Dépouillements

Audiovisual integration and the P2 component in adult Asperger’s syndrome: An ERP-study / Anna BORGOLTE in Research in Autism Spectrum Disorders, 84 (June 2021)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 84 (June 2021) . - 101787 Titre : Audiovisual integration and the P2 component in adult Asperger’s syndrome: An ERP-study Type de document : Texte imprimé et/ou numérique Auteurs : Anna BORGOLTE, Auteur ; Mandy ROY, Auteur ; Christopher SINKE, Auteur ; Stefan BLEICH, Auteur ; Thomas F. MÜNTE, Auteur ; Gregor R. SZYCIK, Auteur Article en page(s) : 101787 Langues : Anglais (eng) Mots-clés : Asperger’s syndrome  Autism  Audiovisual integration  Double flash illusion  EEG  P2 Index. décimale : PER Périodiques Résumé : Background A widened temporal window of integration (TWI) in audiovisual processing has been detected for children with autism spectrum disorder. However, research indicates a narrowing of this TWI and an associated change in audiovisual integration in the course of development. Methods To further elucidate audiovisual integration processes in adulthood, we compared adult participants with Asperger’s Syndrome (AS) to healthy controls (HC) by using the sound-induced double flash illusion. For a better understanding of underlying neural mechanisms, event-related potentials were measured via electroencephalography (EEG). Results The number of reported sound-induced flash illusions indicated audiovisual integration. A similar TWI size for both, participants with AS and HC, was found. Additionally, enhanced P2 amplitudes were detected for participants with AS compared to HC. Conclusion Results indicate an involvement of attentional processes in audiovisual perception in participants with AS. En ligne : https://doi.org/10.1016/j.rasd.2021.101787 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=446 [article] Audiovisual integration and the P2 component in adult Asperger’s syndrome: An ERP-study [Texte imprimé et/ou numérique] / Anna BORGOLTE, Auteur ; Mandy ROY, Auteur ; Christopher SINKE, Auteur ; Stefan BLEICH, Auteur ; Thomas F. MÜNTE, Auteur ; Gregor R. SZYCIK, Auteur . - 101787. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 84 (June 2021) . - 101787 Mots-clés : Asperger’s syndrome  Autism  Audiovisual integration  Double flash illusion  EEG  P2 Index. décimale : PER Périodiques Résumé : Background A widened temporal window of integration (TWI) in audiovisual processing has been detected for children with autism spectrum disorder. However, research indicates a narrowing of this TWI and an associated change in audiovisual integration in the course of development. Methods To further elucidate audiovisual integration processes in adulthood, we compared adult participants with Asperger’s Syndrome (AS) to healthy controls (HC) by using the sound-induced double flash illusion. For a better understanding of underlying neural mechanisms, event-related potentials were measured via electroencephalography (EEG). Results The number of reported sound-induced flash illusions indicated audiovisual integration. A similar TWI size for both, participants with AS and HC, was found. Additionally, enhanced P2 amplitudes were detected for participants with AS compared to HC. Conclusion Results indicate an involvement of attentional processes in audiovisual perception in participants with AS. En ligne : https://doi.org/10.1016/j.rasd.2021.101787 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=446

Autism spectrum disorder and vitamin D status: A cross-sectional study of children in a developing country in Southeast Asia / Subhashini JAYANATH in Research in Autism Spectrum Disorders, 84 (June 2021)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 84 (June 2021) . - 101786 Titre : Autism spectrum disorder and vitamin D status: A cross-sectional study of children in a developing country in Southeast Asia Type de document : Texte imprimé et/ou numérique Auteurs : Subhashini JAYANATH, Auteur ; Choong Yi FONG, Auteur ; Rajini SARVANANTHAN, Auteur Article en page(s) : 101786 Langues : Anglais (eng) Mots-clés : Autism  Vitamin D  Children  Childhood Autism Rating Scale  Aberrant Behaviour Checklist Index. décimale : PER Périodiques Résumé : Background Determine the prevalence and risk factors of vitamin D deficiency (<35?nmol/L) in children with autism spectrum disorder (ASD); and explore the association between vitamin D deficiency with ASD severity and behavioural symptoms. Method Cross-sectional study of children with ASD at a tertiary hospital. Children with vitamin D deficiency (<35.0?nmol/L) were treated (1200IU cholecalciferol, daily for 3 months). ASD severity was determined via the Childhood Autism Rating Scale, 2nd Edition (CARS-2); and behavioural symptoms via the Aberrant Behaviour Checklist, 2nd Edition (ABC-2). Scores were compared between the vitamin D deficient and non-deficient groups. Results There were 103 participants (85.4 % male). Mean age: 6.2 years (SD?=?2.4), 19 % were vitamin D deficient and 42 % were insufficient. Mean vitamin D concentration was 45.8?nmol/L (SD?=?13.5). Female gender was significantly associated with vitamin D deficiency (OR 5.05, 95 % CI: 1.56, 16.31, p?=?0.007). Post-vitamin D treatment, there was a significant reduction in CARS-2 scores (p? En ligne : https://doi.org/10.1016/j.rasd.2021.101786 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=446 [article] Autism spectrum disorder and vitamin D status: A cross-sectional study of children in a developing country in Southeast Asia [Texte imprimé et/ou numérique] / Subhashini JAYANATH, Auteur ; Choong Yi FONG, Auteur ; Rajini SARVANANTHAN, Auteur . - 101786. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 84 (June 2021) . - 101786 Mots-clés : Autism  Vitamin D  Children  Childhood Autism Rating Scale  Aberrant Behaviour Checklist Index. décimale : PER Périodiques Résumé : Background Determine the prevalence and risk factors of vitamin D deficiency (<35?nmol/L) in children with autism spectrum disorder (ASD); and explore the association between vitamin D deficiency with ASD severity and behavioural symptoms. Method Cross-sectional study of children with ASD at a tertiary hospital. Children with vitamin D deficiency (<35.0?nmol/L) were treated (1200IU cholecalciferol, daily for 3 months). ASD severity was determined via the Childhood Autism Rating Scale, 2nd Edition (CARS-2); and behavioural symptoms via the Aberrant Behaviour Checklist, 2nd Edition (ABC-2). Scores were compared between the vitamin D deficient and non-deficient groups. Results There were 103 participants (85.4 % male). Mean age: 6.2 years (SD?=?2.4), 19 % were vitamin D deficient and 42 % were insufficient. Mean vitamin D concentration was 45.8?nmol/L (SD?=?13.5). Female gender was significantly associated with vitamin D deficiency (OR 5.05, 95 % CI: 1.56, 16.31, p?=?0.007). Post-vitamin D treatment, there was a significant reduction in CARS-2 scores (p? En ligne : https://doi.org/10.1016/j.rasd.2021.101786 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=446

Enhancing social interactions for youth with autism spectrum disorder through training programs for typically developing peers: A systematic review / Allison M. BIRNSCHEIN in Research in Autism Spectrum Disorders, 84 (June 2021)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 84 (June 2021) . - 101784 Titre : Enhancing social interactions for youth with autism spectrum disorder through training programs for typically developing peers: A systematic review Type de document : Texte imprimé et/ou numérique Auteurs : Allison M. BIRNSCHEIN, Auteur ; Courtney A. PAISLEY, Auteur ; Theodore S. TOMENY, Auteur Article en page(s) : 101784 Langues : Anglais (eng) Mots-clés : Anti-stigma training  Autism spectrum disorder  Peers  Social interaction Index. décimale : PER Périodiques Résumé : Background Individuals diagnosed with autism spectrum disorder (ASD) characteristically demonstrate deficits in social communication, making it challenging for children and adolescents with ASD to form and maintain friendships. Widely implemented social skills interventions aim to ameliorate these deficits through explicit instruction. Despite reported gains in social competency, many children with ASD may not successfully generalize learned social skills to interactions outside the interventions. One barrier to generalization may be stigma from typically developing (TD) peers. Specifically, TD peers who could serve as social partners for individuals with ASD often perceive the social behavior of children with ASD as atypical and demonstrate negative attitudes toward and a preference for social distance from these individuals. Method This systematic review aimed to identify the techniques employed by, and the impact of, TD peer intervention programs providing TD school-age children and adolescents with information about ASD and those training peers to be peer social models on peer perceptions of ASD. This search was conducted using three databases (i.e., PsychINFO, PubMed, Web of Science) and found 14 articles meeting inclusion criteria. Results Results demonstrate that peer training programs employ multiple methods including didactic trainings, group discussions, activities, opportunities for video or in-person exposure to individuals with ASD, and opportunities to implement learned strategies with peers to disseminate varying levels and types of information (e.g., descriptive, explanatory, directive) about ASD to participants. Conclusions Overall, results of such TD peer training programs demonstrate significant reductions in peer stigma and improvements in peer mediating abilities post-intervention. En ligne : https://doi.org/10.1016/j.rasd.2021.101784 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=446 [article] Enhancing social interactions for youth with autism spectrum disorder through training programs for typically developing peers: A systematic review [Texte imprimé et/ou numérique] / Allison M. BIRNSCHEIN, Auteur ; Courtney A. PAISLEY, Auteur ; Theodore S. TOMENY, Auteur . - 101784. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 84 (June 2021) . - 101784 Mots-clés : Anti-stigma training  Autism spectrum disorder  Peers  Social interaction Index. décimale : PER Périodiques Résumé : Background Individuals diagnosed with autism spectrum disorder (ASD) characteristically demonstrate deficits in social communication, making it challenging for children and adolescents with ASD to form and maintain friendships. Widely implemented social skills interventions aim to ameliorate these deficits through explicit instruction. Despite reported gains in social competency, many children with ASD may not successfully generalize learned social skills to interactions outside the interventions. One barrier to generalization may be stigma from typically developing (TD) peers. Specifically, TD peers who could serve as social partners for individuals with ASD often perceive the social behavior of children with ASD as atypical and demonstrate negative attitudes toward and a preference for social distance from these individuals. Method This systematic review aimed to identify the techniques employed by, and the impact of, TD peer intervention programs providing TD school-age children and adolescents with information about ASD and those training peers to be peer social models on peer perceptions of ASD. This search was conducted using three databases (i.e., PsychINFO, PubMed, Web of Science) and found 14 articles meeting inclusion criteria. Results Results demonstrate that peer training programs employ multiple methods including didactic trainings, group discussions, activities, opportunities for video or in-person exposure to individuals with ASD, and opportunities to implement learned strategies with peers to disseminate varying levels and types of information (e.g., descriptive, explanatory, directive) about ASD to participants. Conclusions Overall, results of such TD peer training programs demonstrate significant reductions in peer stigma and improvements in peer mediating abilities post-intervention. En ligne : https://doi.org/10.1016/j.rasd.2021.101784 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=446

The perspectives of students with Autism Spectrum Disorder on the transition from primary to secondary school: A systematic literature review / Karen STACK in Research in Autism Spectrum Disorders, 84 (June 2021)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 84 (June 2021) . - 101782 Titre : The perspectives of students with Autism Spectrum Disorder on the transition from primary to secondary school: A systematic literature review Type de document : Texte imprimé et/ou numérique Auteurs : Karen STACK, Auteur ; Jennifer E. SYMONDS, Auteur ; William KINSELLA, Auteur Article en page(s) : 101782 Langues : Anglais (eng) Mots-clés : Autism  ASD  Autism Spectrum Disorder  School transition  School transfer Index. décimale : PER Périodiques Résumé : Background The transition from primary to secondary school is a period of intense sociocultural and environmental change, which can present specific challenges for children with Autism Spectrum Disorder (ASD). Children’s perspectives are often lacking in research on ASD, and this is also the case for research on children with ASD at the primary to secondary school transition. Method This systematic literature review serves an important purpose by comprehensively identifying and synthesising the empirical research on the first-hand accounts of children with ASD in relation to their transition from primary to secondary school. Results Across the results of nine studies that met inclusion criteria, four core themes emerged: relationships, feelings and expectations regarding transition, facilitators and barriers of a successful transition, and heterogeneity of needs relating to ASD. Conclusion The results emphasise the importance of reducing the concerns of children with ASD through transition planning as well as the adoption of a less negative narrative around the primary-secondary transition. Similar to their typically developing peers, children with ASD can have a positive experience of the primary-secondary transition. En ligne : https://doi.org/10.1016/j.rasd.2021.101782 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=446 [article] The perspectives of students with Autism Spectrum Disorder on the transition from primary to secondary school: A systematic literature review [Texte imprimé et/ou numérique] / Karen STACK, Auteur ; Jennifer E. SYMONDS, Auteur ; William KINSELLA, Auteur . - 101782. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 84 (June 2021) . - 101782 Mots-clés : Autism  ASD  Autism Spectrum Disorder  School transition  School transfer Index. décimale : PER Périodiques Résumé : Background The transition from primary to secondary school is a period of intense sociocultural and environmental change, which can present specific challenges for children with Autism Spectrum Disorder (ASD). Children’s perspectives are often lacking in research on ASD, and this is also the case for research on children with ASD at the primary to secondary school transition. Method This systematic literature review serves an important purpose by comprehensively identifying and synthesising the empirical research on the first-hand accounts of children with ASD in relation to their transition from primary to secondary school. Results Across the results of nine studies that met inclusion criteria, four core themes emerged: relationships, feelings and expectations regarding transition, facilitators and barriers of a successful transition, and heterogeneity of needs relating to ASD. Conclusion The results emphasise the importance of reducing the concerns of children with ASD through transition planning as well as the adoption of a less negative narrative around the primary-secondary transition. Similar to their typically developing peers, children with ASD can have a positive experience of the primary-secondary transition. En ligne : https://doi.org/10.1016/j.rasd.2021.101782 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=446

Awareness and risk factors of autism spectrum disorder in an Egyptian population / Nagwa ABDEL MEGUID in Research in Autism Spectrum Disorders, 84 (June 2021)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 84 (June 2021) . - 101781 Titre : Awareness and risk factors of autism spectrum disorder in an Egyptian population Type de document : Texte imprimé et/ou numérique Auteurs : Nagwa ABDEL MEGUID, Auteur ; Neveen Hassan NASHAAT, Auteur ; Amal ELSAEID, Auteur ; Massimiliano PEANA, Auteur ; Ahmed ELNAHRY, Auteur ; Geir BJØRKLUND, Auteur Article en page(s) : 101781 Langues : Anglais (eng) Mots-clés : Autism  Awareness  Referral situations  Risk factors Index. décimale : PER Périodiques Résumé : Background The aim of the present study was to determine the type and percentage of referral situations, risk factors, associated syndromes, and parental awareness of autism spectrum disorder (ASD) children who visited the Medical Research Centre of Excellence, National Research Centre in Cairo, specialized in ASD diagnosis and management. Methods The study included 530 children who were diagnosed with ASD. For those, full medical history, clinical examination, severity evaluation, and testing the language and cognitive development were performed. The process of diagnosis and assessment of parents’ awareness and knowledge about ASD was investigated using questionnaires. Results The clinic was mainly visited by self-referral. About half of the participants (51.4 %) had previously visited other doctors (1–5 physicians) who were mostly pediatricians. The parents’ awareness was mostly limited to the term “autism”, but not the nature of ASD. Caesarean section was the most common risk factor (57.4 %), followed by jaundice (30.1 %). The most common presenting symptoms were language (81.5 %) and social (60.4 %) deficits. ASD severity was found to be high in association with attention deficit hyperactivity disorder (ADHD) and electroencephalogram (EEG) changes (p = 0.001). Conclusion The risk factors and associated syndromes in the Egyptian population studied were similar to those reported in previous studies performed in other populations, but their percentage was different. Perinatal problems were the most common risk factors, which may relate to the influence of gene-environmental interaction on the factors which could play a role in developing ASD or increasing its severity. The process of ASD diagnosis was commonly delayed among the participants. Increasing awareness and knowledge among health care professionals and parents is urgently needed to facilitate early diagnosis and intervention services, which will lead to improvement of the developmental outcomes for ASD children. The associated syndromes could be the driving force to seek medical advice and could influence the ASD severity. En ligne : https://doi.org/10.1016/j.rasd.2021.101781 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=446 [article] Awareness and risk factors of autism spectrum disorder in an Egyptian population [Texte imprimé et/ou numérique] / Nagwa ABDEL MEGUID, Auteur ; Neveen Hassan NASHAAT, Auteur ; Amal ELSAEID, Auteur ; Massimiliano PEANA, Auteur ; Ahmed ELNAHRY, Auteur ; Geir BJØRKLUND, Auteur . - 101781. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 84 (June 2021) . - 101781 Mots-clés : Autism  Awareness  Referral situations  Risk factors Index. décimale : PER Périodiques Résumé : Background The aim of the present study was to determine the type and percentage of referral situations, risk factors, associated syndromes, and parental awareness of autism spectrum disorder (ASD) children who visited the Medical Research Centre of Excellence, National Research Centre in Cairo, specialized in ASD diagnosis and management. Methods The study included 530 children who were diagnosed with ASD. For those, full medical history, clinical examination, severity evaluation, and testing the language and cognitive development were performed. The process of diagnosis and assessment of parents’ awareness and knowledge about ASD was investigated using questionnaires. Results The clinic was mainly visited by self-referral. About half of the participants (51.4 %) had previously visited other doctors (1–5 physicians) who were mostly pediatricians. The parents’ awareness was mostly limited to the term “autism”, but not the nature of ASD. Caesarean section was the most common risk factor (57.4 %), followed by jaundice (30.1 %). The most common presenting symptoms were language (81.5 %) and social (60.4 %) deficits. ASD severity was found to be high in association with attention deficit hyperactivity disorder (ADHD) and electroencephalogram (EEG) changes (p = 0.001). Conclusion The risk factors and associated syndromes in the Egyptian population studied were similar to those reported in previous studies performed in other populations, but their percentage was different. Perinatal problems were the most common risk factors, which may relate to the influence of gene-environmental interaction on the factors which could play a role in developing ASD or increasing its severity. The process of ASD diagnosis was commonly delayed among the participants. Increasing awareness and knowledge among health care professionals and parents is urgently needed to facilitate early diagnosis and intervention services, which will lead to improvement of the developmental outcomes for ASD children. The associated syndromes could be the driving force to seek medical advice and could influence the ASD severity. En ligne : https://doi.org/10.1016/j.rasd.2021.101781 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=446

Investigating attention in young adults with autism spectrum disorder (ASD) using change blindness and eye tracking / Michal HOCHHAUSER in Research in Autism Spectrum Disorders, 84 (June 2021)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 84 (June 2021) . - 101771 Titre : Investigating attention in young adults with autism spectrum disorder (ASD) using change blindness and eye tracking Type de document : Texte imprimé et/ou numérique Auteurs : Michal HOCHHAUSER, Auteur ; Adi ARAN, Auteur ; Ouriel GRYNSZPAN, Auteur Article en page(s) : 101771 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Change blindness  Eye tracking  Social interaction  Young adults Index. décimale : PER Périodiques Résumé : Background Social interaction at its core entails allocating attention to relevant stimuli. As such, the perception of change requires attention, but studies have suggested that the social impairment in people with autism spectrum disorder (ASD) occurs at the attentual level of "on-line" social cognition. Method Forty-four young adults—22 with autism spectrum disorder (ASD) and 22 with typical development (TD)—participated in two experiments. The first used a change blindness (CB) paradigm where attention was investigated through the detection of changed items with central and marginal levels of interest when viewing images of everyday scenarios. Eye-tracking was used to compare response times, first fixations and total fixation time on changes. The second used social films with eye tracking of gaze fixations. Results Participants with ASD were slower in response time and first fixation than were participants with TD. Participants with TD showed longer fixation on items with marginal (compared to central) levels of interest. The social-film experiment showed that participants with ASD were slower to orient their gazes towards the characters’ faces and looked at speaking characters for less time than did the group with TD. This result correlates with less use of mental verbs in their narratives and less time spent looking at marginal items in the CB experiment. Conclusions Results suggest reduced processing speed in young adults with ASD, which is associated with enhanced processing of local details. Clinically, these results imply that teaching strategies (e.g., cognitive cues) to process social context efficiently could benefit individuals with ASD. En ligne : https://doi.org/10.1016/j.rasd.2021.101771 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=446 [article] Investigating attention in young adults with autism spectrum disorder (ASD) using change blindness and eye tracking [Texte imprimé et/ou numérique] / Michal HOCHHAUSER, Auteur ; Adi ARAN, Auteur ; Ouriel GRYNSZPAN, Auteur . - 101771. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 84 (June 2021) . - 101771 Mots-clés : Autism spectrum disorder  Change blindness  Eye tracking  Social interaction  Young adults Index. décimale : PER Périodiques Résumé : Background Social interaction at its core entails allocating attention to relevant stimuli. As such, the perception of change requires attention, but studies have suggested that the social impairment in people with autism spectrum disorder (ASD) occurs at the attentual level of "on-line" social cognition. Method Forty-four young adults—22 with autism spectrum disorder (ASD) and 22 with typical development (TD)—participated in two experiments. The first used a change blindness (CB) paradigm where attention was investigated through the detection of changed items with central and marginal levels of interest when viewing images of everyday scenarios. Eye-tracking was used to compare response times, first fixations and total fixation time on changes. The second used social films with eye tracking of gaze fixations. Results Participants with ASD were slower in response time and first fixation than were participants with TD. Participants with TD showed longer fixation on items with marginal (compared to central) levels of interest. The social-film experiment showed that participants with ASD were slower to orient their gazes towards the characters’ faces and looked at speaking characters for less time than did the group with TD. This result correlates with less use of mental verbs in their narratives and less time spent looking at marginal items in the CB experiment. Conclusions Results suggest reduced processing speed in young adults with ASD, which is associated with enhanced processing of local details. Clinically, these results imply that teaching strategies (e.g., cognitive cues) to process social context efficiently could benefit individuals with ASD. En ligne : https://doi.org/10.1016/j.rasd.2021.101771 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=446

Understanding perceptions underlying the self-reported stress among parents of adolescents with autism spectrum disorder: Considerations for supporting families / Natalie S. RAFF in Research in Autism Spectrum Disorders, 84 (June 2021)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 84 (June 2021) . - 101770 Titre : Understanding perceptions underlying the self-reported stress among parents of adolescents with autism spectrum disorder: Considerations for supporting families Type de document : Texte imprimé et/ou numérique Auteurs : Natalie S. RAFF, Auteur ; Sarah S. MIRE, Auteur ; Leslie FRANKEL, Auteur ; Samuel D. MCQUILLIN, Auteur ; Katherine LOVELAND, Auteur ; Andrew DAIRE, Auteur ; Stacey GREBE, Auteur ; Georgina ROSENBROCK, Auteur Article en page(s) : 101770 Langues : Anglais (eng) Mots-clés : Adolescents  Autism spectrum disorder  Family support  IPQ-R-ASD  Parenting stress Index. décimale : PER Périodiques Résumé : Background Parents raising adolescents with autism spectrum disorder (ASD) often report higher stress than other parents. The influence of parents’ internal, or cognitive, experiences (i.e., their own perceptions) on this elevated stress has yet to be explored. Addressing this gap may reveal opportunities for enhancing support for families by elucidating malleable targets for reducing parents’ self-reported stress and/or informing family-focused intervention. The Double ABCX Model of Family Adaptation is a framework for understanding how perceptions, social support, and personal resources (i.e., coping) may affect stress. Methods We examined parents’ perceptions about ASD, perceived support, and coping among 214 parents of adolescents with ASD. Regression analyses were used to explore whether these factors were associated with parenting stress among those raising adolescents with ASD. Moderation effects of positive coping on the relationship between parent perceptions and parenting stress were also explored. Results Parent perceptions about within family support, the extent of ASD symptom predictability, and treatment being able to ‘control’ ASD were related to parenting stress. However, positive coping did not moderate the relationship between these perceptions and parenting stress. Conclusions Study findings emphasize significant associations between specific parental perceptions and the self-reported stress among families of adolescents with ASD. Particularly important to parenting stress were how much parents’ perceived adequate support within the family, that treatment was useful for controlling their adolescent’s ASD, and that their adolescent’s symptoms were predictable. These findings suggest that the way parents think about their adolescents’ ASD and the adequacy of the support within their own families are associated with parenting stress, and therefore may serve as treatment targets for positively affecting whole family outcomes, as well as foundations for additional research. En ligne : https://doi.org/10.1016/j.rasd.2021.101770 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=446 [article] Understanding perceptions underlying the self-reported stress among parents of adolescents with autism spectrum disorder: Considerations for supporting families [Texte imprimé et/ou numérique] / Natalie S. RAFF, Auteur ; Sarah S. MIRE, Auteur ; Leslie FRANKEL, Auteur ; Samuel D. MCQUILLIN, Auteur ; Katherine LOVELAND, Auteur ; Andrew DAIRE, Auteur ; Stacey GREBE, Auteur ; Georgina ROSENBROCK, Auteur . - 101770. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 84 (June 2021) . - 101770 Mots-clés : Adolescents  Autism spectrum disorder  Family support  IPQ-R-ASD  Parenting stress Index. décimale : PER Périodiques Résumé : Background Parents raising adolescents with autism spectrum disorder (ASD) often report higher stress than other parents. The influence of parents’ internal, or cognitive, experiences (i.e., their own perceptions) on this elevated stress has yet to be explored. Addressing this gap may reveal opportunities for enhancing support for families by elucidating malleable targets for reducing parents’ self-reported stress and/or informing family-focused intervention. The Double ABCX Model of Family Adaptation is a framework for understanding how perceptions, social support, and personal resources (i.e., coping) may affect stress. Methods We examined parents’ perceptions about ASD, perceived support, and coping among 214 parents of adolescents with ASD. Regression analyses were used to explore whether these factors were associated with parenting stress among those raising adolescents with ASD. Moderation effects of positive coping on the relationship between parent perceptions and parenting stress were also explored. Results Parent perceptions about within family support, the extent of ASD symptom predictability, and treatment being able to ‘control’ ASD were related to parenting stress. However, positive coping did not moderate the relationship between these perceptions and parenting stress. Conclusions Study findings emphasize significant associations between specific parental perceptions and the self-reported stress among families of adolescents with ASD. Particularly important to parenting stress were how much parents’ perceived adequate support within the family, that treatment was useful for controlling their adolescent’s ASD, and that their adolescent’s symptoms were predictable. These findings suggest that the way parents think about their adolescents’ ASD and the adequacy of the support within their own families are associated with parenting stress, and therefore may serve as treatment targets for positively affecting whole family outcomes, as well as foundations for additional research. En ligne : https://doi.org/10.1016/j.rasd.2021.101770 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=446

A systematic review of firsthand experiences and supports for students with autism spectrum disorder in higher education / Mariya T. DAVIS in Research in Autism Spectrum Disorders, 84 (June 2021)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 84 (June 2021) . - 101769 Titre : A systematic review of firsthand experiences and supports for students with autism spectrum disorder in higher education Type de document : Texte imprimé et/ou numérique Auteurs : Mariya T. DAVIS, Auteur ; Gavin W. WATTS, Auteur ; Eric J. LOPEZ, Auteur Article en page(s) : 101769 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  ASD  College  Higher education  Experiences  Supports Index. décimale : PER Périodiques Résumé : Background As students with autism spectrum disorder (ASD) are increasingly enrolling at institutions of higher education, their new experiences and offered supports impact their success in this realm. The current review extends previous syntheses of literature related to support systems for students with ASD in higher education, as well as their first-hand experiences. Method This review systematically considered experiences of students with ASD in higher education and supports offered to them in both academic and non-academic realms as reported by students themselves. Of the 2,354 screened studies, 24 met inclusion criteria for review. Results Students with ASD experience high rates of mental health issues, sensory challenges, and social, academic, and communication difficulties. Academic supports, which were infrequently reported, include tutoring, accommodations, and coursework modifications. Non-academic supports included social skills training, peer-mediated interventions, counseling, and other university disability services. Although available, these supports may not be fully utilized due to students’ nondisclosure of their ASD diagnosis. Conclusions Non-academic supports for students with ASD are increasing along with this population’s enrollment in higher education, yet the development of academic supports appears to be less prevalent. These findings suggest institutions of higher education focus on the development and accessibility of academic supports, and additionally, provide faculty and staff with effective professional development to address the stigmatization of seeking out and utilizing available support systems. En ligne : https://doi.org/10.1016/j.rasd.2021.101769 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=446 [article] A systematic review of firsthand experiences and supports for students with autism spectrum disorder in higher education [Texte imprimé et/ou numérique] / Mariya T. DAVIS, Auteur ; Gavin W. WATTS, Auteur ; Eric J. LOPEZ, Auteur . - 101769. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 84 (June 2021) . - 101769 Mots-clés : Autism spectrum disorder  ASD  College  Higher education  Experiences  Supports Index. décimale : PER Périodiques Résumé : Background As students with autism spectrum disorder (ASD) are increasingly enrolling at institutions of higher education, their new experiences and offered supports impact their success in this realm. The current review extends previous syntheses of literature related to support systems for students with ASD in higher education, as well as their first-hand experiences. Method This review systematically considered experiences of students with ASD in higher education and supports offered to them in both academic and non-academic realms as reported by students themselves. Of the 2,354 screened studies, 24 met inclusion criteria for review. Results Students with ASD experience high rates of mental health issues, sensory challenges, and social, academic, and communication difficulties. Academic supports, which were infrequently reported, include tutoring, accommodations, and coursework modifications. Non-academic supports included social skills training, peer-mediated interventions, counseling, and other university disability services. Although available, these supports may not be fully utilized due to students’ nondisclosure of their ASD diagnosis. Conclusions Non-academic supports for students with ASD are increasing along with this population’s enrollment in higher education, yet the development of academic supports appears to be less prevalent. These findings suggest institutions of higher education focus on the development and accessibility of academic supports, and additionally, provide faculty and staff with effective professional development to address the stigmatization of seeking out and utilizing available support systems. En ligne : https://doi.org/10.1016/j.rasd.2021.101769 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=446

Body weight status and dietary intake of Malaysian children with Autism Spectrum Disorder / Shiang Yen EOW in Research in Autism Spectrum Disorders, 84 (June 2021)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 84 (June 2021) . - 101768 Titre : Body weight status and dietary intake of Malaysian children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Shiang Yen EOW, Auteur ; Wan Ying GAN, Auteur ; Hamidin AWANG, Auteur Article en page(s) : 101768 Langues : Anglais (eng) Mots-clés : Overweight and obesity  Nutrient intake  Nutritional status  Autism Spectrum Disorder  Children Index. décimale : PER Périodiques Résumé : Children with Autism Spectrum Disorder (ASD) in general, possess selective eating habits and sensory sensitivity that predispose them to the risk of poor nutritional status. Nutritional status of children is important for optimal physical and cognitive development and reduction of the risk of chronic diseases in the future. Given the limited information on the body weight status and nutrient intake of Malaysian children with ASD, this study, therefore, assessed the body weight status and dietary intake of children with ASD in an autism intervention centre in Kuala Lumpur. A total of 224 children with ASD aged 3–7 years (82.6% boys and 17.4% girls) and their mothers participated in this study. Mothers completed a self-administered questionnaire on the sociodemographic background and recorded a 3-day food diary of their children with ASD at home. The researcher measured body weight and height of the children with ASD in the centre. The prevalence rates of underweight, stunting, wasting/thinness, and overweight/obesity were 9.3%, 8.0%, 4.0%, and 21.5%, respectively. Total energy and protein intakes were adequate for most of the children with ASD but calorie from fat was higher than the recommendation. A majority of the children with ASD in this study did not meet the RNI requirements for fibre (99.6%), thiamine (67.4%), vitamin C (50.9%), vitamin D (98.2%), vitamin E (74.6%), vitamin B12 (64.3%), folate (88.8%), calcium (90.2%) and zinc (77.2%). More girls showed inadequate intakes of vitamin C, niacin and vitamin B12 than boys. Children with ASD in this study showed poor body weight status and inadequate intake of several essential nutrients. Nutritional intervention programmes in improving nutrient adequacy and regular anthropometric measurements are recommended to be carried out in order to improve nutritional status of children with ASD. En ligne : https://doi.org/10.1016/j.rasd.2021.101768 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=446 [article] Body weight status and dietary intake of Malaysian children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Shiang Yen EOW, Auteur ; Wan Ying GAN, Auteur ; Hamidin AWANG, Auteur . - 101768. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 84 (June 2021) . - 101768 Mots-clés : Overweight and obesity  Nutrient intake  Nutritional status  Autism Spectrum Disorder  Children Index. décimale : PER Périodiques Résumé : Children with Autism Spectrum Disorder (ASD) in general, possess selective eating habits and sensory sensitivity that predispose them to the risk of poor nutritional status. Nutritional status of children is important for optimal physical and cognitive development and reduction of the risk of chronic diseases in the future. Given the limited information on the body weight status and nutrient intake of Malaysian children with ASD, this study, therefore, assessed the body weight status and dietary intake of children with ASD in an autism intervention centre in Kuala Lumpur. A total of 224 children with ASD aged 3–7 years (82.6% boys and 17.4% girls) and their mothers participated in this study. Mothers completed a self-administered questionnaire on the sociodemographic background and recorded a 3-day food diary of their children with ASD at home. The researcher measured body weight and height of the children with ASD in the centre. The prevalence rates of underweight, stunting, wasting/thinness, and overweight/obesity were 9.3%, 8.0%, 4.0%, and 21.5%, respectively. Total energy and protein intakes were adequate for most of the children with ASD but calorie from fat was higher than the recommendation. A majority of the children with ASD in this study did not meet the RNI requirements for fibre (99.6%), thiamine (67.4%), vitamin C (50.9%), vitamin D (98.2%), vitamin E (74.6%), vitamin B12 (64.3%), folate (88.8%), calcium (90.2%) and zinc (77.2%). More girls showed inadequate intakes of vitamin C, niacin and vitamin B12 than boys. Children with ASD in this study showed poor body weight status and inadequate intake of several essential nutrients. Nutritional intervention programmes in improving nutrient adequacy and regular anthropometric measurements are recommended to be carried out in order to improve nutritional status of children with ASD. En ligne : https://doi.org/10.1016/j.rasd.2021.101768 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=446

Sleep quantity and quality as predictors of behavior and mental health issues for children and adolescents with autism / Kimberly A. SCHRECK in Research in Autism Spectrum Disorders, 84 (June 2021)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 84 (June 2021) . - 101767 Titre : Sleep quantity and quality as predictors of behavior and mental health issues for children and adolescents with autism Type de document : Texte imprimé et/ou numérique Auteurs : Kimberly A. SCHRECK, Auteur Article en page(s) : 101767 Langues : Anglais (eng) Mots-clés : Autism  Sleep problems  Anxiety  Depression  Aggression Index. décimale : PER Périodiques Résumé : Background Research has supported a relationship between sleep problems and day-time behavior and mental health for young children with autism. Fewer studies have investigated these relationships across young children to adolescents. Method This study analyzed data retrieved from a sleep and behavior data base constructed from information obtained from patient charts and psychological assessments at a developmental pediatric clinic. The study evaluated the relationships among sleep quality and quantity (measured by the Behavioral Evaluation of Disorders of Sleep), age, and mental health and behavior problems (measured by the Child Behavior Checklist) for children and adolescents with autism (N = 446) from 16 months to 18 years old. Results Results indicated that despite age, children and adolescents with autism who experienced sleep quantity and quality problems were more likely to experience internalizing (e.g., anxiety/depression), and externalizing (aggression, destructiveness, delinquency) behavior problems. Internalizing and externalizing behavior problems were associated with sleep behavior, such as sensitivity to environmental stimuli, waking during the night, disoriented waking, and fewer hours of sleep (last 24 h for externalizing and total). Conclusions The results of this study replicate and extend previous research on daytime behavior, mental health, and sleep quality and quantity relationships. Indications of sensitivity to the environment to these daytime issues indicates the need for subsequent research delineating the influence of variables within the biopsychosocial model (e.g., sensory hyperarousal) of the inter-relatedness of sleep, daytime behaviors, and mental health for individuals with autism across the lifespan. En ligne : https://doi.org/10.1016/j.rasd.2021.101767 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=446 [article] Sleep quantity and quality as predictors of behavior and mental health issues for children and adolescents with autism [Texte imprimé et/ou numérique] / Kimberly A. SCHRECK, Auteur . - 101767. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 84 (June 2021) . - 101767 Mots-clés : Autism  Sleep problems  Anxiety  Depression  Aggression Index. décimale : PER Périodiques Résumé : Background Research has supported a relationship between sleep problems and day-time behavior and mental health for young children with autism. Fewer studies have investigated these relationships across young children to adolescents. Method This study analyzed data retrieved from a sleep and behavior data base constructed from information obtained from patient charts and psychological assessments at a developmental pediatric clinic. The study evaluated the relationships among sleep quality and quantity (measured by the Behavioral Evaluation of Disorders of Sleep), age, and mental health and behavior problems (measured by the Child Behavior Checklist) for children and adolescents with autism (N = 446) from 16 months to 18 years old. Results Results indicated that despite age, children and adolescents with autism who experienced sleep quantity and quality problems were more likely to experience internalizing (e.g., anxiety/depression), and externalizing (aggression, destructiveness, delinquency) behavior problems. Internalizing and externalizing behavior problems were associated with sleep behavior, such as sensitivity to environmental stimuli, waking during the night, disoriented waking, and fewer hours of sleep (last 24 h for externalizing and total). Conclusions The results of this study replicate and extend previous research on daytime behavior, mental health, and sleep quality and quantity relationships. Indications of sensitivity to the environment to these daytime issues indicates the need for subsequent research delineating the influence of variables within the biopsychosocial model (e.g., sensory hyperarousal) of the inter-relatedness of sleep, daytime behaviors, and mental health for individuals with autism across the lifespan. En ligne : https://doi.org/10.1016/j.rasd.2021.101767 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=446

Brief report: Game day: A novel method of assessing change in social competence in students with autism spectrum disorder (ASD) / Stephen BENT in Research in Autism Spectrum Disorders, 84 (June 2021)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 84 (June 2021) . - 101766 Titre : Brief report: Game day: A novel method of assessing change in social competence in students with autism spectrum disorder (ASD) Type de document : Texte imprimé et/ou numérique Auteurs : Stephen BENT, Auteur ; Michael G. MCDONALD, Auteur ; Yingtong CHEN, Auteur ; Felicia WIDJAJA, Auteur ; Jessica WAHLBERG, Auteur ; Bushra HOSSAIN, Auteur ; Robert L. HENDREN, Auteur Article en page(s) : 101766 Langues : Anglais (eng) Mots-clés : Autism  Social skills  Outcome measure Index. décimale : PER Périodiques Résumé : Background Group social skills programs for autism spectrum disorder (ASD) have been shown to improve social skills knowledge and parent and teacher survey ratings, but have been limited by a lack of directly observed measures of social skills in unstructured settings. Methods The goal of this study was to examine the feasibility of using a novel, directly observed measure (“game day”) to monitor changes in social skills in students with ASD participating in a 16-week, school-based social skills program (Program for the Education and Enrichment of Relational Skills - PEERS). Game day occurred once a month and consisted of the instructor placing a set of board games in the room and then leaving. Videos of the game day sessions were rated by three reviewers (blinded to the video sequence) using a modified version of the Contextual Assessment of Social Skills (CASS). Results Six students (age range 13–22, 5 male) enrolled and completed all PEERS instruction and 5 monthly game day sessions. Reviewers were able to complete ratings for all scale items except frequency of initiations and responses. The remaining nine CASS items were used to generate a summary score for each child; the mean score improved from 38.5 to 43.6 (p = 0.011). Validated surveys also showed statistically significant improvements in social skills knowledge, problem behaviors, and ASD behaviors. Conclusions This study provides initial evidence that a directly observed measure detects changes in social competence in ASD and may provide a broader assessment of social ability. En ligne : https://doi.org/10.1016/j.rasd.2021.101766 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=446 [article] Brief report: Game day: A novel method of assessing change in social competence in students with autism spectrum disorder (ASD) [Texte imprimé et/ou numérique] / Stephen BENT, Auteur ; Michael G. MCDONALD, Auteur ; Yingtong CHEN, Auteur ; Felicia WIDJAJA, Auteur ; Jessica WAHLBERG, Auteur ; Bushra HOSSAIN, Auteur ; Robert L. HENDREN, Auteur . - 101766. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 84 (June 2021) . - 101766 Mots-clés : Autism  Social skills  Outcome measure Index. décimale : PER Périodiques Résumé : Background Group social skills programs for autism spectrum disorder (ASD) have been shown to improve social skills knowledge and parent and teacher survey ratings, but have been limited by a lack of directly observed measures of social skills in unstructured settings. Methods The goal of this study was to examine the feasibility of using a novel, directly observed measure (“game day”) to monitor changes in social skills in students with ASD participating in a 16-week, school-based social skills program (Program for the Education and Enrichment of Relational Skills - PEERS). Game day occurred once a month and consisted of the instructor placing a set of board games in the room and then leaving. Videos of the game day sessions were rated by three reviewers (blinded to the video sequence) using a modified version of the Contextual Assessment of Social Skills (CASS). Results Six students (age range 13–22, 5 male) enrolled and completed all PEERS instruction and 5 monthly game day sessions. Reviewers were able to complete ratings for all scale items except frequency of initiations and responses. The remaining nine CASS items were used to generate a summary score for each child; the mean score improved from 38.5 to 43.6 (p = 0.011). Validated surveys also showed statistically significant improvements in social skills knowledge, problem behaviors, and ASD behaviors. Conclusions This study provides initial evidence that a directly observed measure detects changes in social competence in ASD and may provide a broader assessment of social ability. En ligne : https://doi.org/10.1016/j.rasd.2021.101766 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=446

Co-occurring intellectual disability and autism: Associations with stress, coping, time use, and quality of life in caregivers / Sharmila VAZ in Research in Autism Spectrum Disorders, 84 (June 2021)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 84 (June 2021) . - 101765 Titre : Co-occurring intellectual disability and autism: Associations with stress, coping, time use, and quality of life in caregivers Type de document : Texte imprimé et/ou numérique Auteurs : Sharmila VAZ, Auteur ; Allyson THOMSON, Auteur ; Belinda CUOMO, Auteur ; Torbjörn FALKMER, Auteur ; Angela CHAMBERLAIN, Auteur ; Melissa H. BLACK, Auteur Article en page(s) : 101765 Langues : Anglais (eng) Mots-clés : Autism  Child  Disability  Family  Routine  Intellectual disability Index. décimale : PER Périodiques Résumé : Background Having a child on the autism spectrum (AS) is known to impact caregiver quality of life (QoL), time use, and stress. A co-occurring diagnosis of intellectual disability (ID) is common among children on the autism spectrum, with ID itself impacting caregiver outcomes. Method This study sought to understand how co-occurring ID in children on the autism spectrum may influence caregiver-related outcomes. Secondary analysis of survey data from caregivers of 278 children on the autism spectrum with (n?=?62) and without (n?=?216) co-occurring ID was conducted, exploring impacts on caregiver QoL, stress, coping, and time-use. Results Univariate analysis showed that caregivers of children on the autism spectrum with co-occurring ID reported greater levels of stress due to core symptoms and co-occurring physical conditions, and had different time use patterns then caregivers of children on the autism spectrum without co-occurring ID. Multivariate analysis, however, showed that caregivers of children on the autism spectrum with and without co-occurring ID differed only in the time they spent preparing meals, socialising with friends and accessing in-home respite care. Conclusions The presence of co-occurring ID in children on the autism spectrum had limited impacts on caregiver-related outcomes. Families of children across the entire AS require adequate supports. En ligne : https://doi.org/10.1016/j.rasd.2021.101765 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=446 [article] Co-occurring intellectual disability and autism: Associations with stress, coping, time use, and quality of life in caregivers [Texte imprimé et/ou numérique] / Sharmila VAZ, Auteur ; Allyson THOMSON, Auteur ; Belinda CUOMO, Auteur ; Torbjörn FALKMER, Auteur ; Angela CHAMBERLAIN, Auteur ; Melissa H. BLACK, Auteur . - 101765. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 84 (June 2021) . - 101765 Mots-clés : Autism  Child  Disability  Family  Routine  Intellectual disability Index. décimale : PER Périodiques Résumé : Background Having a child on the autism spectrum (AS) is known to impact caregiver quality of life (QoL), time use, and stress. A co-occurring diagnosis of intellectual disability (ID) is common among children on the autism spectrum, with ID itself impacting caregiver outcomes. Method This study sought to understand how co-occurring ID in children on the autism spectrum may influence caregiver-related outcomes. Secondary analysis of survey data from caregivers of 278 children on the autism spectrum with (n?=?62) and without (n?=?216) co-occurring ID was conducted, exploring impacts on caregiver QoL, stress, coping, and time-use. Results Univariate analysis showed that caregivers of children on the autism spectrum with co-occurring ID reported greater levels of stress due to core symptoms and co-occurring physical conditions, and had different time use patterns then caregivers of children on the autism spectrum without co-occurring ID. Multivariate analysis, however, showed that caregivers of children on the autism spectrum with and without co-occurring ID differed only in the time they spent preparing meals, socialising with friends and accessing in-home respite care. Conclusions The presence of co-occurring ID in children on the autism spectrum had limited impacts on caregiver-related outcomes. Families of children across the entire AS require adequate supports. En ligne : https://doi.org/10.1016/j.rasd.2021.101765 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=446