Dépouillements

The experience of autistic adults accessing adapted cognitive behaviour therapy: ADEPT (Autism Depression Trial) qualitative evaluation / Jeremy HORWOOD in Research in Autism Spectrum Disorders, 86 (August 2021)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 86 (August 2021) . - 101802 Titre : The experience of autistic adults accessing adapted cognitive behaviour therapy: ADEPT (Autism Depression Trial) qualitative evaluation Type de document : Texte imprimé et/ou numérique Auteurs : Jeremy HORWOOD, Auteur ; Kate COOPER, Auteur ; Hannah HARVEY, Auteur ; Lauren DAVIES, Auteur ; Ailsa RUSSELL, Auteur Article en page(s) : 101802 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  Adults  Qualitative research  Depression  Cognitive behaviour therapy Index. décimale : PER Périodiques Résumé : Background High rates of depression are frequently reported in autistic adults. There have been no randomised trials investigating low-intensity psychological interventions for mild-moderate depression adapted for autistic adults. Method This qualitative evaluation investigated the acceptability of the ADEPT pilot randomised controlled trial (RCT) design and guided self-help intervention. Participants (autistic adults with a diagnosis of depression (PHQ-9 score ? 10)) were randomised to Guided Self-Help (GSH): low intensity psychological intervention based on Behavioural Activation adapted for autistic adults, or Treatment as Usual (TAU). 21 trial participants (14 GSH and 7 TAU), and 5 low intensity psychological therapists or ‘coaches’ were interviewed, and transcripts analysed thematically. Results All participants and coaches welcomed an intervention for depression adapted for autistic adults due to current lack of provision in mainstream services. Interviews highlighted participants' preference for GSH over TAU. Dissatisfaction with prior experience of TAU was identified as a potential driver for differential attrition from the TAU arm. Participants who received GSH appreciated the coaches having a good understanding of autistic adults and were positive towards the aim and structure of the GSH intervention. Suggested improvements include more regularly checking progress with therapy goals. Conclusions A full scale RCT to evaluate the effectiveness of this intervention is now warranted. Future trial study design needs to address potential for differential rate of participant recruitment and attrition between the treatment and comparison groups due to negative prior experience of TAU. En ligne : https://doi.org/10.1016/j.rasd.2021.101802 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458 [article] The experience of autistic adults accessing adapted cognitive behaviour therapy: ADEPT (Autism Depression Trial) qualitative evaluation [Texte imprimé et/ou numérique] / Jeremy HORWOOD, Auteur ; Kate COOPER, Auteur ; Hannah HARVEY, Auteur ; Lauren DAVIES, Auteur ; Ailsa RUSSELL, Auteur . - 101802. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 86 (August 2021) . - 101802 Mots-clés : Autism spectrum disorders  Adults  Qualitative research  Depression  Cognitive behaviour therapy Index. décimale : PER Périodiques Résumé : Background High rates of depression are frequently reported in autistic adults. There have been no randomised trials investigating low-intensity psychological interventions for mild-moderate depression adapted for autistic adults. Method This qualitative evaluation investigated the acceptability of the ADEPT pilot randomised controlled trial (RCT) design and guided self-help intervention. Participants (autistic adults with a diagnosis of depression (PHQ-9 score ? 10)) were randomised to Guided Self-Help (GSH): low intensity psychological intervention based on Behavioural Activation adapted for autistic adults, or Treatment as Usual (TAU). 21 trial participants (14 GSH and 7 TAU), and 5 low intensity psychological therapists or ‘coaches’ were interviewed, and transcripts analysed thematically. Results All participants and coaches welcomed an intervention for depression adapted for autistic adults due to current lack of provision in mainstream services. Interviews highlighted participants' preference for GSH over TAU. Dissatisfaction with prior experience of TAU was identified as a potential driver for differential attrition from the TAU arm. Participants who received GSH appreciated the coaches having a good understanding of autistic adults and were positive towards the aim and structure of the GSH intervention. Suggested improvements include more regularly checking progress with therapy goals. Conclusions A full scale RCT to evaluate the effectiveness of this intervention is now warranted. Future trial study design needs to address potential for differential rate of participant recruitment and attrition between the treatment and comparison groups due to negative prior experience of TAU. En ligne : https://doi.org/10.1016/j.rasd.2021.101802 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458

Using the Prevent-Teach-Reinforce model to reduce challenging behaviors in children with autism spectrum disorder in home settings: A feasibility study / Malena ARGUMEDES in Research in Autism Spectrum Disorders, 86 (August 2021)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 86 (August 2021) . - 101804 Titre : Using the Prevent-Teach-Reinforce model to reduce challenging behaviors in children with autism spectrum disorder in home settings: A feasibility study Type de document : Texte imprimé et/ou numérique Auteurs : Malena ARGUMEDES, Auteur ; Marc J. LANOVAZ, Auteur ; Serge LARIVEE, Auteur ; Antonia R. GIANNAKAKOS, Auteur Article en page(s) : 101804 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  Challenging behavior  Family-centered intervention  PTR model Index. décimale : PER Périodiques Résumé : Background Children with autism spectrum disorders (ASD) often engage in high levels of challenging behaviors, which can be difficult to reduce for parents in home settings. The purpose of our study was to address this issue by examining the effects of adapting the Prevent-Teach-Reinforce model (PTR) to support parents in reducing challenging behaviors in children with ASD in a feasibility study. Method We conducted a non-blinded randomized trial to compare the effect of the PTR to a business as usual, less intensive intervention (i.e., 3-hr training) on challenging and desirable behaviors (N = 24). Results The PTR and the 3-hr parental training both reduced challenging behaviors and increased desirable behaviors. Moreover, parents implemented the PTR model with high fidelity and rated it highly for social acceptability. Conclusions This feasibility study showed that it is possible to compare the PTR with families to a less intensive intervention in a future trial. However, research with a larger sample is essential to determine whether the PTR is more effective than less intensive treatments (e.g., parent training). En ligne : https://doi.org/10.1016/j.rasd.2021.101804 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458 [article] Using the Prevent-Teach-Reinforce model to reduce challenging behaviors in children with autism spectrum disorder in home settings: A feasibility study [Texte imprimé et/ou numérique] / Malena ARGUMEDES, Auteur ; Marc J. LANOVAZ, Auteur ; Serge LARIVEE, Auteur ; Antonia R. GIANNAKAKOS, Auteur . - 101804. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 86 (August 2021) . - 101804 Mots-clés : Autism spectrum disorders  Challenging behavior  Family-centered intervention  PTR model Index. décimale : PER Périodiques Résumé : Background Children with autism spectrum disorders (ASD) often engage in high levels of challenging behaviors, which can be difficult to reduce for parents in home settings. The purpose of our study was to address this issue by examining the effects of adapting the Prevent-Teach-Reinforce model (PTR) to support parents in reducing challenging behaviors in children with ASD in a feasibility study. Method We conducted a non-blinded randomized trial to compare the effect of the PTR to a business as usual, less intensive intervention (i.e., 3-hr training) on challenging and desirable behaviors (N = 24). Results The PTR and the 3-hr parental training both reduced challenging behaviors and increased desirable behaviors. Moreover, parents implemented the PTR model with high fidelity and rated it highly for social acceptability. Conclusions This feasibility study showed that it is possible to compare the PTR with families to a less intensive intervention in a future trial. However, research with a larger sample is essential to determine whether the PTR is more effective than less intensive treatments (e.g., parent training). En ligne : https://doi.org/10.1016/j.rasd.2021.101804 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458

Atypical attention to voice in toddlers and pre-schoolers with autism spectrum disorder is related to unimpaired cognitive abilities. An ERP study / Alessandra PIATTI in Research in Autism Spectrum Disorders, 86 (August 2021)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 86 (August 2021) . - 101805 Titre : Atypical attention to voice in toddlers and pre-schoolers with autism spectrum disorder is related to unimpaired cognitive abilities. An ERP study Type de document : Texte imprimé et/ou numérique Auteurs : Alessandra PIATTI, Auteur ; Sara VAN DER PAELT, Auteur ; Petra WARREYN, Auteur ; Herbert ROEYERS, Auteur Article en page(s) : 101805 Langues : Anglais (eng) Mots-clés : Auditory oddball  MMN  P3a  ASD  Developmental delay  Neural adaptation Index. décimale : PER Périodiques Résumé : Background Sound perception in autism spectrum disorder (ASD) is usually at typical levels, even when auditory stimuli carry a social value, as it is the case for speech. Nevertheless, orienting to sounds in a speech context might be atypical in some individuals with ASD, which in ERP studies is reflected by a diminished P3a component. As P3 values and cognitive abilities seem to be inversely related under some circumstances, the current study investigates whether diminished attentional orienting to sounds in speech is equally observable in children with ASD with and without developmental delay (DD). Method Children with typical development (TD, n = 17) or ASD, with or without comorbid DD (ASD/DD, n = 22, and ASD/noDD, n = 12), aged 1.5 through 4 years took part in a passive auditory oddball task while EEG data were recorded. The paradigm consisted in the presentation of two deviant stimuli (one vowel sound and one complex tone) either in a speech or in a non-speech context. Results We found overall more negative MMN voltages in both ASD groups compared to TD. For P3a mean voltages, we found an attenuated response in children ASD/noDD when deviant tones were presented in speech, but not in other conditions. Children with ASD/DD did not differ from TD in P3a mean voltages. Conclusion Atypical speech sound processing might be more accentuated in children with ASD/noDD than in their peers with comorbid DD. This finding is interpreted within the theoretical framework of neural adaptation. En ligne : https://doi.org/10.1016/j.rasd.2021.101805 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458 [article] Atypical attention to voice in toddlers and pre-schoolers with autism spectrum disorder is related to unimpaired cognitive abilities. An ERP study [Texte imprimé et/ou numérique] / Alessandra PIATTI, Auteur ; Sara VAN DER PAELT, Auteur ; Petra WARREYN, Auteur ; Herbert ROEYERS, Auteur . - 101805. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 86 (August 2021) . - 101805 Mots-clés : Auditory oddball  MMN  P3a  ASD  Developmental delay  Neural adaptation Index. décimale : PER Périodiques Résumé : Background Sound perception in autism spectrum disorder (ASD) is usually at typical levels, even when auditory stimuli carry a social value, as it is the case for speech. Nevertheless, orienting to sounds in a speech context might be atypical in some individuals with ASD, which in ERP studies is reflected by a diminished P3a component. As P3 values and cognitive abilities seem to be inversely related under some circumstances, the current study investigates whether diminished attentional orienting to sounds in speech is equally observable in children with ASD with and without developmental delay (DD). Method Children with typical development (TD, n = 17) or ASD, with or without comorbid DD (ASD/DD, n = 22, and ASD/noDD, n = 12), aged 1.5 through 4 years took part in a passive auditory oddball task while EEG data were recorded. The paradigm consisted in the presentation of two deviant stimuli (one vowel sound and one complex tone) either in a speech or in a non-speech context. Results We found overall more negative MMN voltages in both ASD groups compared to TD. For P3a mean voltages, we found an attenuated response in children ASD/noDD when deviant tones were presented in speech, but not in other conditions. Children with ASD/DD did not differ from TD in P3a mean voltages. Conclusion Atypical speech sound processing might be more accentuated in children with ASD/noDD than in their peers with comorbid DD. This finding is interpreted within the theoretical framework of neural adaptation. En ligne : https://doi.org/10.1016/j.rasd.2021.101805 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458

It’s not really lying. Autism spectrum disorder relates to lower recognition of other-oriented lies through a decrease in perceived intentionality of the liar / Katarzyna CANTARERO in Research in Autism Spectrum Disorders, 86 (August 2021)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 86 (August 2021) . - 101806 Titre : It’s not really lying. Autism spectrum disorder relates to lower recognition of other-oriented lies through a decrease in perceived intentionality of the liar Type de document : Texte imprimé et/ou numérique Auteurs : Katarzyna CANTARERO, Auteur ; Katarzyna BYRKA, Auteur ; Magdalena KRÓL, Auteur Article en page(s) : 101806 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Lie-labeling  Intentionality  Prosocial lying  Other-oriented dishonesty  Deception  Lying recognition Index. décimale : PER Périodiques Résumé : Background There is mixed evidence regarding how persons with ASD deal with deception. Some studies show that autism is related to difficulties in lying, others show no differences between individuals with ASD and typically developing persons in use of deception. It may be that individuals with ASD have difficulties in understanding what lying is. Method In Study 1 (N = 66) we matched a sample of individuals clinically diagnosed with autism spectrum disorder with typically developing individuals. Study 2 (N = 256) was conducted with participants from the general population. We asked participants to evaluate deceitfulness of protagonists’ behavior in stories presenting other-oriented and self-oriented lying. Results The results suggest that the higher the autistic traits, the less individuals perceive the liar as behaving intentionally. In the case of more complex, other-oriented lies, autistic traits indirectly relate to recognition of lies through attribution of intentionality. Conclusion These findings show how autistic traits relate to understanding of lying and suggest that it might be interesting to test training among individuals with ASD aimed at learning how to recognize deception. En ligne : https://doi.org/10.1016/j.rasd.2021.101806 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458 [article] It’s not really lying. Autism spectrum disorder relates to lower recognition of other-oriented lies through a decrease in perceived intentionality of the liar [Texte imprimé et/ou numérique] / Katarzyna CANTARERO, Auteur ; Katarzyna BYRKA, Auteur ; Magdalena KRÓL, Auteur . - 101806. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 86 (August 2021) . - 101806 Mots-clés : Autism spectrum disorder  Lie-labeling  Intentionality  Prosocial lying  Other-oriented dishonesty  Deception  Lying recognition Index. décimale : PER Périodiques Résumé : Background There is mixed evidence regarding how persons with ASD deal with deception. Some studies show that autism is related to difficulties in lying, others show no differences between individuals with ASD and typically developing persons in use of deception. It may be that individuals with ASD have difficulties in understanding what lying is. Method In Study 1 (N = 66) we matched a sample of individuals clinically diagnosed with autism spectrum disorder with typically developing individuals. Study 2 (N = 256) was conducted with participants from the general population. We asked participants to evaluate deceitfulness of protagonists’ behavior in stories presenting other-oriented and self-oriented lying. Results The results suggest that the higher the autistic traits, the less individuals perceive the liar as behaving intentionally. In the case of more complex, other-oriented lies, autistic traits indirectly relate to recognition of lies through attribution of intentionality. Conclusion These findings show how autistic traits relate to understanding of lying and suggest that it might be interesting to test training among individuals with ASD aimed at learning how to recognize deception. En ligne : https://doi.org/10.1016/j.rasd.2021.101806 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458

Executive functioning in children with ASD + ADHD and ASD + ID: A systematic review / Kandice J. BENALLIE in Research in Autism Spectrum Disorders, 86 (August 2021)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 86 (August 2021) . - 101807 Titre : Executive functioning in children with ASD + ADHD and ASD + ID: A systematic review Type de document : Texte imprimé et/ou numérique Auteurs : Kandice J. BENALLIE, Auteur ; Maryellen Brunson MCCLAIN, Auteur ; Kaelah E. BAKNER, Auteur ; Tyus ROANHORSE, Auteur ; Jennifer HA, Auteur Article en page(s) : 101807 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Attention-deficit/hyperactivity disorder  Intellectual disability  Executive functions  Children Index. décimale : PER Périodiques Résumé : Executive functions (EF) are skills that impact an individual’s ability to flexibly and efficiently problem solve and react to their environment. Children with neurodevelopmental disorders (NDDs), such as autism spectrum disorder (ASD), commonly experience EF deficits. However, it is unclear how a co-occurring diagnosis of attention-deficit/hyperactivity disorder (ADHD) or intellectual disability (ID) impact EF in children with ASD. This study systematically reviewed 26 studies – within 24 journal articles – that examined EF among children with ASD + ADHD and ASD + ID. Results revealed many non-congruent findings regarding EF in children with ASD + ADHD and ASD + ID, including differences across performance-based and indirect measures of EF. Children with ASD + ADHD exhibited unique flexibility and shifting, inhibition, and attention deficits. Among children with ASD + ID, planning and organizing, flexibility and shifting, attention, behavior regulation, and global EF skills significantly differed from comparison groups. Notably, these findings were dependent on assessment type used (performance-based versus indirect). Furthermore, analyses of mean Z-scores suggest that children with ASD + ADHD and ASD + ID exhibited more severe EF impairments than children with ASD. These results may be used to inform assessment practices for differentiating and determining co-occurring diagnoses. Understanding unique EF deficits may also inform the development of targeted treatment and interventions. En ligne : https://doi.org/10.1016/j.rasd.2021.101807 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458 [article] Executive functioning in children with ASD + ADHD and ASD + ID: A systematic review [Texte imprimé et/ou numérique] / Kandice J. BENALLIE, Auteur ; Maryellen Brunson MCCLAIN, Auteur ; Kaelah E. BAKNER, Auteur ; Tyus ROANHORSE, Auteur ; Jennifer HA, Auteur . - 101807. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 86 (August 2021) . - 101807 Mots-clés : Autism spectrum disorder  Attention-deficit/hyperactivity disorder  Intellectual disability  Executive functions  Children Index. décimale : PER Périodiques Résumé : Executive functions (EF) are skills that impact an individual’s ability to flexibly and efficiently problem solve and react to their environment. Children with neurodevelopmental disorders (NDDs), such as autism spectrum disorder (ASD), commonly experience EF deficits. However, it is unclear how a co-occurring diagnosis of attention-deficit/hyperactivity disorder (ADHD) or intellectual disability (ID) impact EF in children with ASD. This study systematically reviewed 26 studies – within 24 journal articles – that examined EF among children with ASD + ADHD and ASD + ID. Results revealed many non-congruent findings regarding EF in children with ASD + ADHD and ASD + ID, including differences across performance-based and indirect measures of EF. Children with ASD + ADHD exhibited unique flexibility and shifting, inhibition, and attention deficits. Among children with ASD + ID, planning and organizing, flexibility and shifting, attention, behavior regulation, and global EF skills significantly differed from comparison groups. Notably, these findings were dependent on assessment type used (performance-based versus indirect). Furthermore, analyses of mean Z-scores suggest that children with ASD + ADHD and ASD + ID exhibited more severe EF impairments than children with ASD. These results may be used to inform assessment practices for differentiating and determining co-occurring diagnoses. Understanding unique EF deficits may also inform the development of targeted treatment and interventions. En ligne : https://doi.org/10.1016/j.rasd.2021.101807 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458

Parental concerns of children with ASD by age: A qualitative analysis / Danika PFEIFFER in Research in Autism Spectrum Disorders, 86 (August 2021)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 86 (August 2021) . - 101817 Titre : Parental concerns of children with ASD by age: A qualitative analysis Type de document : Texte imprimé et/ou numérique Auteurs : Danika PFEIFFER, Auteur ; Calliope HOLINGUE, Auteur ; Emily DILLON, Auteur ; Luke G. KALB, Auteur ; Rachel REETZKE, Auteur ; Rebecca LANDA, Auteur Article en page(s) : 101817 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  Parental concerns  Children  Age  Qualitative Index. décimale : PER Périodiques Résumé : Background Eliciting parents’ concerns about their children is an important initial step in the ASD diagnostic process. This information is often collected through forced-choice questionnaires utilizing professional terminology and may limit the potential concerns that can be reported. Parent concern studies to date have largely used deductive qualitative methods with only one age group of children. Inductive qualitative studies are needed to examine parental concerns of children with ASD across age groups with one coding scheme. Method We used an inductive qualitative analysis process to analyze concerns reported by parents of children ages 1–11 years on intake forms (n = 455) at an urban outpatient ASD specialty clinic. Analyses were based on three age groups (toddler, preschooler, middle childhood). Results Using conventional content analysis, 12 categories of concerns emerged from parents’ responses: communication, social, behavioral/emotional, cognition, life skills, atypical behaviors, sensory, academic, health, seeking diagnostic clarity or resources, developmental, and motor skills. We found that parents reported the same concerns about their children across age groups in six of the 12 categories. The biggest difference in reported concerns across age groups was that parents of children in the preschooler and middle childhood groups reported a greater number of concerns related to mental health than parents of toddlers. Conclusion Our analysis yields specific information about similarities and differences in parents’ concerns depending on their child’s age. Ensuring that ASD evaluations are tailored to children’s unique needs has implications for timely diagnosis and access to care. En ligne : https://doi.org/10.1016/j.rasd.2021.101817 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458 [article] Parental concerns of children with ASD by age: A qualitative analysis [Texte imprimé et/ou numérique] / Danika PFEIFFER, Auteur ; Calliope HOLINGUE, Auteur ; Emily DILLON, Auteur ; Luke G. KALB, Auteur ; Rachel REETZKE, Auteur ; Rebecca LANDA, Auteur . - 101817. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 86 (August 2021) . - 101817 Mots-clés : Autism spectrum disorders  Parental concerns  Children  Age  Qualitative Index. décimale : PER Périodiques Résumé : Background Eliciting parents’ concerns about their children is an important initial step in the ASD diagnostic process. This information is often collected through forced-choice questionnaires utilizing professional terminology and may limit the potential concerns that can be reported. Parent concern studies to date have largely used deductive qualitative methods with only one age group of children. Inductive qualitative studies are needed to examine parental concerns of children with ASD across age groups with one coding scheme. Method We used an inductive qualitative analysis process to analyze concerns reported by parents of children ages 1–11 years on intake forms (n = 455) at an urban outpatient ASD specialty clinic. Analyses were based on three age groups (toddler, preschooler, middle childhood). Results Using conventional content analysis, 12 categories of concerns emerged from parents’ responses: communication, social, behavioral/emotional, cognition, life skills, atypical behaviors, sensory, academic, health, seeking diagnostic clarity or resources, developmental, and motor skills. We found that parents reported the same concerns about their children across age groups in six of the 12 categories. The biggest difference in reported concerns across age groups was that parents of children in the preschooler and middle childhood groups reported a greater number of concerns related to mental health than parents of toddlers. Conclusion Our analysis yields specific information about similarities and differences in parents’ concerns depending on their child’s age. Ensuring that ASD evaluations are tailored to children’s unique needs has implications for timely diagnosis and access to care. En ligne : https://doi.org/10.1016/j.rasd.2021.101817 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458

Socio emotional competence in young children with ASD during interaction with their typically developing peers / Tali GEV in Research in Autism Spectrum Disorders, 86 (August 2021)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 86 (August 2021) . - 101818 Titre : Socio emotional competence in young children with ASD during interaction with their typically developing peers Type de document : Texte imprimé et/ou numérique Auteurs : Tali GEV, Auteur ; Hila AVITAL, Auteur ; Ruthie ROSENAN, Auteur ; Liron OLIVER ARONSON, Auteur ; Ofer GOLAN, Auteur Article en page(s) : 101818 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Social competence  Emotional expression  Emotion regulation  Emotional understanding Index. décimale : PER Périodiques Résumé : Background Building socio-emotional competence (SEC) is a central developmental goal of early childhood that includes the understanding of one’s own and others’ emotions, emotional expression and the use of emotion regulation strategies and social skills. SEC attainment is a major challenge for children with Autism Spectrum Disorder (ASD). However, its behavioral examination in naturalistic settings is scarce. The current study examined SEC components of young children with ASD compared to typically developing (TD) children during social interaction and investigated group differences and the associations between SEC components. Method 26 children with ASD and 26 TD children participated in the current study. SEC was assessed using an adult-mediated interaction with a peer, designed to provide opportunities for cooperation, reciprocity, shared enjoyment, and emotion expression. Additional measures included an emotion understanding task, and parental report on the Vineland Adaptive Behavior Scales. Results Compared to the TD group, the ASD group showed poorer emotional understanding, greater emotion dysregulation, and was rated by parents as having poorer social competence. Emotional understanding and emotion regulation difficulties were associated with poorer social competence, and expression of negative emotions was associated with poorer emotion regulation, in both children with and without ASD. Conclusions The emotional understanding and emotion regulation difficulties shown by children with ASD, and their associations with poorer social competence, highlight the need to address these in interventions targeting social competence in young children with ASD. En ligne : https://doi.org/10.1016/j.rasd.2021.101818 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458 [article] Socio emotional competence in young children with ASD during interaction with their typically developing peers [Texte imprimé et/ou numérique] / Tali GEV, Auteur ; Hila AVITAL, Auteur ; Ruthie ROSENAN, Auteur ; Liron OLIVER ARONSON, Auteur ; Ofer GOLAN, Auteur . - 101818. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 86 (August 2021) . - 101818 Mots-clés : Autism Spectrum Disorder  Social competence  Emotional expression  Emotion regulation  Emotional understanding Index. décimale : PER Périodiques Résumé : Background Building socio-emotional competence (SEC) is a central developmental goal of early childhood that includes the understanding of one’s own and others’ emotions, emotional expression and the use of emotion regulation strategies and social skills. SEC attainment is a major challenge for children with Autism Spectrum Disorder (ASD). However, its behavioral examination in naturalistic settings is scarce. The current study examined SEC components of young children with ASD compared to typically developing (TD) children during social interaction and investigated group differences and the associations between SEC components. Method 26 children with ASD and 26 TD children participated in the current study. SEC was assessed using an adult-mediated interaction with a peer, designed to provide opportunities for cooperation, reciprocity, shared enjoyment, and emotion expression. Additional measures included an emotion understanding task, and parental report on the Vineland Adaptive Behavior Scales. Results Compared to the TD group, the ASD group showed poorer emotional understanding, greater emotion dysregulation, and was rated by parents as having poorer social competence. Emotional understanding and emotion regulation difficulties were associated with poorer social competence, and expression of negative emotions was associated with poorer emotion regulation, in both children with and without ASD. Conclusions The emotional understanding and emotion regulation difficulties shown by children with ASD, and their associations with poorer social competence, highlight the need to address these in interventions targeting social competence in young children with ASD. En ligne : https://doi.org/10.1016/j.rasd.2021.101818 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458

Corrigendum to “A validation study of the Chinese version of the Autism Parenting Stress Index (C-APSI) in Hong Kong” [Research in Autism Spectrum Disorders 83 (2021) 101762] / Theodore Ching-Kong CHEUNG in Research in Autism Spectrum Disorders, 86 (August 2021)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 86 (August 2021) . - 101819 Titre : Corrigendum to “A validation study of the Chinese version of the Autism Parenting Stress Index (C-APSI) in Hong Kong” [Research in Autism Spectrum Disorders 83 (2021) 101762] Type de document : Texte imprimé et/ou numérique Auteurs : Theodore Ching-Kong CHEUNG, Auteur ; Chi-Keung YEUNG, Auteur Article en page(s) : 101819 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : https://doi.org/10.1016/j.rasd.2021.101819 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458 [article] Corrigendum to “A validation study of the Chinese version of the Autism Parenting Stress Index (C-APSI) in Hong Kong” [Research in Autism Spectrum Disorders 83 (2021) 101762] [Texte imprimé et/ou numérique] / Theodore Ching-Kong CHEUNG, Auteur ; Chi-Keung YEUNG, Auteur . - 101819. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 86 (August 2021) . - 101819 Index. décimale : PER Périodiques En ligne : https://doi.org/10.1016/j.rasd.2021.101819 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458

Criterion validity of the Autism Spectrum Rating Scales 2-5 parent report / Amy CAMODECA in Research in Autism Spectrum Disorders, 86 (August 2021)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 86 (August 2021) . - 101820 Titre : Criterion validity of the Autism Spectrum Rating Scales 2-5 parent report Type de document : Texte imprimé et/ou numérique Auteurs : Amy CAMODECA, Auteur ; Katy WALCOTT, Auteur Article en page(s) : 101820 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Parent report  Questionnaires  Criterion validity  Diagnostic utility Index. décimale : PER Périodiques Résumé : Background Questionnaires are frequently utilized in autism spectrum disorder (ASD) assessment and research, but there is limited evidence regarding their psychometric properties. Only two studies have investigated the diagnostic utility of the Autism Spectrum Rating Scale-2-5 parent report (ASRSp 2-5), and in both of these studies, the use of a gold-standard ASD measure in the diagnostic process is unclear. Method The current study investigated the criterion validity of the ASRSp-2-5 in a clinical sample of 238 children (X¯ age = 3.66; autism[AUT] n = 84; non-autism[NOT] n = 154). Children were diagnosed via a comprehensive assessment that included the Autism Diagnostic Observation Schedule-2. Results Analyses included t-tests/ANCOVAs, Logistic Regression (with and without covariates), and ROC analyses (with t-scores and predicted probabilities to account for covariates). The ASRSp 2-5 scores intended to be used for diagnosis (Total and DSM-5) were non-significant in all analyses. Higher scores in the NOT group were found for Unusual Behavior and Behavioral Rigidity. However, mean differences were non-significant with inclusion of control variables (IQ and age). Social, Peer Interaction, and Social-Emotional Reciprocity demonstrated the strongest findings. The ASD group had significantly higher scores on these scales, and findings held with covariates included (IQ for Social; age for Peer Interaction). However, odds ratios were small whether or not covariates were included, and AUCs were poor-fair (.69–.70). Sensitivity and specificity could not both be optimized at any cutpoint. Conclusions The findings were not as strong or as consistent as expected. Results suggest the ASRSp 2-5 is most useful in ruling out ASD in cases of low scores (<60). When the ASRSp 2-5 is utilized, behavioral, social, and emotional problems associated with other disorders must be considered in interpreting scores. Additional research on this measure is necessary. En ligne : https://doi.org/10.1016/j.rasd.2021.101820 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458 [article] Criterion validity of the Autism Spectrum Rating Scales 2-5 parent report [Texte imprimé et/ou numérique] / Amy CAMODECA, Auteur ; Katy WALCOTT, Auteur . - 101820. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 86 (August 2021) . - 101820 Mots-clés : Autism Spectrum Disorder  Parent report  Questionnaires  Criterion validity  Diagnostic utility Index. décimale : PER Périodiques Résumé : Background Questionnaires are frequently utilized in autism spectrum disorder (ASD) assessment and research, but there is limited evidence regarding their psychometric properties. Only two studies have investigated the diagnostic utility of the Autism Spectrum Rating Scale-2-5 parent report (ASRSp 2-5), and in both of these studies, the use of a gold-standard ASD measure in the diagnostic process is unclear. Method The current study investigated the criterion validity of the ASRSp-2-5 in a clinical sample of 238 children (X¯ age = 3.66; autism[AUT] n = 84; non-autism[NOT] n = 154). Children were diagnosed via a comprehensive assessment that included the Autism Diagnostic Observation Schedule-2. Results Analyses included t-tests/ANCOVAs, Logistic Regression (with and without covariates), and ROC analyses (with t-scores and predicted probabilities to account for covariates). The ASRSp 2-5 scores intended to be used for diagnosis (Total and DSM-5) were non-significant in all analyses. Higher scores in the NOT group were found for Unusual Behavior and Behavioral Rigidity. However, mean differences were non-significant with inclusion of control variables (IQ and age). Social, Peer Interaction, and Social-Emotional Reciprocity demonstrated the strongest findings. The ASD group had significantly higher scores on these scales, and findings held with covariates included (IQ for Social; age for Peer Interaction). However, odds ratios were small whether or not covariates were included, and AUCs were poor-fair (.69–.70). Sensitivity and specificity could not both be optimized at any cutpoint. Conclusions The findings were not as strong or as consistent as expected. Results suggest the ASRSp 2-5 is most useful in ruling out ASD in cases of low scores (<60). When the ASRSp 2-5 is utilized, behavioral, social, and emotional problems associated with other disorders must be considered in interpreting scores. Additional research on this measure is necessary. En ligne : https://doi.org/10.1016/j.rasd.2021.101820 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458

Systematic review investigating the relationship between autism spectrum disorder and metabolic dysfunction / Angela Y. CHIEH in Research in Autism Spectrum Disorders, 86 (August 2021)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 86 (August 2021) . - 101821 Titre : Systematic review investigating the relationship between autism spectrum disorder and metabolic dysfunction Type de document : Texte imprimé et/ou numérique Auteurs : Angela Y. CHIEH, Auteur ; Bianca M. BRYANT, Auteur ; Jung Won KIM, Auteur ; Li LI, Auteur Article en page(s) : 101821 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Metabolic dysfunction  Metabolic syndrome  Type 2 diabetes  Hypertension  Dyslipidemia Index. décimale : PER Périodiques Résumé : The objective of this systematic review is to examine metabolic dysfunction, specifically metabolic syndrome and its components, as well as type 2 diabetes mellitus (T2DM) as it relates to individuals with a diagnosis of Autism Spectrum Disorder (ASD). We searched PubMed, Embase, Cochrane, PsychInfo, and Scopus from January 1, 1998 to October 12, 2018 for English, peer-reviewed, original articles containing adult and pediatric populations with any form of ASD and metabolic dysfunction, including T2DM, hyperglycemia, hypertension, dyslipidemia, or central obesity. Exclusion criteria included studies without ASD-specific results, basic science research, review papers, case studies, and medication clinical trials. Eight studies were included in this review, with a total of 70,503 participants with ASD and 2,281,891 in comparison groups. Within ASD populations, higher prevalence for metabolic syndrome components hyperglycemia, hypertension, and dyslipidemia were observed, as well as increased incidence and prevalence of T2DM. However, heterogeneity of study definitions and measurements should be noted. While there is evidence of increased prevalence of T2DM, hyperglycemia, hypertension, and dyslipidemia for those with ASD, the relationship is poorly understood. There is also lack of research investigating central obesity and risk of metabolic syndrome as a diagnosis. More research addressing these gaps is warranted to evaluate the risk of metabolic dysfunction in populations with ASD. En ligne : https://doi.org/10.1016/j.rasd.2021.101821 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458 [article] Systematic review investigating the relationship between autism spectrum disorder and metabolic dysfunction [Texte imprimé et/ou numérique] / Angela Y. CHIEH, Auteur ; Bianca M. BRYANT, Auteur ; Jung Won KIM, Auteur ; Li LI, Auteur . - 101821. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 86 (August 2021) . - 101821 Mots-clés : Autism spectrum disorder  Metabolic dysfunction  Metabolic syndrome  Type 2 diabetes  Hypertension  Dyslipidemia Index. décimale : PER Périodiques Résumé : The objective of this systematic review is to examine metabolic dysfunction, specifically metabolic syndrome and its components, as well as type 2 diabetes mellitus (T2DM) as it relates to individuals with a diagnosis of Autism Spectrum Disorder (ASD). We searched PubMed, Embase, Cochrane, PsychInfo, and Scopus from January 1, 1998 to October 12, 2018 for English, peer-reviewed, original articles containing adult and pediatric populations with any form of ASD and metabolic dysfunction, including T2DM, hyperglycemia, hypertension, dyslipidemia, or central obesity. Exclusion criteria included studies without ASD-specific results, basic science research, review papers, case studies, and medication clinical trials. Eight studies were included in this review, with a total of 70,503 participants with ASD and 2,281,891 in comparison groups. Within ASD populations, higher prevalence for metabolic syndrome components hyperglycemia, hypertension, and dyslipidemia were observed, as well as increased incidence and prevalence of T2DM. However, heterogeneity of study definitions and measurements should be noted. While there is evidence of increased prevalence of T2DM, hyperglycemia, hypertension, and dyslipidemia for those with ASD, the relationship is poorly understood. There is also lack of research investigating central obesity and risk of metabolic syndrome as a diagnosis. More research addressing these gaps is warranted to evaluate the risk of metabolic dysfunction in populations with ASD. En ligne : https://doi.org/10.1016/j.rasd.2021.101821 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458

Follow the white robot: Efficacy of robot-assistive training for children with autism spectrum disorder / Davide GHIGLINO in Research in Autism Spectrum Disorders, 86 (August 2021)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 86 (August 2021) . - 101822 Titre : Follow the white robot: Efficacy of robot-assistive training for children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Davide GHIGLINO, Auteur ; Pauline CHEVALIER, Auteur ; Federica FLORIS, Auteur ; Tiziana PRIOLO, Auteur ; Agnieszka WYKOWSKA, Auteur Article en page(s) : 101822 Langues : Anglais (eng) Mots-clés : Robot-assisted intervention  Autism spectrum disorder  Social skills  Human-robot interaction  Rehabilitation Index. décimale : PER Périodiques Résumé : Background Socially assistive robots have the potential to become a powerful therapeutic tool for individuals affected by Autism Spectrum Disorder (ASD). However, to date, only a few studies explored the efficacy of robot-assisted training embedded in structured clinical protocols. The current study aimed at investigating the beneficial effects of introducing a toy robot, as a new tool for clinicians, in the treatment plan carried out by an Italian healthcare institution. Method In collaboration with the healthcare professionals of Piccolo Cottolengo Genovese di Don Orione, we designed a robot-mediated activity aimed at improving social skills in children with ASD. Twenty-four children with ASD (Age = 5.79 ± 1.02, 5 females) completed the activities with the robot in a cross-over design, during a period of ten weeks. Their social skills were assessed before and after the robot intervention activities, using the Early Social Communication Scale (ESCS). Results Results showed that the combination of robot-assisted training with standard therapy was more effective than the standard therapy alone, in terms of improvement of social skills. Specifically, after the robot-assisted training, children with ASD improved in their ability to generate and respond to behavioral requests, and in their tendency to initiate and maintain social interaction with the adult. Conclusions Our results support the idea that robot-assisted interventions can be combined with the standard treatment plan to improve clinical outcomes. En ligne : https://doi.org/10.1016/j.rasd.2021.101822 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458 [article] Follow the white robot: Efficacy of robot-assistive training for children with autism spectrum disorder [Texte imprimé et/ou numérique] / Davide GHIGLINO, Auteur ; Pauline CHEVALIER, Auteur ; Federica FLORIS, Auteur ; Tiziana PRIOLO, Auteur ; Agnieszka WYKOWSKA, Auteur . - 101822. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 86 (August 2021) . - 101822 Mots-clés : Robot-assisted intervention  Autism spectrum disorder  Social skills  Human-robot interaction  Rehabilitation Index. décimale : PER Périodiques Résumé : Background Socially assistive robots have the potential to become a powerful therapeutic tool for individuals affected by Autism Spectrum Disorder (ASD). However, to date, only a few studies explored the efficacy of robot-assisted training embedded in structured clinical protocols. The current study aimed at investigating the beneficial effects of introducing a toy robot, as a new tool for clinicians, in the treatment plan carried out by an Italian healthcare institution. Method In collaboration with the healthcare professionals of Piccolo Cottolengo Genovese di Don Orione, we designed a robot-mediated activity aimed at improving social skills in children with ASD. Twenty-four children with ASD (Age = 5.79 ± 1.02, 5 females) completed the activities with the robot in a cross-over design, during a period of ten weeks. Their social skills were assessed before and after the robot intervention activities, using the Early Social Communication Scale (ESCS). Results Results showed that the combination of robot-assisted training with standard therapy was more effective than the standard therapy alone, in terms of improvement of social skills. Specifically, after the robot-assisted training, children with ASD improved in their ability to generate and respond to behavioral requests, and in their tendency to initiate and maintain social interaction with the adult. Conclusions Our results support the idea that robot-assisted interventions can be combined with the standard treatment plan to improve clinical outcomes. En ligne : https://doi.org/10.1016/j.rasd.2021.101822 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458

Cognitive-behavioral treatment of sleep disturbance in children and adolescents with autism: Eight case studies using functional behavior assessment / Jenna R. VAN DEURS in Research in Autism Spectrum Disorders, 86 (August 2021)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 86 (August 2021) . - 101823 Titre : Cognitive-behavioral treatment of sleep disturbance in children and adolescents with autism: Eight case studies using functional behavior assessment Type de document : Texte imprimé et/ou numérique Auteurs : Jenna R. VAN DEURS, Auteur ; Karyn G. FRANCE, Auteur ; Laurie K. MCLAY, Auteur ; Neville M. BLAMPIED, Auteur Article en page(s) : 101823 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder (ASD)  Functional behavior assessment (FBA)  Cognitive behavioral sleep intervention  Child-implemented  Adolescent-implemented Index. décimale : PER Périodiques Résumé : Background Individuals with autism spectrum disorder (ASD) experience high rates of sleep problems. Parent-implemented behavioral sleep interventions for young children with ASD are increasingly supported by research. Few studies have evaluated such interventions for older children and adolescents, nor has research investigated the effectiveness of having the young person collaborate in the design and implementation of their intervention (hereafter termed ‘young person-implemented interventions’). Method Functional behavioral assessment (FBA) was used to identify putative cognitive-behavioral factors maintaining sleep disturbance in eight 9- to 15-year-old participants with ASD. A series of case studies is presented that investigated the effectiveness of individualized, FBA-informed, young person-implemented sleep interventions, with parent-implemented treatments provided as necessary. Results Treatment was effective in reducing sleep disturbance (e.g., extended night wakings, unwanted co-sleeping) for all participants, with results mostly maintained at follow-up. Young people and their parents generally viewed treatments favorably. Conclusions Results demonstrate the feasibility, effectiveness, and acceptability of treating sleep disturbance in ASD via young person-implemented, parent-assisted, treatment. En ligne : https://doi.org/10.1016/j.rasd.2021.101823 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458 [article] Cognitive-behavioral treatment of sleep disturbance in children and adolescents with autism: Eight case studies using functional behavior assessment [Texte imprimé et/ou numérique] / Jenna R. VAN DEURS, Auteur ; Karyn G. FRANCE, Auteur ; Laurie K. MCLAY, Auteur ; Neville M. BLAMPIED, Auteur . - 101823. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 86 (August 2021) . - 101823 Mots-clés : Autism spectrum disorder (ASD)  Functional behavior assessment (FBA)  Cognitive behavioral sleep intervention  Child-implemented  Adolescent-implemented Index. décimale : PER Périodiques Résumé : Background Individuals with autism spectrum disorder (ASD) experience high rates of sleep problems. Parent-implemented behavioral sleep interventions for young children with ASD are increasingly supported by research. Few studies have evaluated such interventions for older children and adolescents, nor has research investigated the effectiveness of having the young person collaborate in the design and implementation of their intervention (hereafter termed ‘young person-implemented interventions’). Method Functional behavioral assessment (FBA) was used to identify putative cognitive-behavioral factors maintaining sleep disturbance in eight 9- to 15-year-old participants with ASD. A series of case studies is presented that investigated the effectiveness of individualized, FBA-informed, young person-implemented sleep interventions, with parent-implemented treatments provided as necessary. Results Treatment was effective in reducing sleep disturbance (e.g., extended night wakings, unwanted co-sleeping) for all participants, with results mostly maintained at follow-up. Young people and their parents generally viewed treatments favorably. Conclusions Results demonstrate the feasibility, effectiveness, and acceptability of treating sleep disturbance in ASD via young person-implemented, parent-assisted, treatment. En ligne : https://doi.org/10.1016/j.rasd.2021.101823 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458

The interaction of fine motor, gesture, and structural language skills: The case of autism spectrum disorder / Elise C. TAVERNA in Research in Autism Spectrum Disorders, 86 (August 2021)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 86 (August 2021) . - 101824 Titre : The interaction of fine motor, gesture, and structural language skills: The case of autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Elise C. TAVERNA, Auteur ; Tania B. HUEDO-MEDINA, Auteur ; Deborah A. FEIN, Auteur ; Inge-Marie EIGSTI, Auteur Article en page(s) : 101824 Langues : Anglais (eng) Mots-clés : Autism  Motor skills  Structural language  Vocabulary  Imitation  Gesture Index. décimale : PER Périodiques Résumé : Motor skill differences have been consistently reported in individuals with ASD. Associations between motor skill and social communication skills have been reported in both typical development (TD) and autism spectrum disorder (ASD). The current study extends these findings to characterize performance on a fine motor imitation task, probing skills as a predictor of social and communicative functioning, and co-speech gesture use. These research questions were addressed by a secondary analysis of data collected during a previous study characterizing a cohort of individuals who were diagnosed with ASD in early childhood but lost the autism diagnosis (LAD) by the time of adolescence. Fine motor imitation skills were compared between 14 individuals with LAD, 15 individuals with autism spectrum disorder (ASD), and 12 typically developing (TD) individuals. LAD and TD groups had more advanced fine motor imitation skills than the ASD group, and abilities were significantly associated with ASD symptoms and amount of gesture use (though there was a counterintuitive interaction between group and fine motor skill in the LAD and TD groups only, in which lower motor skills predicted more ASD symptoms; this relationship was of a small effect size and is likely driven by the compressed range of fine motor skills in these two groups). Findings suggest that fine motor skills normalize along with social communication skills and restricted and repetitive behaviors and interests in individuals who lose the ASD diagnosis, and that individuals with better fine motor abilities produce more co-speech gesture. En ligne : https://doi.org/10.1016/j.rasd.2021.101824 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458 [article] The interaction of fine motor, gesture, and structural language skills: The case of autism spectrum disorder [Texte imprimé et/ou numérique] / Elise C. TAVERNA, Auteur ; Tania B. HUEDO-MEDINA, Auteur ; Deborah A. FEIN, Auteur ; Inge-Marie EIGSTI, Auteur . - 101824. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 86 (August 2021) . - 101824 Mots-clés : Autism  Motor skills  Structural language  Vocabulary  Imitation  Gesture Index. décimale : PER Périodiques Résumé : Motor skill differences have been consistently reported in individuals with ASD. Associations between motor skill and social communication skills have been reported in both typical development (TD) and autism spectrum disorder (ASD). The current study extends these findings to characterize performance on a fine motor imitation task, probing skills as a predictor of social and communicative functioning, and co-speech gesture use. These research questions were addressed by a secondary analysis of data collected during a previous study characterizing a cohort of individuals who were diagnosed with ASD in early childhood but lost the autism diagnosis (LAD) by the time of adolescence. Fine motor imitation skills were compared between 14 individuals with LAD, 15 individuals with autism spectrum disorder (ASD), and 12 typically developing (TD) individuals. LAD and TD groups had more advanced fine motor imitation skills than the ASD group, and abilities were significantly associated with ASD symptoms and amount of gesture use (though there was a counterintuitive interaction between group and fine motor skill in the LAD and TD groups only, in which lower motor skills predicted more ASD symptoms; this relationship was of a small effect size and is likely driven by the compressed range of fine motor skills in these two groups). Findings suggest that fine motor skills normalize along with social communication skills and restricted and repetitive behaviors and interests in individuals who lose the ASD diagnosis, and that individuals with better fine motor abilities produce more co-speech gesture. En ligne : https://doi.org/10.1016/j.rasd.2021.101824 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458

Exploratory and confirmatory factor analyses of the Arabic version of the Childhood Autism Rating Scale / Bander ALOTAIBI in Research in Autism Spectrum Disorders, 86 (August 2021)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 86 (August 2021) . - 101827 Titre : Exploratory and confirmatory factor analyses of the Arabic version of the Childhood Autism Rating Scale Type de document : Texte imprimé et/ou numérique Auteurs : Bander ALOTAIBI, Auteur ; Abdulhadi ALOTAIBI, Auteur Article en page(s) : 101827 Langues : Anglais (eng) Mots-clés : Autism  CARS-2  Scale  Factor analysis  Assessment Index. décimale : PER Périodiques Résumé : The factor structure of the Arabic version of the Childhood Autism Rating Scale, Second Edition (CARS-2) was evaluated. The participants were 301 children, aged 2–12 years, who had been diagnosed with autism spectrum disorder (ASD) via the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5). Various diagnostic accuracy parameters for the CARS cutoff point were tested against the reference standard of the DSM-5. The Arabic version of the CARS-2 had high reliability, as measured by internal consistency (.79), inter-rater reliability (.65), and intraclass correlation coefficient (ICC) (.76). Construct validity was assessed through exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). The results indicated that a three-factor solution was appropriate, with the first (Communications) and third (Senses and Physical) factors reflecting DSM-5 symptom domains. The CFA proved that the final model, derived from the EFA, yielded a 14-item, three-factor model that adequately fit the data. These findings support the continued relevance of the CARS-2 in ASD assessment. En ligne : https://doi.org/10.1016/j.rasd.2021.101827 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458 [article] Exploratory and confirmatory factor analyses of the Arabic version of the Childhood Autism Rating Scale [Texte imprimé et/ou numérique] / Bander ALOTAIBI, Auteur ; Abdulhadi ALOTAIBI, Auteur . - 101827. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 86 (August 2021) . - 101827 Mots-clés : Autism  CARS-2  Scale  Factor analysis  Assessment Index. décimale : PER Périodiques Résumé : The factor structure of the Arabic version of the Childhood Autism Rating Scale, Second Edition (CARS-2) was evaluated. The participants were 301 children, aged 2–12 years, who had been diagnosed with autism spectrum disorder (ASD) via the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5). Various diagnostic accuracy parameters for the CARS cutoff point were tested against the reference standard of the DSM-5. The Arabic version of the CARS-2 had high reliability, as measured by internal consistency (.79), inter-rater reliability (.65), and intraclass correlation coefficient (ICC) (.76). Construct validity was assessed through exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). The results indicated that a three-factor solution was appropriate, with the first (Communications) and third (Senses and Physical) factors reflecting DSM-5 symptom domains. The CFA proved that the final model, derived from the EFA, yielded a 14-item, three-factor model that adequately fit the data. These findings support the continued relevance of the CARS-2 in ASD assessment. En ligne : https://doi.org/10.1016/j.rasd.2021.101827 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458