Daily living skills in adolescents with autism spectrum disorder: Implications for intervention and independence / Elizabeth BAKER in Research in Autism Spectrum Disorders, 83 (May 2021)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 83 (May 2021) . - 101761 Titre : Daily living skills in adolescents with autism spectrum disorder: Implications for intervention and independence Type de document : Texte imprimé et/ou numérique Auteurs : Elizabeth BAKER, Auteur ; Katherine K. M. STAVROPOULOS, Auteur ; Bruce L. BAKER, Auteur ; Jan BLACHER, Auteur Article en page(s) : 101761 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Adaptive behavior  Daily living skills  Externalizing behavior problems Index. décimale : PER Périodiques Résumé : Background Challenges in adaptive behaviors are present in individuals with autism spectrum disorder (ASD), while variation in IQ, social skills, and comorbidities are possible influences on adaptive behaviors. However, adaptive behaviors do not consistently map onto cognitive abilities in ASD, as high IQ is not protective against challenges in adaptive behaviors. Additionally, individuals with both ASD and elevated levels of externalizing problem behaviors experience even worse adaptive behaviors. Identifying factors that contribute to the variance in adaptive behaviors, particularly daily living skills (DLS), may inform strategies to improve adaptive behaviors necessary for independence in adulthood. Method Adolescents with typical cognitive development (TD, n = 84), intellectual disability (ID, n = 30), or ASD (n = 45) were included in this study to examine group differences in adaptive behaviors, identify relations between IQ and DLS, and determine factors that contribute to variance in DLS at youth age 13. The Vineland Adaptive Behavior Scales, 2nd Edition (VABS-II) was used to measure adaptive behaviors. Results All domains of adaptive behavior were significantly higher in TD groups compared to ASD and ID youth. Significant positive correlations were observed between IQ and DLS in the ASD and ID groups. In the ASD youth group, higher externalizing behavior problems explained the most variance in DLS. Conclusions DLS are below age-expected levels in young adolescents with ASD, in part because of the higher externalizing behavior problems in this group. Incorporating adaptive skills training and behavior management strategies into current interventions may serve to prepare adolescents and families for the transition to adulthood. En ligne : https://doi.org/10.1016/j.rasd.2021.101761 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 [article] Daily living skills in adolescents with autism spectrum disorder: Implications for intervention and independence [Texte imprimé et/ou numérique] / Elizabeth BAKER, Auteur ; Katherine K. M. STAVROPOULOS, Auteur ; Bruce L. BAKER, Auteur ; Jan BLACHER, Auteur . - 101761. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 83 (May 2021) . - 101761 Mots-clés : Autism spectrum disorder  Adaptive behavior  Daily living skills  Externalizing behavior problems Index. décimale : PER Périodiques Résumé : Background Challenges in adaptive behaviors are present in individuals with autism spectrum disorder (ASD), while variation in IQ, social skills, and comorbidities are possible influences on adaptive behaviors. However, adaptive behaviors do not consistently map onto cognitive abilities in ASD, as high IQ is not protective against challenges in adaptive behaviors. Additionally, individuals with both ASD and elevated levels of externalizing problem behaviors experience even worse adaptive behaviors. Identifying factors that contribute to the variance in adaptive behaviors, particularly daily living skills (DLS), may inform strategies to improve adaptive behaviors necessary for independence in adulthood. Method Adolescents with typical cognitive development (TD, n = 84), intellectual disability (ID, n = 30), or ASD (n = 45) were included in this study to examine group differences in adaptive behaviors, identify relations between IQ and DLS, and determine factors that contribute to variance in DLS at youth age 13. The Vineland Adaptive Behavior Scales, 2nd Edition (VABS-II) was used to measure adaptive behaviors. Results All domains of adaptive behavior were significantly higher in TD groups compared to ASD and ID youth. Significant positive correlations were observed between IQ and DLS in the ASD and ID groups. In the ASD youth group, higher externalizing behavior problems explained the most variance in DLS. Conclusions DLS are below age-expected levels in young adolescents with ASD, in part because of the higher externalizing behavior problems in this group. Incorporating adaptive skills training and behavior management strategies into current interventions may serve to prepare adolescents and families for the transition to adulthood. En ligne : https://doi.org/10.1016/j.rasd.2021.101761 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445

Differential diagnosis of autism spectrum disorder / Katherine K. M. STAVROPOULOS

Public ISBD Titre : Differential diagnosis of autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Katherine K. M. STAVROPOULOS, Directeur de publication ; James C. MCPARTLAND, Directeur de publication Editeur : Oxford [Angleterre] : Oxford University Press Année de publication : 2022 Importance : 240 p. Format : 15,8 cm × 23,5 cm × 1,5 cm ISBN/ISSN/EAN : 978-0-19-751688-1 Note générale : Bibliogr., Index Langues : Français (fre) Index. décimale : AUT-D AUT-D - L'Autisme - Dépistage et Diagnostic Résumé : Differential Diagnosis of Autism Spectrum Disorder describes clinical considerations and best practices related to diagnosing children with autism spectrum disorder (ASD) versus commonly co-occurring conditions. Each chapter focuses on the similarities and differences between ASD and a second diagnosis. For example, one chapter outlines clinical considerations for how to differentiate between ASD and attention-deficit/hyperactivity disorder, another focuses on ASD versus anxiety disorders, and a third relates to ASD versus intellectual disability. All chapters include clinical case studies to provide real-world examples of how clinicians make diagnostic decisions. Chapters also include tables, figures, or flow chart “decision trees” as a visual representation of clinical decision-making. This book is written for students, trainees, and practitioners. [Résumé d'Auteur/Editeur] Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=527 Differential diagnosis of autism spectrum disorder [Texte imprimé et/ou numérique] / Katherine K. M. STAVROPOULOS, Directeur de publication ; James C. MCPARTLAND, Directeur de publication . - Oxford [Angleterre] : Oxford University Press, 2022 . - 240 p. ; 15,8 cm × 23,5 cm × 1,5 cm. ISBN : 978-0-19-751688-1 Bibliogr., Index Langues : Français (fre) Index. décimale : AUT-D AUT-D - L'Autisme - Dépistage et Diagnostic Résumé : Differential Diagnosis of Autism Spectrum Disorder describes clinical considerations and best practices related to diagnosing children with autism spectrum disorder (ASD) versus commonly co-occurring conditions. Each chapter focuses on the similarities and differences between ASD and a second diagnosis. For example, one chapter outlines clinical considerations for how to differentiate between ASD and attention-deficit/hyperactivity disorder, another focuses on ASD versus anxiety disorders, and a third relates to ASD versus intellectual disability. All chapters include clinical case studies to provide real-world examples of how clinicians make diagnostic decisions. Chapters also include tables, figures, or flow chart “decision trees” as a visual representation of clinical decision-making. This book is written for students, trainees, and practitioners. [Résumé d'Auteur/Editeur] Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=527

Contenu

• Diagnostic Issues and Complexities in Autism and Related Conditions / Marc WOODBURY-SMITH ; Suzanne L. MACARI ; Roald A. ØIEN
• Autism Spectrum Disorder Versus Communication Disorders / Rhea PAUL
• Autism Spectrum Disorder Versus Intellectual Disability / Bruce L. BAKER ; Christine T. MOODY
• Autism Spectrum Disorder Versus Attention-Deficit/Hyperactivity Disorder / Kimberly L. H. CARPENTER ; Geraldine DAWSON
• Autism Spectrum Disorder Versus Conduct Problems / Carla MAZEFSKY
• Autism Spectrum Disorder Versus Anxiety Disorders / Alexis BREWE ; Connor M. KERNS ; Susan WHITE
• Autism Spectrum Disorder Versus Major Depressive Disorder / Yasamin BOLOURIAN ; Katherine GOTHAM
• Autism Spectrum Disorder Versus Obsessive-Compulsive Disorder and Tourette?s Disorder / Stacey C. GREBE ; Rebecca J. CLAYTON ; Sophie C. SCHNEIDER ; Andres G. VIANA ; Sarah S. MIRE ; Yasmine OMAR ; Wayne K. GOODMAN ; Eric A. STORCH
• Autism Spectrum Disorder Versus Posttraumatic Stress Disorder / Brigid GARVIN ; Connor M. KERNS
• Autism Spectrum Disorders Versus Genetic Syndromes / Shafali JESTE
• Clinical Decision-Making in Evidence-Based Assessment: Disentangling Co-Occurring and Differential Diagnoses in Individuals With Autism Spectrum Disorder / Catherine LORD

Exemplaires (1)

Code-barres	Cote	Support	Localisation	Section	Disponibilité
DOC0007205	AUT-D STA	Livre	Centre d'Information et de Documentation du CRA Rhône-Alpes	AUT - L'Autisme	Disponible

Neuroimaging research with diverse children with ASD: Impact of a social story on parent understanding and likelihood of participation / Ainsley LOSH in Research in Autism Spectrum Disorders, 71 (March 2020)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 71 (March 2020) . - p.101511 Titre : Neuroimaging research with diverse children with ASD: Impact of a social story on parent understanding and likelihood of participation Type de document : Texte imprimé et/ou numérique Auteurs : Ainsley LOSH, Auteur ; Laura Alicia ALBA, Auteur ; Jan BLACHER, Auteur ; Katherine K. M. STAVROPOULOS, Auteur Article en page(s) : p.101511 Langues : Anglais (eng) Mots-clés : Autism  ASD  Neuroimaging  EEG  Social stories  Informed consent Index. décimale : PER Périodiques Résumé : Background The successful inclusion of youth with autism spectrum disorder (ASD) in neuroimaging research is imperative for advancing our understanding of the neurobiological underpinnings of ASD. In order to generate knowledge that is representative of all affected youth, it is essential to include participants who are culturally and linguistically diverse. However, these families often face barriers to participation in neuroimaging research, including distrust and limited knowledge about research, above and beyond any challenges associated with ASD (e.g., behaviors, sensory hypersensitivities). Method This study included a diverse group of Spanish- and English-speaking parents of children with ASD (N?=?79) to examine the impact of a social story on (a) their understanding of EEG study procedures and (b) their likelihood to enroll in a neuroimaging study. Results Both English- and Spanish-speaking parents who viewed a social story demonstrated better understanding of EEG procedures than parents who read a written explanation, with Spanish-speaking parents also perceiving their understanding to be better in the social story condition. Although parents who viewed a social story were not more likely to participate in neuroimaging research than parents who read a written description, they were less likely to indicate needing more information and more likely to cite their child’s specific behavior problems as the rationale for unlikelihood to participate. Conclusion These results suggest that social stories may be effective tools in the informed consent process for promoting parent understanding of neuroimaging procedures, and useful during recruitment to aid parents in determining whether their child with ASD will be successful in a neuroimaging study. En ligne : https://doi.org/10.1016/j.rasd.2020.101511 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=417 [article] Neuroimaging research with diverse children with ASD: Impact of a social story on parent understanding and likelihood of participation [Texte imprimé et/ou numérique] / Ainsley LOSH, Auteur ; Laura Alicia ALBA, Auteur ; Jan BLACHER, Auteur ; Katherine K. M. STAVROPOULOS, Auteur . - p.101511. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 71 (March 2020) . - p.101511 Mots-clés : Autism  ASD  Neuroimaging  EEG  Social stories  Informed consent Index. décimale : PER Périodiques Résumé : Background The successful inclusion of youth with autism spectrum disorder (ASD) in neuroimaging research is imperative for advancing our understanding of the neurobiological underpinnings of ASD. In order to generate knowledge that is representative of all affected youth, it is essential to include participants who are culturally and linguistically diverse. However, these families often face barriers to participation in neuroimaging research, including distrust and limited knowledge about research, above and beyond any challenges associated with ASD (e.g., behaviors, sensory hypersensitivities). Method This study included a diverse group of Spanish- and English-speaking parents of children with ASD (N?=?79) to examine the impact of a social story on (a) their understanding of EEG study procedures and (b) their likelihood to enroll in a neuroimaging study. Results Both English- and Spanish-speaking parents who viewed a social story demonstrated better understanding of EEG procedures than parents who read a written explanation, with Spanish-speaking parents also perceiving their understanding to be better in the social story condition. Although parents who viewed a social story were not more likely to participate in neuroimaging research than parents who read a written description, they were less likely to indicate needing more information and more likely to cite their child’s specific behavior problems as the rationale for unlikelihood to participate. Conclusion These results suggest that social stories may be effective tools in the informed consent process for promoting parent understanding of neuroimaging procedures, and useful during recruitment to aid parents in determining whether their child with ASD will be successful in a neuroimaging study. En ligne : https://doi.org/10.1016/j.rasd.2020.101511 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=417

Research Review: Social motivation and oxytocin in autism – implications for joint attention development and intervention / Katherine K. M. STAVROPOULOS in Journal of Child Psychology and Psychiatry, 54-6 (June 2013)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 54-6 (June 2013) . - p.603-618 Titre : Research Review: Social motivation and oxytocin in autism – implications for joint attention development and intervention Type de document : Texte imprimé et/ou numérique Auteurs : Katherine K. M. STAVROPOULOS, Auteur ; Leslie J. CARVER, Auteur Article en page(s) : p.603-618 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  behavioral interventions  social motivation hypothesis Index. décimale : PER Périodiques Résumé : Background and scope The social motivation hypothesis (SMH) suggests that individuals with autism spectrum disorders (ASD) are less intrinsically rewarded by social stimuli than their neurotypical peers. This difference in social motivation has been posited as a factor contributing to social deficits in ASD. Social motivation is thought to involve the neuropeptide oxytocin. Here, we review the evidence for oxytocin effects in ASD, and discuss its potential role in one important social cognitive behavior. Methods Systematic searches were conducted using the PsychINFO and MEDLINE databases and the search terms ‘oxytocin’ and ‘autism’; the same databases were used for separate searches for ‘joint attention’, ‘intervention’, and ‘autism’, using the same inclusion criteria as an earlier 2011 review but updating it for the period 2010 to October 2012. Findings Several studies suggest that giving oxytocin to both individuals with ASD and neurotypical individuals can enhance performance on social cognitive tasks. Studies that have attempted to intervene in joint attention in ASD suggest that social motivation may be a particular obstacle to lasting effects. Conclusions The review of the evidence for the SMH suggests a potential role for oxytocin in social motivation deficits in ASD. Because of its importance for later communicative and social development, the focus here is on implications of oxytocin and social motivation in the development of and interventions in joint attention. Joint attention is a central impairment in ASD, and as a result is the focus of several behavioral interventions. In describing this previous research on joint attention interventions in ASD, we pay particular attention to problems encountered in such studies, and propose ways that oxytocin may facilitate behavioral intervention in this area. For future research, integrating behavioral and pharmacological interventions (oxytocin administration) would be a worthwhile experimental direction to improve understanding of the role of oxytocin in ASD and help optimize outcomes for children with ASD. En ligne : http://dx.doi.org/10.1111/jcpp.12061 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200 [article] Research Review: Social motivation and oxytocin in autism – implications for joint attention development and intervention [Texte imprimé et/ou numérique] / Katherine K. M. STAVROPOULOS, Auteur ; Leslie J. CARVER, Auteur . - p.603-618. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 54-6 (June 2013) . - p.603-618 Mots-clés : Autism spectrum disorders  behavioral interventions  social motivation hypothesis Index. décimale : PER Périodiques Résumé : Background and scope The social motivation hypothesis (SMH) suggests that individuals with autism spectrum disorders (ASD) are less intrinsically rewarded by social stimuli than their neurotypical peers. This difference in social motivation has been posited as a factor contributing to social deficits in ASD. Social motivation is thought to involve the neuropeptide oxytocin. Here, we review the evidence for oxytocin effects in ASD, and discuss its potential role in one important social cognitive behavior. Methods Systematic searches were conducted using the PsychINFO and MEDLINE databases and the search terms ‘oxytocin’ and ‘autism’; the same databases were used for separate searches for ‘joint attention’, ‘intervention’, and ‘autism’, using the same inclusion criteria as an earlier 2011 review but updating it for the period 2010 to October 2012. Findings Several studies suggest that giving oxytocin to both individuals with ASD and neurotypical individuals can enhance performance on social cognitive tasks. Studies that have attempted to intervene in joint attention in ASD suggest that social motivation may be a particular obstacle to lasting effects. Conclusions The review of the evidence for the SMH suggests a potential role for oxytocin in social motivation deficits in ASD. Because of its importance for later communicative and social development, the focus here is on implications of oxytocin and social motivation in the development of and interventions in joint attention. Joint attention is a central impairment in ASD, and as a result is the focus of several behavioral interventions. In describing this previous research on joint attention interventions in ASD, we pay particular attention to problems encountered in such studies, and propose ways that oxytocin may facilitate behavioral intervention in this area. For future research, integrating behavioral and pharmacological interventions (oxytocin administration) would be a worthwhile experimental direction to improve understanding of the role of oxytocin in ASD and help optimize outcomes for children with ASD. En ligne : http://dx.doi.org/10.1111/jcpp.12061 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200

Reward anticipation and processing of social versus nonsocial stimuli in children with and without autism spectrum disorders / Katherine K. M. STAVROPOULOS in Journal of Child Psychology and Psychiatry, 55-12 (December 2014)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 55-12 (December 2014) . - p.1398-1408 Titre : Reward anticipation and processing of social versus nonsocial stimuli in children with and without autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Katherine K. M. STAVROPOULOS, Auteur ; Leslie J. CARVER, Auteur Article en page(s) : p.1398-1408 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  social motivation  event-related potentials  social stimuli Index. décimale : PER Périodiques Résumé : Background How children respond to social and nonsocial rewards has important implications for both typical and atypical social-cognitive development. Individuals with autism spectrum disorders (ASD) are thought to process rewards differently than typically developing (TD) individuals. However, there is little direct evidence to support this claim. Methods Two event-related potentials were measured. The stimulus preceding negativity (SPN) was utilized to measure reward anticipation, and the feedback related negativity (FRN) was utilized to measure reward processing. Participants were 6- to 8-year-olds with (N = 20) and without (N = 23) ASD. Children were presented with rewards accompanied by incidental face or nonface stimuli. Nonface stimuli were composed of scrambled face elements in the shape of arrows, controlling for low-level visual properties. Results Children with ASD showed smaller responses while anticipating and processing rewards accompanied by social stimuli than TD children. Anticipation and processing of rewards accompanied by nonsocial stimuli was intact in children with ASD. Conclusions This is the first study to measure both reward anticipation and processing in ASD while controlling for reward properties. The findings provide evidence that children with autism have reward anticipation and processing deficits for social stimuli only. Our results suggest that while typically developing children find social stimuli more salient than nonsocial stimuli, children with ASD may have the opposite preference. En ligne : http://dx.doi.org/10.1111/jcpp.12270 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=244 [article] Reward anticipation and processing of social versus nonsocial stimuli in children with and without autism spectrum disorders [Texte imprimé et/ou numérique] / Katherine K. M. STAVROPOULOS, Auteur ; Leslie J. CARVER, Auteur . - p.1398-1408. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 55-12 (December 2014) . - p.1398-1408 Mots-clés : Autism spectrum disorder  social motivation  event-related potentials  social stimuli Index. décimale : PER Périodiques Résumé : Background How children respond to social and nonsocial rewards has important implications for both typical and atypical social-cognitive development. Individuals with autism spectrum disorders (ASD) are thought to process rewards differently than typically developing (TD) individuals. However, there is little direct evidence to support this claim. Methods Two event-related potentials were measured. The stimulus preceding negativity (SPN) was utilized to measure reward anticipation, and the feedback related negativity (FRN) was utilized to measure reward processing. Participants were 6- to 8-year-olds with (N = 20) and without (N = 23) ASD. Children were presented with rewards accompanied by incidental face or nonface stimuli. Nonface stimuli were composed of scrambled face elements in the shape of arrows, controlling for low-level visual properties. Results Children with ASD showed smaller responses while anticipating and processing rewards accompanied by social stimuli than TD children. Anticipation and processing of rewards accompanied by nonsocial stimuli was intact in children with ASD. Conclusions This is the first study to measure both reward anticipation and processing in ASD while controlling for reward properties. The findings provide evidence that children with autism have reward anticipation and processing deficits for social stimuli only. Our results suggest that while typically developing children find social stimuli more salient than nonsocial stimuli, children with ASD may have the opposite preference. En ligne : http://dx.doi.org/10.1111/jcpp.12270 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=244

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