEY, Auteur ; Carolyn L. MARSH, Auteur ; Karim IBRAHIM, Auteur ; Denis G SUKHODOLSKY, Auteur Article en page(s) : p.1496-1507 Langues : Anglais (eng) Mots-clés : Anxiety  Autism spectrum disorder  Irritability  Noncompliance  treatment manual on CBT for anger and aggression in children. Other authors (C.B.K.,  T.R.G., R.J., S.R., C.L.M. and K.I.) have no biomedical financial interests or  potential conflicts of interest to declare related to this present study. Index. décimale : PER Périodiques Résumé : Irritability is an impairing problem in children with ASD that may be associated with other behavioral and emotional concerns. The Affective Reactivity Index (ARI) is a parent-rated measure of irritability widely used in children with mood disorders, however, its utility in children with ASD remains unclear. In this study, we examined ARI parent ratings in children with ASD and contributions of parent-rated anxiety and noncompliance to irritability measured by the ARI. Participants included 81 children with ASD, aged 8-16 years. Results suggest that both anxiety and noncompliance contribute to irritability, but that anxiety only contributes to irritability in the absence of noncompliance. Further, the ARI is likely to be a useful measure of irritability in children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-020-04627-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 [article] Assessing Irritability in Children with Autism Spectrum Disorder Using the Affective Reactivity Index [Texte imprimé et/ou numérique] / Carla B. KALVIN, Auteur ; Theresa R. GLADSTONE, Auteur ; Rebecca JORDAN, Auteur ; Sonia ROWLEY, Auteur ; Carolyn L. MARSH, Auteur ; Karim IBRAHIM, Auteur ; Denis G SUKHODOLSKY, Auteur . - p.1496-1507. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-5 (May 2021) . - p.1496-1507 Mots-clés : Anxiety  Autism spectrum disorder  Irritability  Noncompliance  treatment manual on CBT for anger and aggression in children. Other authors (C.B.K.,  T.R.G., R.J., S.R., C.L.M. and K.I.) have no biomedical financial interests or  potential conflicts of interest to declare related to this present study. Index. décimale : PER Périodiques Résumé : Irritability is an impairing problem in children with ASD that may be associated with other behavioral and emotional concerns. The Affective Reactivity Index (ARI) is a parent-rated measure of irritability widely used in children with mood disorders, however, its utility in children with ASD remains unclear. In this study, we examined ARI parent ratings in children with ASD and contributions of parent-rated anxiety and noncompliance to irritability measured by the ARI. Participants included 81 children with ASD, aged 8-16 years. Results suggest that both anxiety and noncompliance contribute to irritability, but that anxiety only contributes to irritability in the absence of noncompliance. Further, the ARI is likely to be a useful measure of irritability in children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-020-04627-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445

Diagnosing Autism Spectrum Disorder in Toddlers Born Very Preterm: Estimated Prevalence and Usefulness of Screeners and the Autism Diagnostic Observation Schedule (ADOS) / Julie VERMEIRSCH in Journal of Autism and Developmental Disorders, 51-5 (May 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-5 (May 2021) . - p.1508-1527 Titre : Diagnosing Autism Spectrum Disorder in Toddlers Born Very Preterm: Estimated Prevalence and Usefulness of Screeners and the Autism Diagnostic Observation Schedule (ADOS) Type de document : Texte imprimé et/ou numérique Auteurs : Julie VERMEIRSCH, Auteur ; Liedewij VERHAEGHE, Auteur ; Alexandra CASAER, Auteur ; Fran FAES, Auteur ; Ann OOSTRA, Auteur ; Herbert ROEYERS, Auteur Article en page(s) : p.1508-1527 Langues : Anglais (eng) Mots-clés : Autism diagnostic observation schedule  Autism spectrum disorder  Early diagnosis  Parent-reported screening questionnaires  Preterm birth  Very preterm-born children Index. décimale : PER Périodiques Résumé : This study estimated ASD prevalence in a cohort of 3-year-old very preterm children (N?=?55) and investigated the usefulness of parent-reported ASD screeners and the ADOS-2. 12.7% received an ASD diagnosis by clinical judgment based on DSM-5 criteria. An additional 14.5% were classified as having a broader-autism-phenotype outcome. Sensitivity values for the screeners were poor, whereas specificity values ranged from poor to excellent. The ADOS-2 identified all children with ASD and had a fair specificity. These findings confirm the elevated ASD prevalence made by previous studies with preterm children but also highlight the challenges of successfully identifying ASD in this at-risk group. Caution is warranted when interpreting results of ASD instruments with the currently available cut-off scores and algorithms, especially when developmental challenges are present. En ligne : http://dx.doi.org/10.1007/s10803-020-04573-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 [article] Diagnosing Autism Spectrum Disorder in Toddlers Born Very Preterm: Estimated Prevalence and Usefulness of Screeners and the Autism Diagnostic Observation Schedule (ADOS) [Texte imprimé et/ou numérique] / Julie VERMEIRSCH, Auteur ; Liedewij VERHAEGHE, Auteur ; Alexandra CASAER, Auteur ; Fran FAES, Auteur ; Ann OOSTRA, Auteur ; Herbert ROEYERS, Auteur . - p.1508-1527. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-5 (May 2021) . - p.1508-1527 Mots-clés : Autism diagnostic observation schedule  Autism spectrum disorder  Early diagnosis  Parent-reported screening questionnaires  Preterm birth  Very preterm-born children Index. décimale : PER Périodiques Résumé : This study estimated ASD prevalence in a cohort of 3-year-old very preterm children (N?=?55) and investigated the usefulness of parent-reported ASD screeners and the ADOS-2. 12.7% received an ASD diagnosis by clinical judgment based on DSM-5 criteria. An additional 14.5% were classified as having a broader-autism-phenotype outcome. Sensitivity values for the screeners were poor, whereas specificity values ranged from poor to excellent. The ADOS-2 identified all children with ASD and had a fair specificity. These findings confirm the elevated ASD prevalence made by previous studies with preterm children but also highlight the challenges of successfully identifying ASD in this at-risk group. Caution is warranted when interpreting results of ASD instruments with the currently available cut-off scores and algorithms, especially when developmental challenges are present. En ligne : http://dx.doi.org/10.1007/s10803-020-04573-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445

Multimodal Communication in Children with Autism Spectrum Disorder and Different Linguistic Development / Eva MURILLO in Journal of Autism and Developmental Disorders, 51-5 (May 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-5 (May 2021) . - p.1528-1539 Titre : Multimodal Communication in Children with Autism Spectrum Disorder and Different Linguistic Development Type de document : Texte imprimé et/ou numérique Auteurs : Eva MURILLO, Auteur ; Lourdes CAMACHO, Auteur ; Ignacio MONTERO, Auteur Article en page(s) : p.1528-1539 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  Gestures  Lexical development  Multimodal communication Index. décimale : PER Périodiques Résumé : This study focuses on the multimodal communication of children with autism spectrum disorders (ASD) compared to typically developing (TD) children. Eleven children with ASD (aged from 28 to 79 months) and 11 TD children (from 12 to 30 months) were matched by their productive vocabulary. We observed their communicative production in a semi-structured play situation. Results showed no differences in the combinations of gestural and vocal elements between children with ASD and TD. By contrast, regarding the production of the three-element multimodal combinations, we found a different pattern between ASD and TD children depending on their lexical development. These results provide clues to understand some controversial findings regarding multimodal production of people with ASD described in the literature. En ligne : http://dx.doi.org/10.1007/s10803-020-04637-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 [article] Multimodal Communication in Children with Autism Spectrum Disorder and Different Linguistic Development [Texte imprimé et/ou numérique] / Eva MURILLO, Auteur ; Lourdes CAMACHO, Auteur ; Ignacio MONTERO, Auteur . - p.1528-1539. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-5 (May 2021) . - p.1528-1539 Mots-clés : Autism spectrum disorders  Gestures  Lexical development  Multimodal communication Index. décimale : PER Périodiques Résumé : This study focuses on the multimodal communication of children with autism spectrum disorders (ASD) compared to typically developing (TD) children. Eleven children with ASD (aged from 28 to 79 months) and 11 TD children (from 12 to 30 months) were matched by their productive vocabulary. We observed their communicative production in a semi-structured play situation. Results showed no differences in the combinations of gestural and vocal elements between children with ASD and TD. By contrast, regarding the production of the three-element multimodal combinations, we found a different pattern between ASD and TD children depending on their lexical development. These results provide clues to understand some controversial findings regarding multimodal production of people with ASD described in the literature. En ligne : http://dx.doi.org/10.1007/s10803-020-04637-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445

Caution When Screening for Autism among Socially Anxious Youth / Nicole N. CAPRIOLA-HALL in Journal of Autism and Developmental Disorders, 51-5 (May 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-5 (May 2021) . - p.1540-1549 Titre : Caution When Screening for Autism among Socially Anxious Youth Type de document : Texte imprimé et/ou numérique Auteurs : Nicole N. CAPRIOLA-HALL, Auteur ; Tyler MCFAYDEN, Auteur ; Thomas H. OLLENDICK, Auteur ; Susan W. WHITE, Auteur Article en page(s) : p.1540-1549 Langues : Anglais (eng) Mots-clés : Adolescents  Autism spectrum disorder  Children  Social anxiety disorder Index. décimale : PER Périodiques Résumé : Social anxiety disorder (SAD) is commonly comorbid with autism spectrum disorder (ASD). Here, in a sample of 86 children and adolescents (M(AGE)?=?12.62 years; 68.6% male), 28 of whom were diagnosed with ASD, 34 with SAD, and 24 with comorbid ASD and SAD, we compared parent-reported scores from the Social Responsiveness Scale-Second Edition (SRS-2; Constantino and Gruber in Social Responsiveness Scale (SRS; Constantino and Gruber 2012) to determine the sensitivity and specificity of the measure in cases of differential diagnosis between SAD and ASD. Results suggest that neither the subscales, nor the SRS-2 total score, consistently differed between ASD and SAD. Sensitivity and specificity analyses suggested that the SRS-2 total poorly discriminated ASD from SAD. When screening socially anxious youth for possible ASD, caution should be taken. En ligne : http://dx.doi.org/10.1007/s10803-020-04642-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 [article] Caution When Screening for Autism among Socially Anxious Youth [Texte imprimé et/ou numérique] / Nicole N. CAPRIOLA-HALL, Auteur ; Tyler MCFAYDEN, Auteur ; Thomas H. OLLENDICK, Auteur ; Susan W. WHITE, Auteur . - p.1540-1549. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-5 (May 2021) . - p.1540-1549 Mots-clés : Adolescents  Autism spectrum disorder  Children  Social anxiety disorder Index. décimale : PER Périodiques Résumé : Social anxiety disorder (SAD) is commonly comorbid with autism spectrum disorder (ASD). Here, in a sample of 86 children and adolescents (M(AGE)?=?12.62 years; 68.6% male), 28 of whom were diagnosed with ASD, 34 with SAD, and 24 with comorbid ASD and SAD, we compared parent-reported scores from the Social Responsiveness Scale-Second Edition (SRS-2; Constantino and Gruber in Social Responsiveness Scale (SRS; Constantino and Gruber 2012) to determine the sensitivity and specificity of the measure in cases of differential diagnosis between SAD and ASD. Results suggest that neither the subscales, nor the SRS-2 total score, consistently differed between ASD and SAD. Sensitivity and specificity analyses suggested that the SRS-2 total poorly discriminated ASD from SAD. When screening socially anxious youth for possible ASD, caution should be taken. En ligne : http://dx.doi.org/10.1007/s10803-020-04642-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445

Identification of Essential, Equivocal and Complex Autism by the Autism Dysmorphology Measure: An Observational Study / Sharmila B. MUKHERJEE in Journal of Autism and Developmental Disorders, 51-5 (May 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-5 (May 2021) . - p.1550-1561 Titre : Identification of Essential, Equivocal and Complex Autism by the Autism Dysmorphology Measure: An Observational Study Type de document : Texte imprimé et/ou numérique Auteurs : Sharmila B. MUKHERJEE, Auteur ; NEELAM, Auteur ; Seema KAPOOR, Auteur ; Suvasini SHARMA, Auteur Article en page(s) : p.1550-1561 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Congenital abnormalities  Dysmorphism Index. décimale : PER Périodiques Résumé : The Autism Dysmorphology Measure is designed for non-expert clinicians. It uses an algorithm to assess 12 body regions and categorizes Autism on the number of dysmorphic regions identified; Essential (??3), Equivocal (4-5) or Complex (??6). We evaluated 200 Indian children with Autism (mean age 3.7 years) in a hospital-based cross-sectional study and compared inter-group profiles. We found 31% Essential, 49% Equivocal and 20% Complex Autism. On comparing results with existing literature, it appeared that genetic ancestry and age significantly influenced dysmorphism and hence categorization. No significant differences were observed between complex and essential autism in epilepsy, severity of autism or development, as reported earlier. These shortcomings make the present tool unsuitable for use in young Indian children with Autism. En ligne : http://dx.doi.org/10.1007/s10803-020-04641-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 [article] Identification of Essential, Equivocal and Complex Autism by the Autism Dysmorphology Measure: An Observational Study [Texte imprimé et/ou numérique] / Sharmila B. MUKHERJEE, Auteur ; NEELAM, Auteur ; Seema KAPOOR, Auteur ; Suvasini SHARMA, Auteur . - p.1550-1561. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-5 (May 2021) . - p.1550-1561 Mots-clés : Autism spectrum disorder  Congenital abnormalities  Dysmorphism Index. décimale : PER Périodiques Résumé : The Autism Dysmorphology Measure is designed for non-expert clinicians. It uses an algorithm to assess 12 body regions and categorizes Autism on the number of dysmorphic regions identified; Essential (??3), Equivocal (4-5) or Complex (??6). We evaluated 200 Indian children with Autism (mean age 3.7 years) in a hospital-based cross-sectional study and compared inter-group profiles. We found 31% Essential, 49% Equivocal and 20% Complex Autism. On comparing results with existing literature, it appeared that genetic ancestry and age significantly influenced dysmorphism and hence categorization. No significant differences were observed between complex and essential autism in epilepsy, severity of autism or development, as reported earlier. These shortcomings make the present tool unsuitable for use in young Indian children with Autism. En ligne : http://dx.doi.org/10.1007/s10803-020-04641-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445

Structural and Contextual Cues in Third-Person Pronoun Interpretation by Children with Autism Spectrum Disorder and Their Neurotypical Peers / Marisa NAGANO in Journal of Autism and Developmental Disorders, 51-5 (May 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-5 (May 2021) . - p.1562-1583 Titre : Structural and Contextual Cues in Third-Person Pronoun Interpretation by Children with Autism Spectrum Disorder and Their Neurotypical Peers Type de document : Texte imprimé et/ou numérique Auteurs : Marisa NAGANO, Auteur ; Emily ZANE, Auteur ; Ruth B. GROSSMAN, Auteur Article en page(s) : p.1562-1583 Langues : Anglais (eng) Mots-clés : Autism  Eye-tracking  Pragmatics  Pronoun  Reference  Weak central coherence Index. décimale : PER Périodiques Résumé : This study investigates the use of structural and discourse contextual cues in the interpretation of third-person pronouns by children and adolescents with autism and their neurotypical peers. Results show that referent-biasing contextual information influences pronominal interpretation and modulates looking patterns in both groups compared to a context-neutral condition. These results go against the predictions of Weak Central Coherence and the notion that pragmatics in general is impaired in ASD, since the ASD group was able to use details in discourse context to influence the pronominal interpretation process. However, although discourse context influenced looking patterns in both groups, the groups nevertheless diverged in the nature of these patterns, suggesting that behavioral differences may emerge in more complicated discourse tasks. En ligne : http://dx.doi.org/10.1007/s10803-020-04645-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 [article] Structural and Contextual Cues in Third-Person Pronoun Interpretation by Children with Autism Spectrum Disorder and Their Neurotypical Peers [Texte imprimé et/ou numérique] / Marisa NAGANO, Auteur ; Emily ZANE, Auteur ; Ruth B. GROSSMAN, Auteur . - p.1562-1583. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-5 (May 2021) . - p.1562-1583 Mots-clés : Autism  Eye-tracking  Pragmatics  Pronoun  Reference  Weak central coherence Index. décimale : PER Périodiques Résumé : This study investigates the use of structural and discourse contextual cues in the interpretation of third-person pronouns by children and adolescents with autism and their neurotypical peers. Results show that referent-biasing contextual information influences pronominal interpretation and modulates looking patterns in both groups compared to a context-neutral condition. These results go against the predictions of Weak Central Coherence and the notion that pragmatics in general is impaired in ASD, since the ASD group was able to use details in discourse context to influence the pronominal interpretation process. However, although discourse context influenced looking patterns in both groups, the groups nevertheless diverged in the nature of these patterns, suggesting that behavioral differences may emerge in more complicated discourse tasks. En ligne : http://dx.doi.org/10.1007/s10803-020-04645-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445

Public Stigma of Autism Spectrum Disorder at School: Implicit Attitudes Matter / Benoite AUBE in Journal of Autism and Developmental Disorders, 51-5 (May 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-5 (May 2021) . - p.1584-1597 Titre : Public Stigma of Autism Spectrum Disorder at School: Implicit Attitudes Matter Type de document : Texte imprimé et/ou numérique Auteurs : Benoite AUBE, Auteur ; Alice FOLLENFANT, Auteur ; Sébastien GOUDEAU, Auteur ; Cyrielle DERGUY, Auteur Article en page(s) : p.1584-1597 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Explicit and implicit attitudes  Public stigma  School inclusion Index. décimale : PER Périodiques Résumé : This study examines the public stigma of children with autism spectrum disorder (ASD) by their school-aged peers, focusing on both explicit and implicit attitudes. The twofold aims were to provide a broader picture of public stigma and to explore age-related changes in attitudes. Students completed an explicit measure of the public stigma and an implicit measure of attitudes after watching a video displaying children with ASD vs. typically developing (TD) children. Both measures showed more negative perceptions towards children with ASD compared to TD children. However, while explicit attitudes improved with age, implicit attitudes remained constantly negative. This finding suggests that both explicit and implicit attitudes should be considered when promoting an inclusive climate at school. En ligne : http://dx.doi.org/10.1007/s10803-020-04635-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 [article] Public Stigma of Autism Spectrum Disorder at School: Implicit Attitudes Matter [Texte imprimé et/ou numérique] / Benoite AUBE, Auteur ; Alice FOLLENFANT, Auteur ; Sébastien GOUDEAU, Auteur ; Cyrielle DERGUY, Auteur . - p.1584-1597. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-5 (May 2021) . - p.1584-1597 Mots-clés : Autism spectrum disorder  Explicit and implicit attitudes  Public stigma  School inclusion Index. décimale : PER Périodiques Résumé : This study examines the public stigma of children with autism spectrum disorder (ASD) by their school-aged peers, focusing on both explicit and implicit attitudes. The twofold aims were to provide a broader picture of public stigma and to explore age-related changes in attitudes. Students completed an explicit measure of the public stigma and an implicit measure of attitudes after watching a video displaying children with ASD vs. typically developing (TD) children. Both measures showed more negative perceptions towards children with ASD compared to TD children. However, while explicit attitudes improved with age, implicit attitudes remained constantly negative. This finding suggests that both explicit and implicit attitudes should be considered when promoting an inclusive climate at school. En ligne : http://dx.doi.org/10.1007/s10803-020-04635-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445

Early Word Reading of Preschoolers with ASD, Both With and Without Hyperlexia, Compared to Typically Developing Preschoolers / Dianne MACDONALD in Journal of Autism and Developmental Disorders, 51-5 (May 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-5 (May 2021) . - p.1598-1612 Titre : Early Word Reading of Preschoolers with ASD, Both With and Without Hyperlexia, Compared to Typically Developing Preschoolers Type de document : Texte imprimé et/ou numérique Auteurs : Dianne MACDONALD, Auteur ; Gigi LUK, Auteur ; Eve-Marie QUINTIN, Auteur Article en page(s) : p.1598-1612 Langues : Anglais (eng) Mots-clés : Alphabet knowledge  Autism  Hyperlexia  Phonological awareness Index. décimale : PER Périodiques Résumé : A portion of children with Autism Spectrum Disorder (ASD) exhibit a strength in early word reading referred to as hyperlexia (HPL), yet it remains unclear what mechanisms underlie this strength. Typically developing children (TD) acquire phonological awareness, alphabet knowledge and language skills as precursors to word reading. We compared these skills across English-speaking preschoolers with ASD, both with and without hyperlexia, and TD preschoolers. Findings indicated that the group with both ASD and HPL (ASD?+?HPL) exhibited advanced word reading and letter naming skills as compared to the other two groups, but did not demonstrate commensurate phonological awareness, letter-sound correspondence, or language skills. Findings support an alternative, non-phonological approach to early word reading in preschoolers with ASD and hyperlexia. En ligne : http://dx.doi.org/10.1007/s10803-020-04628-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 [article] Early Word Reading of Preschoolers with ASD, Both With and Without Hyperlexia, Compared to Typically Developing Preschoolers [Texte imprimé et/ou numérique] / Dianne MACDONALD, Auteur ; Gigi LUK, Auteur ; Eve-Marie QUINTIN, Auteur . - p.1598-1612. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-5 (May 2021) . - p.1598-1612 Mots-clés : Alphabet knowledge  Autism  Hyperlexia  Phonological awareness Index. décimale : PER Périodiques Résumé : A portion of children with Autism Spectrum Disorder (ASD) exhibit a strength in early word reading referred to as hyperlexia (HPL), yet it remains unclear what mechanisms underlie this strength. Typically developing children (TD) acquire phonological awareness, alphabet knowledge and language skills as precursors to word reading. We compared these skills across English-speaking preschoolers with ASD, both with and without hyperlexia, and TD preschoolers. Findings indicated that the group with both ASD and HPL (ASD?+?HPL) exhibited advanced word reading and letter naming skills as compared to the other two groups, but did not demonstrate commensurate phonological awareness, letter-sound correspondence, or language skills. Findings support an alternative, non-phonological approach to early word reading in preschoolers with ASD and hyperlexia. En ligne : http://dx.doi.org/10.1007/s10803-020-04628-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445

Correction to: Early Word Reading of Preschoolers with ASD, Both With and Without Hyperlexia, Compared to Typically Developing Preschoolers / Dianne MACDONALD in Journal of Autism and Developmental Disorders, 51-5 (May 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-5 (May 2021) . - p.1613 Titre : Correction to: Early Word Reading of Preschoolers with ASD, Both With and Without Hyperlexia, Compared to Typically Developing Preschoolers Type de document : Texte imprimé et/ou numérique Auteurs : Dianne MACDONALD, Auteur ; Gigi LUK, Auteur ; Eve-Marie QUINTIN, Auteur Article en page(s) : p.1613 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-020-04688-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 [article] Correction to: Early Word Reading of Preschoolers with ASD, Both With and Without Hyperlexia, Compared to Typically Developing Preschoolers [Texte imprimé et/ou numérique] / Dianne MACDONALD, Auteur ; Gigi LUK, Auteur ; Eve-Marie QUINTIN, Auteur . - p.1613. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-5 (May 2021) . - p.1613 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-020-04688-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445

Workplace Social Challenges Experienced by Employees on the Autism Spectrum: An International Exploratory Study Examining Employee and Supervisor Perspectives / Simon M. BURY in Journal of Autism and Developmental Disorders, 51-5 (May 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-5 (May 2021) . - p.1614-1627 Titre : Workplace Social Challenges Experienced by Employees on the Autism Spectrum: An International Exploratory Study Examining Employee and Supervisor Perspectives Type de document : Texte imprimé et/ou numérique Auteurs : Simon M. BURY, Auteur ; Rebecca L. FLOWER, Auteur ; Rosslynn ZULLA, Auteur ; David B NICHOLAS, Auteur ; Darren HEDLEY, Auteur Article en page(s) : p.1614-1627 Langues : Anglais (eng) Mots-clés : Adults  Autism spectrum disorder  Employment  Social challenges  Social communication  Vocation Index. décimale : PER Périodiques Résumé : Social challenges represent a significantly under-researched area when it comes to the poor employment outcomes in autism. In this exploratory study employees on the autism spectrum (N?=?29) and supervisors (N?=?15), representing seven continents, provided 128 written examples of workplace-based social challenges, their interpretation, consequences and resolution. Content analysis revealed that types of social challenges were individually oriented or associated with the work-environment. Social challenges were frequently attributed to internal or personal factors with direct consequences for the employee. Resolutions were more frequently targeted toward the individual than the workplace, and hindered employees' experience of work. This international study represents a first look at the types of social challenges that impact equitable work participation of autistic people. En ligne : http://dx.doi.org/10.1007/s10803-020-04662-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 [article] Workplace Social Challenges Experienced by Employees on the Autism Spectrum: An International Exploratory Study Examining Employee and Supervisor Perspectives [Texte imprimé et/ou numérique] / Simon M. BURY, Auteur ; Rebecca L. FLOWER, Auteur ; Rosslynn ZULLA, Auteur ; David B NICHOLAS, Auteur ; Darren HEDLEY, Auteur . - p.1614-1627. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-5 (May 2021) . - p.1614-1627 Mots-clés : Adults  Autism spectrum disorder  Employment  Social challenges  Social communication  Vocation Index. décimale : PER Périodiques Résumé : Social challenges represent a significantly under-researched area when it comes to the poor employment outcomes in autism. In this exploratory study employees on the autism spectrum (N?=?29) and supervisors (N?=?15), representing seven continents, provided 128 written examples of workplace-based social challenges, their interpretation, consequences and resolution. Content analysis revealed that types of social challenges were individually oriented or associated with the work-environment. Social challenges were frequently attributed to internal or personal factors with direct consequences for the employee. Resolutions were more frequently targeted toward the individual than the workplace, and hindered employees' experience of work. This international study represents a first look at the types of social challenges that impact equitable work participation of autistic people. En ligne : http://dx.doi.org/10.1007/s10803-020-04662-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445

Does a Person's Autism Play a Role in Their Interactions with Police: The Perceptions of Autistic Adults and Parent/Carers / Kaaren HAAS in Journal of Autism and Developmental Disorders, 51-5 (May 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-5 (May 2021) . - p.1628-1640 Titre : Does a Person's Autism Play a Role in Their Interactions with Police: The Perceptions of Autistic Adults and Parent/Carers Type de document : Texte imprimé et/ou numérique Auteurs : Kaaren HAAS, Auteur ; Vicki GIBBS, Auteur Article en page(s) : p.1628-1640 Langues : Anglais (eng) Mots-clés : Autism  Autistic characteristics  Communication  Emotion regulation  Mental health  Police  Repetitive behaviours  Social skills Index. décimale : PER Périodiques Résumé : This study aimed to describe the impact that autistic characteristics (core features of autism and co-occurring conditions) have on interactions with police. Twelve autistic adults and 19 parent/carers were interviewed about interactions with police in the past 5 years. Using content analysis, it was found that in most (92.3%) interactions, autistic characteristics were described as having a role in the police interaction, either as a causal factor or more commonly by affecting the conduct of the interaction. In the latter case, the impact was associated with negative perceptions of the interaction. By sampling a more representative group across age, gender, functional abilities and context, this study provides insight into factors that underlie many autistic individual's reported dissatisfaction with police interactions. En ligne : http://dx.doi.org/10.1007/s10803-020-04663-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 [article] Does a Person's Autism Play a Role in Their Interactions with Police: The Perceptions of Autistic Adults and Parent/Carers [Texte imprimé et/ou numérique] / Kaaren HAAS, Auteur ; Vicki GIBBS, Auteur . - p.1628-1640. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-5 (May 2021) . - p.1628-1640 Mots-clés : Autism  Autistic characteristics  Communication  Emotion regulation  Mental health  Police  Repetitive behaviours  Social skills Index. décimale : PER Périodiques Résumé : This study aimed to describe the impact that autistic characteristics (core features of autism and co-occurring conditions) have on interactions with police. Twelve autistic adults and 19 parent/carers were interviewed about interactions with police in the past 5 years. Using content analysis, it was found that in most (92.3%) interactions, autistic characteristics were described as having a role in the police interaction, either as a causal factor or more commonly by affecting the conduct of the interaction. In the latter case, the impact was associated with negative perceptions of the interaction. By sampling a more representative group across age, gender, functional abilities and context, this study provides insight into factors that underlie many autistic individual's reported dissatisfaction with police interactions. En ligne : http://dx.doi.org/10.1007/s10803-020-04663-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445

Social Interaction Skill Intervention for Autistic Adults with Intellectual Disability and Limited Language: A Pilot of the SKILL Program / Emily F. FERGUSON in Journal of Autism and Developmental Disorders, 51-5 (May 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-5 (May 2021) . - p.1641-1657 Titre : Social Interaction Skill Intervention for Autistic Adults with Intellectual Disability and Limited Language: A Pilot of the SKILL Program Type de document : Texte imprimé et/ou numérique Auteurs : Emily F. FERGUSON, Auteur ; Krista N. DRAPALIK, Auteur ; Jeffrey LIANG, Auteur ; Klaire HUA, Auteur ; Harrison FEERST, Auteur ; Alice B. MALLORY, Auteur ; Ty W. VERNON, Auteur Article en page(s) : p.1641-1657 Langues : Anglais (eng) Mots-clés : Adults  Autism spectrum disorders  Communication and language  Intellectual disability  Interventions – psychosocial/ behavioral  Social behavior Index. décimale : PER Périodiques Résumé : There is a dearth of research that focuses on social intervention efforts for adults on the autism spectrum with intellectual disability and limited conversational language. Using a multiple baseline experimental design, this pilot investigation of the Socialization Knowledge for Individuals with Limited Language (SKILL) program evaluated a novel peer-facilitated group program specifically designed to target social interaction skills for this population. Findings from five pilot participants yielded evidence of social improvements across specific verbal skills (on-topic conversational contributions and responses) and nonverbal behaviors (eye-contact, active listening), as evidenced by coded social conversation probes and parent-report measures. These findings demonstrate the promise of a socialization intervention for a population that has historically been neglected in the social intervention research literature. En ligne : http://dx.doi.org/10.1007/s10803-020-04659-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 [article] Social Interaction Skill Intervention for Autistic Adults with Intellectual Disability and Limited Language: A Pilot of the SKILL Program [Texte imprimé et/ou numérique] / Emily F. FERGUSON, Auteur ; Krista N. DRAPALIK, Auteur ; Jeffrey LIANG, Auteur ; Klaire HUA, Auteur ; Harrison FEERST, Auteur ; Alice B. MALLORY, Auteur ; Ty W. VERNON, Auteur . - p.1641-1657. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-5 (May 2021) . - p.1641-1657 Mots-clés : Adults  Autism spectrum disorders  Communication and language  Intellectual disability  Interventions – psychosocial/ behavioral  Social behavior Index. décimale : PER Périodiques Résumé : There is a dearth of research that focuses on social intervention efforts for adults on the autism spectrum with intellectual disability and limited conversational language. Using a multiple baseline experimental design, this pilot investigation of the Socialization Knowledge for Individuals with Limited Language (SKILL) program evaluated a novel peer-facilitated group program specifically designed to target social interaction skills for this population. Findings from five pilot participants yielded evidence of social improvements across specific verbal skills (on-topic conversational contributions and responses) and nonverbal behaviors (eye-contact, active listening), as evidenced by coded social conversation probes and parent-report measures. These findings demonstrate the promise of a socialization intervention for a population that has historically been neglected in the social intervention research literature. En ligne : http://dx.doi.org/10.1007/s10803-020-04659-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445

Gesture Production in Toddlers with Autism Spectrum Disorder / Avinash MISHRA in Journal of Autism and Developmental Disorders, 51-5 (May 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-5 (May 2021) . - p.1658-1667 Titre : Gesture Production in Toddlers with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Avinash MISHRA, Auteur ; Victoria CEBALLOS, Auteur ; Kelsey HIMMELWRIGHT, Auteur ; Shannon MCCABE, Auteur ; Lindsay SCOTT, Auteur Article en page(s) : p.1658-1667 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Communication  Gesture  Pediatrics Index. décimale : PER Périodiques Résumé : Children with Autism Spectrum Disorder (ASD) demonstrate delayed and atypical communication development. These deficits constitute a core criterion for the diagnosis of ASD, though information regarding gestural communication in toddlers with ASD remains limited. The present investigation implemented a robust gesture classification system in order to obtain quantitative measures of gesture production in a cohort of toddlers with ASD (n = 40) and controls (n = 40) during 10-min, play-based interactions with caregivers. Children with ASD produced fewer overall gestures and gesture subtypes compared to controls. The ASD group also displayed atypical patterns of gesture production. These findings highlight the need for evidence-based screening, assessment, and intervention protocols pertaining to gestural communication in toddlers with ASD. En ligne : http://dx.doi.org/10.1007/s10803-020-04647-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 [article] Gesture Production in Toddlers with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Avinash MISHRA, Auteur ; Victoria CEBALLOS, Auteur ; Kelsey HIMMELWRIGHT, Auteur ; Shannon MCCABE, Auteur ; Lindsay SCOTT, Auteur . - p.1658-1667. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-5 (May 2021) . - p.1658-1667 Mots-clés : Autism spectrum disorder  Communication  Gesture  Pediatrics Index. décimale : PER Périodiques Résumé : Children with Autism Spectrum Disorder (ASD) demonstrate delayed and atypical communication development. These deficits constitute a core criterion for the diagnosis of ASD, though information regarding gestural communication in toddlers with ASD remains limited. The present investigation implemented a robust gesture classification system in order to obtain quantitative measures of gesture production in a cohort of toddlers with ASD (n = 40) and controls (n = 40) during 10-min, play-based interactions with caregivers. Children with ASD produced fewer overall gestures and gesture subtypes compared to controls. The ASD group also displayed atypical patterns of gesture production. These findings highlight the need for evidence-based screening, assessment, and intervention protocols pertaining to gestural communication in toddlers with ASD. En ligne : http://dx.doi.org/10.1007/s10803-020-04647-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445

The Self of Adolescents with Autism Spectrum Disorder or Attention Deficit Hyperactivity Disorder: A Qualitative Study / Fumi HANAI in Journal of Autism and Developmental Disorders, 51-5 (May 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-5 (May 2021) . - p.1668-1677 Titre : The Self of Adolescents with Autism Spectrum Disorder or Attention Deficit Hyperactivity Disorder: A Qualitative Study Type de document : Texte imprimé et/ou numérique Auteurs : Fumi HANAI, Auteur ; Miho NARAMA, Auteur ; Koji TAMAKOSHI, Auteur Article en page(s) : p.1668-1677 Langues : Anglais (eng) Mots-clés : Adolescent  Attention deficit hyperactivity disorder  Autism spectrum disorder  Self-development Index. décimale : PER Périodiques Résumé : Self-development is a central developmental issue in adolescence, there are few studies describing the experiences related to the self in adolescents with autism spectrum disorder (ASD) or attention deficit hyperactivity disorder (ADHD). We conducted semi-structural interviews with 14 adolescents with ASD and three with ADHD to describe the self. As a result of inductive continuous comparison analysis, three concepts "Interest in self and self-realization", "Intentionality and self-transformation", "Unrealized/unnoticed self" were generated. It was suggested that the characteristic perceptions may tend to have difficulty realizing subjective selves.Otherwise, most adolescents realized various sense of self through interaction with others. Nurses should know adolescents' inner world and share their emotions related to their self-recognition in order to provide care that meets important youth developmental needs. En ligne : http://dx.doi.org/10.1007/s10803-020-04653-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 [article] The Self of Adolescents with Autism Spectrum Disorder or Attention Deficit Hyperactivity Disorder: A Qualitative Study [Texte imprimé et/ou numérique] / Fumi HANAI, Auteur ; Miho NARAMA, Auteur ; Koji TAMAKOSHI, Auteur . - p.1668-1677. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-5 (May 2021) . - p.1668-1677 Mots-clés : Adolescent  Attention deficit hyperactivity disorder  Autism spectrum disorder  Self-development Index. décimale : PER Périodiques Résumé : Self-development is a central developmental issue in adolescence, there are few studies describing the experiences related to the self in adolescents with autism spectrum disorder (ASD) or attention deficit hyperactivity disorder (ADHD). We conducted semi-structural interviews with 14 adolescents with ASD and three with ADHD to describe the self. As a result of inductive continuous comparison analysis, three concepts "Interest in self and self-realization", "Intentionality and self-transformation", "Unrealized/unnoticed self" were generated. It was suggested that the characteristic perceptions may tend to have difficulty realizing subjective selves.Otherwise, most adolescents realized various sense of self through interaction with others. Nurses should know adolescents' inner world and share their emotions related to their self-recognition in order to provide care that meets important youth developmental needs. En ligne : http://dx.doi.org/10.1007/s10803-020-04653-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445

The Use of Oral Midazolam to Facilitate the Ophthalmic Examination of Children with Autism and Developmental Disorders / G. R. MCBRIDE in Journal of Autism and Developmental Disorders, 51-5 (May 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-5 (May 2021) . - p.1678-1682 Titre : The Use of Oral Midazolam to Facilitate the Ophthalmic Examination of Children with Autism and Developmental Disorders Type de document : Texte imprimé et/ou numérique Auteurs : G. R. MCBRIDE, Auteur ; K. A. J. STEPHENSON, Auteur ; G. COMER, Auteur ; O. FLANAGAN, Auteur Article en page(s) : p.1678-1682 Langues : Anglais (eng) Mots-clés : Autism  Developmental delay  Midazolam  Ophthalmology  Oral sedation Index. décimale : PER Périodiques Résumé : Ophthalmic examinations of developmentally delayed/autistic children are challenging. Oral midazolam may be a viable alternative to general anaesthesia for this indication. Single-centre retrospective cohort study (January 2018-March 2020). Oral midazolam (0.5 mg/kg, max 15 mg). Metrics included: patient demographics, examination completion rate, duration of stay and adverse events. 50 oral midazolam examinations were performed (45 patients). Mean age was 79.12 months. All had developmental delay (66.67% autism). Time to ophthalmic examination was 60.31 minutes. Eye examination was successfully completed in 98%. No adverse events were reported. Mean stay was 3.35 hours. Oral midazolam (0.5 mg/kg, max 15 mg) is associated with safe, successful completion of ophthalmic examinations in children previously unexaminable in clinic. En ligne : http://dx.doi.org/10.1007/s10803-020-04658-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 [article] The Use of Oral Midazolam to Facilitate the Ophthalmic Examination of Children with Autism and Developmental Disorders [Texte imprimé et/ou numérique] / G. R. MCBRIDE, Auteur ; K. A. J. STEPHENSON, Auteur ; G. COMER, Auteur ; O. FLANAGAN, Auteur . - p.1678-1682. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-5 (May 2021) . - p.1678-1682 Mots-clés : Autism  Developmental delay  Midazolam  Ophthalmology  Oral sedation Index. décimale : PER Périodiques Résumé : Ophthalmic examinations of developmentally delayed/autistic children are challenging. Oral midazolam may be a viable alternative to general anaesthesia for this indication. Single-centre retrospective cohort study (January 2018-March 2020). Oral midazolam (0.5 mg/kg, max 15 mg). Metrics included: patient demographics, examination completion rate, duration of stay and adverse events. 50 oral midazolam examinations were performed (45 patients). Mean age was 79.12 months. All had developmental delay (66.67% autism). Time to ophthalmic examination was 60.31 minutes. Eye examination was successfully completed in 98%. No adverse events were reported. Mean stay was 3.35 hours. Oral midazolam (0.5 mg/kg, max 15 mg) is associated with safe, successful completion of ophthalmic examinations in children previously unexaminable in clinic. En ligne : http://dx.doi.org/10.1007/s10803-020-04658-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445

'I Felt Like I was Floating in Space': Autistic Adults' Experiences of Low Mood and Depression / Amy Louise JORDAN in Journal of Autism and Developmental Disorders, 51-5 (May 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-5 (May 2021) . - p.1683-1694 Titre : 'I Felt Like I was Floating in Space': Autistic Adults' Experiences of Low Mood and Depression Type de document : Texte imprimé et/ou numérique Auteurs : Amy Louise JORDAN, Auteur ; Magdalena MARCZAK, Auteur ; Jacqueline KNIBBS, Auteur Article en page(s) : p.1683-1694 Langues : Anglais (eng) Mots-clés : Autism  Depression  Experiences  Interpretative phenomenological analysis  Low mood  Mental health Index. décimale : PER Périodiques Résumé : It is recognised that a high proportion of adults on the autism spectrum experience depressive symptoms. However, limited research has explored autistic peoples' experiences of low mood and depression. The aim of this study was to explore the lived experiences of low mood and depression for adults on the autism spectrum. The study employed Interpretive Phenomenological Analysis to investigate the experiences of 8 adults (7 males and 1 female), aged between 19 and 51, who had a diagnosis of autism without co-occurring learning disabilities, and experienced low mood or depression. All participants recorded their thoughts and feelings in a mood diary for 1 week and participated in a semi-structured interview. Three superordinate themes emerged from the data: 'Autism has made me the person I am', 'I can't function in the world' and 'It's like trying to do accounts on the futures market': Making sense of emotions. Findings highlight a need for specialist mental health provision for adults who are on the autism spectrum. Limitations of this study and implications for future research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-020-04638-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 [article] 'I Felt Like I was Floating in Space': Autistic Adults' Experiences of Low Mood and Depression [Texte imprimé et/ou numérique] / Amy Louise JORDAN, Auteur ; Magdalena MARCZAK, Auteur ; Jacqueline KNIBBS, Auteur . - p.1683-1694. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-5 (May 2021) . - p.1683-1694 Mots-clés : Autism  Depression  Experiences  Interpretative phenomenological analysis  Low mood  Mental health Index. décimale : PER Périodiques Résumé : It is recognised that a high proportion of adults on the autism spectrum experience depressive symptoms. However, limited research has explored autistic peoples' experiences of low mood and depression. The aim of this study was to explore the lived experiences of low mood and depression for adults on the autism spectrum. The study employed Interpretive Phenomenological Analysis to investigate the experiences of 8 adults (7 males and 1 female), aged between 19 and 51, who had a diagnosis of autism without co-occurring learning disabilities, and experienced low mood or depression. All participants recorded their thoughts and feelings in a mood diary for 1 week and participated in a semi-structured interview. Three superordinate themes emerged from the data: 'Autism has made me the person I am', 'I can't function in the world' and 'It's like trying to do accounts on the futures market': Making sense of emotions. Findings highlight a need for specialist mental health provision for adults who are on the autism spectrum. Limitations of this study and implications for future research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-020-04638-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445

An Exploration of Social Cognition in Children with Different Degrees of Genetic Deletion in Williams Syndrome / Carlos Alberto SERRANO-JUAREZ in Journal of Autism and Developmental Disorders, 51-5 (May 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-5 (May 2021) . - p.1695-1704 Titre : An Exploration of Social Cognition in Children with Different Degrees of Genetic Deletion in Williams Syndrome Type de document : Texte imprimé et/ou numérique Auteurs : Carlos Alberto SERRANO-JUAREZ, Auteur ; Belén PRIETO-CORONA, Auteur ; Mario RODRIGUEZ-CAMACHO, Auteur ; Carlos Alberto VENEGAS-VEGA, Auteur ; Ma Guillermina YAÑEZ-TELLEZ, Auteur ; Juan SILVA-PEREYRA, Auteur ; Hermelinda SALGADO-CEBALLOS, Auteur ; Natalia ARIAS-TREJO, Auteur ; Miguel Angel DE LEON MIRANDA, Auteur Article en page(s) : p.1695-1704 Langues : Anglais (eng) Mots-clés : GTF2I family  Gtf2ird2  Genotypes  Social cognition  Social phenotype  Williams syndrome Index. décimale : PER Périodiques Résumé : An explanation for the social dysfunction observed in Williams syndrome may be deficits in social cognition. This study explored aspects of social cognition in children with Williams syndrome with different genotypes. The 12 participants included one with a 1.1 Mb deletion that retained the GTF2IRD1, GTF2I, and GTF2IRD2 genes, seven with a 1.5 Mb deletion that preserved the GTF2IRD2 gene, and four with a 1.8 Mb deletion with loss of all three genes. The participant retaining all three genes was found to have better performance on social judgment and first-order theory of mind tasks than the group with loss of all three genes. These results may reflect the influence of the GTF2I gene family on social cognition in Williams syndrome. En ligne : http://dx.doi.org/10.1007/s10803-020-04656-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 [article] An Exploration of Social Cognition in Children with Different Degrees of Genetic Deletion in Williams Syndrome [Texte imprimé et/ou numérique] / Carlos Alberto SERRANO-JUAREZ, Auteur ; Belén PRIETO-CORONA, Auteur ; Mario RODRIGUEZ-CAMACHO, Auteur ; Carlos Alberto VENEGAS-VEGA, Auteur ; Ma Guillermina YAÑEZ-TELLEZ, Auteur ; Juan SILVA-PEREYRA, Auteur ; Hermelinda SALGADO-CEBALLOS, Auteur ; Natalia ARIAS-TREJO, Auteur ; Miguel Angel DE LEON MIRANDA, Auteur . - p.1695-1704. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-5 (May 2021) . - p.1695-1704 Mots-clés : GTF2I family  Gtf2ird2  Genotypes  Social cognition  Social phenotype  Williams syndrome Index. décimale : PER Périodiques Résumé : An explanation for the social dysfunction observed in Williams syndrome may be deficits in social cognition. This study explored aspects of social cognition in children with Williams syndrome with different genotypes. The 12 participants included one with a 1.1 Mb deletion that retained the GTF2IRD1, GTF2I, and GTF2IRD2 genes, seven with a 1.5 Mb deletion that preserved the GTF2IRD2 gene, and four with a 1.8 Mb deletion with loss of all three genes. The participant retaining all three genes was found to have better performance on social judgment and first-order theory of mind tasks than the group with loss of all three genes. These results may reflect the influence of the GTF2I gene family on social cognition in Williams syndrome. En ligne : http://dx.doi.org/10.1007/s10803-020-04656-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445

Achieving Independence and Mastery in School: An Open Trial in the Outpatient Setting / Leanne TAMM in Journal of Autism and Developmental Disorders, 51-5 (May 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-5 (May 2021) . - p.1705-1718 Titre : Achieving Independence and Mastery in School: An Open Trial in the Outpatient Setting Type de document : Texte imprimé et/ou numérique Auteurs : Leanne TAMM, Auteur ; Allison K. ZOROMSKI, Auteur ; Ellen E. KNEESKERN, Auteur ; Meera PATEL, Auteur ; Heather M. LACEY, Auteur ; Aaron J. VAUGHN, Auteur ; Heather A. CIESIELSKI, Auteur ; Hannah K. WEADICK, Auteur ; Amie W. DUNCAN, Auteur Article en page(s) : p.1705-1718 Langues : Anglais (eng) Mots-clés : Academic performance  Executive function training  Homework  Study skills Index. décimale : PER Périodiques Résumé : Youth with autism spectrum disorders (ASD) without intellectual disability frequently experience academic problems, in part due to executive functioning (EF) deficits. There are currently no evidence-based interventions targeting academic EF skills (e.g., organization, prioritization, etc.) for middle school youth with ASD. The need is critical given increasing demands on these skills during the transition from elementary to middle school. An intervention targeting academic EF skills, Achieving Independence and Mastery in School (AIMS), was recently developed. This paper reports on an open trial of the AIMS-Outpatient intervention with 21 middle schoolers with ASD. Results suggest high feasibility/satisfaction, and improved EF, particularly in the domains of organization and materials management. These promising results support further intervention development work and suggest that academic EF skills are malleable in youth with ASD. En ligne : http://dx.doi.org/10.1007/s10803-020-04652-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 [article] Achieving Independence and Mastery in School: An Open Trial in the Outpatient Setting [Texte imprimé et/ou numérique] / Leanne TAMM, Auteur ; Allison K. ZOROMSKI, Auteur ; Ellen E. KNEESKERN, Auteur ; Meera PATEL, Auteur ; Heather M. LACEY, Auteur ; Aaron J. VAUGHN, Auteur ; Heather A. CIESIELSKI, Auteur ; Hannah K. WEADICK, Auteur ; Amie W. DUNCAN, Auteur . - p.1705-1718. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-5 (May 2021) . - p.1705-1718 Mots-clés : Academic performance  Executive function training  Homework  Study skills Index. décimale : PER Périodiques Résumé : Youth with autism spectrum disorders (ASD) without intellectual disability frequently experience academic problems, in part due to executive functioning (EF) deficits. There are currently no evidence-based interventions targeting academic EF skills (e.g., organization, prioritization, etc.) for middle school youth with ASD. The need is critical given increasing demands on these skills during the transition from elementary to middle school. An intervention targeting academic EF skills, Achieving Independence and Mastery in School (AIMS), was recently developed. This paper reports on an open trial of the AIMS-Outpatient intervention with 21 middle schoolers with ASD. Results suggest high feasibility/satisfaction, and improved EF, particularly in the domains of organization and materials management. These promising results support further intervention development work and suggest that academic EF skills are malleable in youth with ASD. En ligne : http://dx.doi.org/10.1007/s10803-020-04652-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445

Sibling Configuration as a Moderator of the Effectiveness of a Theory of Mind Training in Children with Autism: a Randomized Controlled Trial / Danielle M. J. DE VELD in Journal of Autism and Developmental Disorders, 51-5 (May 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-5 (May 2021) . - p.1719-1728 Titre : Sibling Configuration as a Moderator of the Effectiveness of a Theory of Mind Training in Children with Autism: a Randomized Controlled Trial Type de document : Texte imprimé et/ou numérique Auteurs : Danielle M. J. DE VELD, Auteur ; Anke M. SCHEEREN, Auteur ; Patricia HOWLIN, Auteur ; Elske HODDENBACH, Auteur ; Fleur MULDER, Auteur ; Imke WOLF, Auteur ; Sander BEGEER, Auteur Article en page(s) : p.1719-1728 Langues : Anglais (eng) Mots-clés : Autism  Moderator  Randomized controlled trial  Theory of mind  Treatment Index. décimale : PER Périodiques Résumé : This RCT investigated whether participants' sibling configuration moderated the effect of a Theory of Mind (ToM) intervention for children with autism. Children with autism aged 8-13 years (n?=?141) were randomized over a waitlist control or treatment condition. Both having more siblings, as well as having an older sibling were related to better outcomes on measures of ToM-related behavior and social cognition, but not ToM knowledge or autistic features in general. The finding that these associations were limited to practical skills addressed in the intervention, seems to indicate that having more siblings and having an older sibling provides enhanced opportunities for children with autism to practice taught skills in the home environment. En ligne : http://dx.doi.org/10.1007/s10803-020-04649-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 [article] Sibling Configuration as a Moderator of the Effectiveness of a Theory of Mind Training in Children with Autism: a Randomized Controlled Trial [Texte imprimé et/ou numérique] / Danielle M. J. DE VELD, Auteur ; Anke M. SCHEEREN, Auteur ; Patricia HOWLIN, Auteur ; Elske HODDENBACH, Auteur ; Fleur MULDER, Auteur ; Imke WOLF, Auteur ; Sander BEGEER, Auteur . - p.1719-1728. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-5 (May 2021) . - p.1719-1728 Mots-clés : Autism  Moderator  Randomized controlled trial  Theory of mind  Treatment Index. décimale : PER Périodiques Résumé : This RCT investigated whether participants' sibling configuration moderated the effect of a Theory of Mind (ToM) intervention for children with autism. Children with autism aged 8-13 years (n?=?141) were randomized over a waitlist control or treatment condition. Both having more siblings, as well as having an older sibling were related to better outcomes on measures of ToM-related behavior and social cognition, but not ToM knowledge or autistic features in general. The finding that these associations were limited to practical skills addressed in the intervention, seems to indicate that having more siblings and having an older sibling provides enhanced opportunities for children with autism to practice taught skills in the home environment. En ligne : http://dx.doi.org/10.1007/s10803-020-04649-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445

I Have a Fear of Negative Evaluation, Get Me Out of Here! Examining Latent Constructs of Social Anxiety and Autistic Traits in Neurotypical and Autistic Young People / Jiedi LEI in Journal of Autism and Developmental Disorders, 51-5 (May 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-5 (May 2021) . - p.1729-1747 Titre : I Have a Fear of Negative Evaluation, Get Me Out of Here! Examining Latent Constructs of Social Anxiety and Autistic Traits in Neurotypical and Autistic Young People Type de document : Texte imprimé et/ou numérique Auteurs : Jiedi LEI, Auteur ; Ailsa RUSSELL, Auteur Article en page(s) : p.1729-1747 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Autistic disorder  Diagnostic self-evaluation  Social anxiety disorder  Social phobia Index. décimale : PER Périodiques Résumé : Understanding shared and unique constructs underlying social communication difficulties in autism spectrum disorder (ASD) and social anxiety disorder (SAD) can address potential diagnostic overshadowing when evaluating SAD in the context of autism. Using self-report measures, factor analyses examined constructs underlying autistic traits, social anxiety, internalising symptoms and wellbeing amongst 267 neurotypical (17-19 years) and 145 autistic (15-22 years) students in the UK. Shared constructs across measures assessed general social communication competency (e.g., social distress in new situations and peer relationships). Fear of Negative Evaluation (FNE) was identified in both samples as a stable construct unique to social anxiety. Adapting interventions targeting SAD in autism should target FNE during adolescence which marks a period of heightened peer interaction and social vulnerability. En ligne : http://dx.doi.org/10.1007/s10803-020-04657-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 [article] I Have a Fear of Negative Evaluation, Get Me Out of Here! Examining Latent Constructs of Social Anxiety and Autistic Traits in Neurotypical and Autistic Young People [Texte imprimé et/ou numérique] / Jiedi LEI, Auteur ; Ailsa RUSSELL, Auteur . - p.1729-1747. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-5 (May 2021) . - p.1729-1747 Mots-clés : Autism spectrum disorder  Autistic disorder  Diagnostic self-evaluation  Social anxiety disorder  Social phobia Index. décimale : PER Périodiques Résumé : Understanding shared and unique constructs underlying social communication difficulties in autism spectrum disorder (ASD) and social anxiety disorder (SAD) can address potential diagnostic overshadowing when evaluating SAD in the context of autism. Using self-report measures, factor analyses examined constructs underlying autistic traits, social anxiety, internalising symptoms and wellbeing amongst 267 neurotypical (17-19 years) and 145 autistic (15-22 years) students in the UK. Shared constructs across measures assessed general social communication competency (e.g., social distress in new situations and peer relationships). Fear of Negative Evaluation (FNE) was identified in both samples as a stable construct unique to social anxiety. Adapting interventions targeting SAD in autism should target FNE during adolescence which marks a period of heightened peer interaction and social vulnerability. En ligne : http://dx.doi.org/10.1007/s10803-020-04657-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445

Repetitive and Self-injurious Behaviors in Children with Cornelia de Lange Syndrome / Siddharth SRIVASTAVA in Journal of Autism and Developmental Disorders, 51-5 (May 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-5 (May 2021) . - p.1748-1758 Titre : Repetitive and Self-injurious Behaviors in Children with Cornelia de Lange Syndrome Type de document : Texte imprimé et/ou numérique Auteurs : Siddharth SRIVASTAVA, Auteur ; Bennett CLARK, Auteur ; Colleen LANDY-SCHMITT, Auteur ; Elizabeth A. OFFERMANN, Auteur ; Antonie D. KLINE, Auteur ; Samuel T. WILKINSON, Auteur ; Marco A. GRADOS, Auteur Article en page(s) : p.1748-1758 Langues : Anglais (eng) Mots-clés : Cornelia de Lange syndrome  Repetitive behaviors  Self-injurious behaviors  Stereotypies Index. décimale : PER Périodiques Résumé : Cornelia de Lange syndrome (CdLS) is associated with repetitive and self-injurious behaviors (RBs, SIB). Evaluating children with CdLS, this study: (1) characterizes the spectrum of RBs; (2) characterizes the impact and severity of RBs including SIB; (3) describes how age and adaptive functioning relate to RBs including SIB. Fifty children (5-17 years) with CdLS were assessed with Children's Yale-Brown Obsessive Compulsive Scale Modified for PDD; Aberrant Behavior Checklist (ABC); Vineland Adaptive Behaviors Scales (VABS). All children had???1 type of RB; 44% had some form of SIB. 64% spent?>?1 h/day displaying RBs. Lower VABS adaptive functioning was associated with higher stereotypy and SIB scores (ABC). In children with CdLS, RBs including SIB are common, impactful, and associated with lower adaptive functioning. En ligne : http://dx.doi.org/10.1007/s10803-020-04617-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 [article] Repetitive and Self-injurious Behaviors in Children with Cornelia de Lange Syndrome [Texte imprimé et/ou numérique] / Siddharth SRIVASTAVA, Auteur ; Bennett CLARK, Auteur ; Colleen LANDY-SCHMITT, Auteur ; Elizabeth A. OFFERMANN, Auteur ; Antonie D. KLINE, Auteur ; Samuel T. WILKINSON, Auteur ; Marco A. GRADOS, Auteur . - p.1748-1758. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-5 (May 2021) . - p.1748-1758 Mots-clés : Cornelia de Lange syndrome  Repetitive behaviors  Self-injurious behaviors  Stereotypies Index. décimale : PER Périodiques Résumé : Cornelia de Lange syndrome (CdLS) is associated with repetitive and self-injurious behaviors (RBs, SIB). Evaluating children with CdLS, this study: (1) characterizes the spectrum of RBs; (2) characterizes the impact and severity of RBs including SIB; (3) describes how age and adaptive functioning relate to RBs including SIB. Fifty children (5-17 years) with CdLS were assessed with Children's Yale-Brown Obsessive Compulsive Scale Modified for PDD; Aberrant Behavior Checklist (ABC); Vineland Adaptive Behaviors Scales (VABS). All children had???1 type of RB; 44% had some form of SIB. 64% spent?>?1 h/day displaying RBs. Lower VABS adaptive functioning was associated with higher stereotypy and SIB scores (ABC). In children with CdLS, RBs including SIB are common, impactful, and associated with lower adaptive functioning. En ligne : http://dx.doi.org/10.1007/s10803-020-04617-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445

The Association Between Autism Spectrum Traits and the Successful Transition to Mainstream Secondary School in an Australian School-Based Sample / Moira WHELAN in Journal of Autism and Developmental Disorders, 51-5 (May 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-5 (May 2021) . - p.1759-1771 Titre : The Association Between Autism Spectrum Traits and the Successful Transition to Mainstream Secondary School in an Australian School-Based Sample Type de document : Texte imprimé et/ou numérique Auteurs : Moira WHELAN, Auteur ; Jane MCGILLIVRAY, Auteur ; Nicole J. RINEHART, Auteur Article en page(s) : p.1759-1771 Langues : Anglais (eng) Mots-clés : Academic achievement  Autism spectrum disorder  Mental health  Quality of life  School belonging  School transition Index. décimale : PER Périodiques Résumé : The transition to secondary school is an important educational milestone impacting wellbeing and academic achievement. Students with Autism Spectrum Disorder may be vulnerable during transition however little is known about how Autism Spectrum (AS) traits influence transition outcomes. Generalised estimating equations were used to examine how AS traits were associated with four indicators of successful transition in a school-based sample of 51 students. Higher AS traits were associated with lower quality of life, school belonging and mental health, however the hypothesised decline after school transition was not supported. Characteristics of both the primary and secondary school appeared to be contributing to the wellbeing of students with high AS traits which could be clarified by further investigation with a larger sample. En ligne : http://dx.doi.org/10.1007/s10803-020-04655-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 [article] The Association Between Autism Spectrum Traits and the Successful Transition to Mainstream Secondary School in an Australian School-Based Sample [Texte imprimé et/ou numérique] / Moira WHELAN, Auteur ; Jane MCGILLIVRAY, Auteur ; Nicole J. RINEHART, Auteur . - p.1759-1771. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-5 (May 2021) . - p.1759-1771 Mots-clés : Academic achievement  Autism spectrum disorder  Mental health  Quality of life  School belonging  School transition Index. décimale : PER Périodiques Résumé : The transition to secondary school is an important educational milestone impacting wellbeing and academic achievement. Students with Autism Spectrum Disorder may be vulnerable during transition however little is known about how Autism Spectrum (AS) traits influence transition outcomes. Generalised estimating equations were used to examine how AS traits were associated with four indicators of successful transition in a school-based sample of 51 students. Higher AS traits were associated with lower quality of life, school belonging and mental health, however the hypothesised decline after school transition was not supported. Characteristics of both the primary and secondary school appeared to be contributing to the wellbeing of students with high AS traits which could be clarified by further investigation with a larger sample. En ligne : http://dx.doi.org/10.1007/s10803-020-04655-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445

How is COVID-19 Affecting the Mental Health of Children with Special Educational Needs and Disabilities and Their Families? / Kathryn ASBURY in Journal of Autism and Developmental Disorders, 51-5 (May 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-5 (May 2021) . - p.1772-1780 Titre : How is COVID-19 Affecting the Mental Health of Children with Special Educational Needs and Disabilities and Their Families? Type de document : Texte imprimé et/ou numérique Auteurs : Kathryn ASBURY, Auteur ; Laura FOX, Auteur ; Emre DENIZ, Auteur ; Aimee CODE, Auteur ; Umar TOSEEB, Auteur Article en page(s) : p.1772-1780 Langues : Anglais (eng) Mots-clés : Covid-19  Disabilities  Mental health  Parents  Special educational needs Index. décimale : PER Périodiques Résumé : Parents of children with Special Educational Needs and Disabilities in the UK (n?=?241) were asked to describe the impact of COVID-19 on their own mental health and that of their child. An inductive content analysis of the data was undertaken. Both parents and children appear to be experiencing loss, worry and changes in mood and behaviour as a result of the rapid social changes that have occurred. Some parents reported feeling overwhelmed and described the impact of child understanding and awareness. Finally, a minority of parents reported that COVID-19 has had little impact on mental health in their family, or has even led to improvements. Implications for how to support these families in the immediate future are discussed. En ligne : http://dx.doi.org/10.1007/s10803-020-04577-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 [article] How is COVID-19 Affecting the Mental Health of Children with Special Educational Needs and Disabilities and Their Families? [Texte imprimé et/ou numérique] / Kathryn ASBURY, Auteur ; Laura FOX, Auteur ; Emre DENIZ, Auteur ; Aimee CODE, Auteur ; Umar TOSEEB, Auteur . - p.1772-1780. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-5 (May 2021) . - p.1772-1780 Mots-clés : Covid-19  Disabilities  Mental health  Parents  Special educational needs Index. décimale : PER Périodiques Résumé : Parents of children with Special Educational Needs and Disabilities in the UK (n?=?241) were asked to describe the impact of COVID-19 on their own mental health and that of their child. An inductive content analysis of the data was undertaken. Both parents and children appear to be experiencing loss, worry and changes in mood and behaviour as a result of the rapid social changes that have occurred. Some parents reported feeling overwhelmed and described the impact of child understanding and awareness. Finally, a minority of parents reported that COVID-19 has had little impact on mental health in their family, or has even led to improvements. Implications for how to support these families in the immediate future are discussed. En ligne : http://dx.doi.org/10.1007/s10803-020-04577-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445

Brief Report: Predictors of School Refusal Due to Bullying in Children with Autism Spectrum Disorder and Attention-Deficit/Hyperactivity Disorder / Abbey J. MCCLEMONT in Journal of Autism and Developmental Disorders, 51-5 (May 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-5 (May 2021) . - p.1781-1788 Titre : Brief Report: Predictors of School Refusal Due to Bullying in Children with Autism Spectrum Disorder and Attention-Deficit/Hyperactivity Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Abbey J. MCCLEMONT, Auteur ; Hannah E. MORTON, Auteur ; Jennifer M. GILLIS, Auteur ; Raymond G. ROMANCZYK, Auteur Article en page(s) : p.1781-1788 Langues : Anglais (eng) Mots-clés : Attention-Deficit/Hyperactivity Disorder  Autism Spectrum Disorder  Bullying  School refusal  Victimization Index. décimale : PER Périodiques Résumé : Children with Autism Spectrum Disorder (ASD) or Attention-Deficit/Hyperactivity Disorder (ADHD) are at increased risk for bullying victimization. School refusal is a 'red flag' for identification of bullying in children with ASD and/or ADHD. This study examined the impact of diagnoses, demographics, and school variables on school refusal due to bullying. Participants were 97 parents of 154 children with ASD, ADHD, ASD?+?ADHD, other diagnoses, or no diagnosis. Children with ASD?+?ADHD were most likely to refuse school due to bullying. Classroom aides and behavior problems were protective and risk factors, respectively. In the final regression model, child diagnosis no longer predicted school refusal. School refusal and problem behavior warrant consideration as a marker of distress for victimized children. En ligne : http://dx.doi.org/10.1007/s10803-020-04640-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 [article] Brief Report: Predictors of School Refusal Due to Bullying in Children with Autism Spectrum Disorder and Attention-Deficit/Hyperactivity Disorder [Texte imprimé et/ou numérique] / Abbey J. MCCLEMONT, Auteur ; Hannah E. MORTON, Auteur ; Jennifer M. GILLIS, Auteur ; Raymond G. ROMANCZYK, Auteur . - p.1781-1788. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-5 (May 2021) . - p.1781-1788 Mots-clés : Attention-Deficit/Hyperactivity Disorder  Autism Spectrum Disorder  Bullying  School refusal  Victimization Index. décimale : PER Périodiques Résumé : Children with Autism Spectrum Disorder (ASD) or Attention-Deficit/Hyperactivity Disorder (ADHD) are at increased risk for bullying victimization. School refusal is a 'red flag' for identification of bullying in children with ASD and/or ADHD. This study examined the impact of diagnoses, demographics, and school variables on school refusal due to bullying. Participants were 97 parents of 154 children with ASD, ADHD, ASD?+?ADHD, other diagnoses, or no diagnosis. Children with ASD?+?ADHD were most likely to refuse school due to bullying. Classroom aides and behavior problems were protective and risk factors, respectively. In the final regression model, child diagnosis no longer predicted school refusal. School refusal and problem behavior warrant consideration as a marker of distress for victimized children. En ligne : http://dx.doi.org/10.1007/s10803-020-04640-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445

The Importance of Professional Discourse for the Continual Advancement of Practice Standards: The RBT® as a Case in Point / Justin B. LEAF in Journal of Autism and Developmental Disorders, 51-5 (May 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-5 (May 2021) . - p.1789-1801 Titre : The Importance of Professional Discourse for the Continual Advancement of Practice Standards: The RBT® as a Case in Point Type de document : Texte imprimé et/ou numérique Auteurs : Justin B. LEAF, Auteur ; Ronald LEAF, Auteur ; John MCEACHIN, Auteur ; Andy BONDY, Auteur ; Joseph H. CIHON, Auteur ; Ronnie DETRICH, Auteur ; John ESHLEMAN, Auteur ; Julia L. FERGUSON, Auteur ; Richard M FOXX, Auteur ; B. J. FREEMAN, Auteur ; Peter GERHARDT, Auteur ; Sigrid S. GLENN, Auteur ; Megan MILLER, Auteur ; Christine M. MILNE, Auteur ; Toby MOUNTJOY, Auteur ; Tracee PARKER, Auteur ; Joshua PRITCHARD, Auteur ; Robert K. ROSS, Auteur ; Melissa S. SAUNDERS, Auteur ; Todd STREFF, Auteur Article en page(s) : p.1789-1801 Langues : Anglais (eng) Mots-clés : Applied behavior analysis  Autism  Behavior Analysis Certification Board®  Registered Behavior Technician™  the RBT as a certification we wanted to declare that some might view it as a  conflict of interest. It should be noted that the JM, JHC, JLF, BJF, CMM, TM, JP,  and RKR author have either developed or are a part of the Progressive Behavior  Analyst Autism Council which has a certification entitled the Certified Progressive  Behavior Analyst-Autism Professional. Also, Autism Partnerhsip Foundation provides  an online RBT training free of charge, which JBL, RL, JM, JHC, JLF, CMM, TM and  TP have helped develop. Index. décimale : PER Périodiques Résumé : The Behavior Analyst Certification Board (BACB®) created a third level of certification, the Registered Behavior Technician™ (RBT®) in 2014. The RBT® was created based upon the requests of stakeholders who wanted to credential those individuals who make direct contact with clients under the supervision of a Board Certified Behavior Analyst®. There has been tremendous growth in the number of RBTs® with over 60,000 individuals certified to date. The BACB® recently sent out a newsletter outlining changes to the RBT® certification, including the processes of training, supervising, and becoming an RBT®. These changes represent a number of potential concerns. The purpose of this paper is to highlight these concerns and to propose solutions to improve the RBT® certification. En ligne : http://dx.doi.org/10.1007/s10803-020-04631-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 [article] The Importance of Professional Discourse for the Continual Advancement of Practice Standards: The RBT® as a Case in Point [Texte imprimé et/ou numérique] / Justin B. LEAF, Auteur ; Ronald LEAF, Auteur ; John MCEACHIN, Auteur ; Andy BONDY, Auteur ; Joseph H. CIHON, Auteur ; Ronnie DETRICH, Auteur ; John ESHLEMAN, Auteur ; Julia L. FERGUSON, Auteur ; Richard M FOXX, Auteur ; B. J. FREEMAN, Auteur ; Peter GERHARDT, Auteur ; Sigrid S. GLENN, Auteur ; Megan MILLER, Auteur ; Christine M. MILNE, Auteur ; Toby MOUNTJOY, Auteur ; Tracee PARKER, Auteur ; Joshua PRITCHARD, Auteur ; Robert K. ROSS, Auteur ; Melissa S. SAUNDERS, Auteur ; Todd STREFF, Auteur . - p.1789-1801. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-5 (May 2021) . - p.1789-1801 Mots-clés : Applied behavior analysis  Autism  Behavior Analysis Certification Board®  Registered Behavior Technician™  the RBT as a certification we wanted to declare that some might view it as a  conflict of interest. It should be noted that the JM, JHC, JLF, BJF, CMM, TM, JP,  and RKR author have either developed or are a part of the Progressive Behavior  Analyst Autism Council which has a certification entitled the Certified Progressive  Behavior Analyst-Autism Professional. Also, Autism Partnerhsip Foundation provides  an online RBT training free of charge, which JBL, RL, JM, JHC, JLF, CMM, TM and  TP have helped develop. Index. décimale : PER Périodiques Résumé : The Behavior Analyst Certification Board (BACB®) created a third level of certification, the Registered Behavior Technician™ (RBT®) in 2014. The RBT® was created based upon the requests of stakeholders who wanted to credential those individuals who make direct contact with clients under the supervision of a Board Certified Behavior Analyst®. There has been tremendous growth in the number of RBTs® with over 60,000 individuals certified to date. The BACB® recently sent out a newsletter outlining changes to the RBT® certification, including the processes of training, supervising, and becoming an RBT®. These changes represent a number of potential concerns. The purpose of this paper is to highlight these concerns and to propose solutions to improve the RBT® certification. En ligne : http://dx.doi.org/10.1007/s10803-020-04631-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445

Inclusion and Rigor in Qualitative Autism Research: A Response to Van Schalkwyk and Dewinter (2020) / Laura CRANE in Journal of Autism and Developmental Disorders, 51-5 (May 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-5 (May 2021) . - p.1802-1804 Titre : Inclusion and Rigor in Qualitative Autism Research: A Response to Van Schalkwyk and Dewinter (2020) Type de document : Texte imprimé et/ou numérique Auteurs : Laura CRANE, Auteur ; Abby SESTERKA, Auteur ; Jacquiline DEN HOUTING, Auteur Article en page(s) : p.1802-1804 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-020-04634-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 [article] Inclusion and Rigor in Qualitative Autism Research: A Response to Van Schalkwyk and Dewinter (2020) [Texte imprimé et/ou numérique] / Laura CRANE, Auteur ; Abby SESTERKA, Auteur ; Jacquiline DEN HOUTING, Auteur . - p.1802-1804. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-5 (May 2021) . - p.1802-1804 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-020-04634-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445

The Coronavirus Might be Paradoxically Beneficial on the Risk of Autism / Frédéric DUTHEIL in Journal of Autism and Developmental Disorders, 51-5 (May 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-5 (May 2021) . - p.1805-1807 Titre : The Coronavirus Might be Paradoxically Beneficial on the Risk of Autism Type de document : Texte imprimé et/ou numérique Auteurs : Frédéric DUTHEIL, Auteur ; Nicolas BOURDEL, Auteur ; Aurélie COMPTOUR, Auteur Article en page(s) : p.1805-1807 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-020-04621-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 [article] The Coronavirus Might be Paradoxically Beneficial on the Risk of Autism [Texte imprimé et/ou numérique] / Frédéric DUTHEIL, Auteur ; Nicolas BOURDEL, Auteur ; Aurélie COMPTOUR, Auteur . - p.1805-1807. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-5 (May 2021) . - p.1805-1807 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-020-04621-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445

Benefits, Burden, and COVID-19: A Response to Dutheil et al. (2020) / Eric RUBENSTEIN in Journal of Autism and Developmental Disorders, 51-5 (May 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-5 (May 2021) . - p.1808-1809 Titre : Benefits, Burden, and COVID-19: A Response to Dutheil et al. (2020) Type de document : Texte imprimé et/ou numérique Auteurs : Eric RUBENSTEIN, Auteur ; Amy E. KALKBRENNER, Auteur ; Heather E. VOLK, Auteur ; Laura MCGUINN, Auteur Article en page(s) : p.1808-1809 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-020-04762-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 [article] Benefits, Burden, and COVID-19: A Response to Dutheil et al. (2020) [Texte imprimé et/ou numérique] / Eric RUBENSTEIN, Auteur ; Amy E. KALKBRENNER, Auteur ; Heather E. VOLK, Auteur ; Laura MCGUINN, Auteur . - p.1808-1809. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-5 (May 2021) . - p.1808-1809 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-020-04762-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445