Dépouillements

Individualized education program quality for transition age students with autism / Jordan A. FINDLEY in Research in Autism Spectrum Disorders, 91 (March 2022)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 91 (March 2022) . - 101900 Titre : Individualized education program quality for transition age students with autism Type de document : Texte imprimé et/ou numérique Auteurs : Jordan A. FINDLEY, Auteur ; Lisa A. RUBLE, Auteur ; John H. MCGREW, Auteur Année de publication : 2022 Article en page(s) : 101900 Langues : Anglais (eng) Mots-clés : Individualized education program  Autism  Transition  Postsecondary Index. décimale : PER Périodiques Résumé : Background Students with ASD have some of the worst postsecondary outcomes when compared to other students with disabilities indicating transition planning may not be working effectively. One source of support for postsecondary planning is development of the transition Individualized Education Program (IEP). However, little research is available to describe the current contents of transition IEPs for students with ASD. This study aimed to describe IEP and postsecondary planning quality for students with autism in their final year of high school. Method IEPs for 20 students with autism (Mage?=?18.2 years; SD?=?1.1) from two mid-southern states were analyzed. Descriptive analyses were used to identify strengths and weaknesses of IEPs and postsecondary goals based on federal law requirements and best practice recommendations. Results IEPs contained an average of 3.1 IEP goals and 1.6 postsecondary goals. IEP goals were most frequently related to academic, learning/work, or communication skills. All IEPs contained an employment postsecondary goal while less than half of the IEPs included an independent living postsecondary goal. Key findings include lack of goals related to social skills and the lack of alignment between present levels of performance, IEP goals, and postsecondary goals. Conclusions IEPs for students with ASD in their final year of school do not consistently meet standards outlined by federal law or best practice recommendations necessary for successful transition from high school. En ligne : https://doi.org/10.1016/j.rasd.2021.101900 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458 [article] Individualized education program quality for transition age students with autism [Texte imprimé et/ou numérique] / Jordan A. FINDLEY, Auteur ; Lisa A. RUBLE, Auteur ; John H. MCGREW, Auteur . - 2022 . - 101900. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 91 (March 2022) . - 101900 Mots-clés : Individualized education program  Autism  Transition  Postsecondary Index. décimale : PER Périodiques Résumé : Background Students with ASD have some of the worst postsecondary outcomes when compared to other students with disabilities indicating transition planning may not be working effectively. One source of support for postsecondary planning is development of the transition Individualized Education Program (IEP). However, little research is available to describe the current contents of transition IEPs for students with ASD. This study aimed to describe IEP and postsecondary planning quality for students with autism in their final year of high school. Method IEPs for 20 students with autism (Mage?=?18.2 years; SD?=?1.1) from two mid-southern states were analyzed. Descriptive analyses were used to identify strengths and weaknesses of IEPs and postsecondary goals based on federal law requirements and best practice recommendations. Results IEPs contained an average of 3.1 IEP goals and 1.6 postsecondary goals. IEP goals were most frequently related to academic, learning/work, or communication skills. All IEPs contained an employment postsecondary goal while less than half of the IEPs included an independent living postsecondary goal. Key findings include lack of goals related to social skills and the lack of alignment between present levels of performance, IEP goals, and postsecondary goals. Conclusions IEPs for students with ASD in their final year of school do not consistently meet standards outlined by federal law or best practice recommendations necessary for successful transition from high school. En ligne : https://doi.org/10.1016/j.rasd.2021.101900 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458

Telepractice Delivery of an Autism Communication Intervention Program to Parent Groups / Robyn GARNETT in Research in Autism Spectrum Disorders, 91 (March 2022)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 91 (March 2022) . - 101902 Titre : Telepractice Delivery of an Autism Communication Intervention Program to Parent Groups Type de document : Texte imprimé et/ou numérique Auteurs : Robyn GARNETT, Auteur ; Bronwyn DAVIDSON, Auteur ; Patricia EADIE, Auteur Année de publication : 2022 Article en page(s) : 101902 Langues : Anglais (eng) Mots-clés : telehealth  autism spectrum disorder  parent training  social communication  early intervention Index. décimale : PER Périodiques Résumé : Background Social communication is a core challenge for children with autism and research confirms that early intervention positively impacts developmental outcomes. Families often experience barriers when accessing early intervention such as service availability, cost, and geographical location. Telepractice intervention has been used effectively with individual families to help overcome service barriers and to assist service access. This research investigated an expanded telepractice approach involving delivery of a manualized communication intervention to groups of parents. The research evaluated parent and child communication outcomes following participation in a telepractice-delivered, Hanen More Than Words (HMTW) group program. Method A single case experimental design involving a multiple-baseline-across-groups was implemented with 11 mother–child dyads. Quantitative analyses investigated both parent and child interactive communication behaviours during baseline, intervention, and post-intervention research phases. Results Results demonstrated improved parental responsiveness and increased child social communication behaviour following participation in the telepractice-delivered HMTW. Changes in parent and child communication behaviour were maintained during the post-intervention phase. Conclusions The results support the application of telepractice for delivering a group-based early intervention training program. Expanding telepractice service delivery from individual to group-based intervention has the potential to increase service choice for families and to mitigate service access barriers. En ligne : https://doi.org/10.1016/j.rasd.2021.101902 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458 [article] Telepractice Delivery of an Autism Communication Intervention Program to Parent Groups [Texte imprimé et/ou numérique] / Robyn GARNETT, Auteur ; Bronwyn DAVIDSON, Auteur ; Patricia EADIE, Auteur . - 2022 . - 101902. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 91 (March 2022) . - 101902 Mots-clés : telehealth  autism spectrum disorder  parent training  social communication  early intervention Index. décimale : PER Périodiques Résumé : Background Social communication is a core challenge for children with autism and research confirms that early intervention positively impacts developmental outcomes. Families often experience barriers when accessing early intervention such as service availability, cost, and geographical location. Telepractice intervention has been used effectively with individual families to help overcome service barriers and to assist service access. This research investigated an expanded telepractice approach involving delivery of a manualized communication intervention to groups of parents. The research evaluated parent and child communication outcomes following participation in a telepractice-delivered, Hanen More Than Words (HMTW) group program. Method A single case experimental design involving a multiple-baseline-across-groups was implemented with 11 mother–child dyads. Quantitative analyses investigated both parent and child interactive communication behaviours during baseline, intervention, and post-intervention research phases. Results Results demonstrated improved parental responsiveness and increased child social communication behaviour following participation in the telepractice-delivered HMTW. Changes in parent and child communication behaviour were maintained during the post-intervention phase. Conclusions The results support the application of telepractice for delivering a group-based early intervention training program. Expanding telepractice service delivery from individual to group-based intervention has the potential to increase service choice for families and to mitigate service access barriers. En ligne : https://doi.org/10.1016/j.rasd.2021.101902 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458

Strategies used for the outpatient dental care of people with autism spectrum disorder: An integrative review / Davi Silva Carvalho CURI in Research in Autism Spectrum Disorders, 91 (March 2022)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 91 (March 2022) . - 101903 Titre : Strategies used for the outpatient dental care of people with autism spectrum disorder: An integrative review Type de document : Texte imprimé et/ou numérique Auteurs : Davi Silva Carvalho CURI, Auteur ; Victória Eduarda Vasconcelos Liberato MIRANDA, Auteur ; Zayne BARROS DA SILVA, Auteur ; Milcyara Cunha de Lucena BEM, Auteur ; Marcelo Diniz DE PINHO, Auteur ; Adriana Gledys ZINK, Auteur Année de publication : 2022 Article en page(s) : 101903 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Dental care  Strategies  Oral health Index. décimale : PER Périodiques Résumé : Background Autism spectrum disorder is a neurodevelopmental disorder with early onset and chronic course. People with this disorder and their caregivers find it difficult to find dentists who provide adequate dental care. The aim of this review was to analyze studies published between 1999 and 2020, available in Portuguese, English or Spanish, on strategies that can be used for outpatient dental care for people with Autism Spectrum Disorder (ASD). Methods A survey was carried out in the Scopus and Medline databases, using the search strategy: (strategies OR approaches OR management OR system) AND ("dental care" OR "oral health" OR dentistry) AND ("autism spectrum disorder" OR autism). The inclusion criteria were: original articles on strategies that could be used for outpatient dental care for people with ASD, published between 1999 and 2020 and available in Portuguese, English or Spanish. Duplicate studies, publications not available in full, conference documents, review articles, books and documents from specialist publications were excluded. For the analysis of methodological quality, the adapted Critical Appraisal Skill Program (CASP) was used. Results The following strategies stood out: visual aids, sedation, training programs, standard behavioral guidance techniques, continuing education directed at parents, resources related to the dental office and the traits of dentists. Conclusions These strategies will be chosen depending on the level of skills and knowledge of the professionals, on their ability to work with specific resources, and mainly on the individual characteristics of the patient, since ASD manifests differently from person to person. En ligne : https://doi.org/10.1016/j.rasd.2021.101903 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458 [article] Strategies used for the outpatient dental care of people with autism spectrum disorder: An integrative review [Texte imprimé et/ou numérique] / Davi Silva Carvalho CURI, Auteur ; Victória Eduarda Vasconcelos Liberato MIRANDA, Auteur ; Zayne BARROS DA SILVA, Auteur ; Milcyara Cunha de Lucena BEM, Auteur ; Marcelo Diniz DE PINHO, Auteur ; Adriana Gledys ZINK, Auteur . - 2022 . - 101903. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 91 (March 2022) . - 101903 Mots-clés : Autism spectrum disorder  Dental care  Strategies  Oral health Index. décimale : PER Périodiques Résumé : Background Autism spectrum disorder is a neurodevelopmental disorder with early onset and chronic course. People with this disorder and their caregivers find it difficult to find dentists who provide adequate dental care. The aim of this review was to analyze studies published between 1999 and 2020, available in Portuguese, English or Spanish, on strategies that can be used for outpatient dental care for people with Autism Spectrum Disorder (ASD). Methods A survey was carried out in the Scopus and Medline databases, using the search strategy: (strategies OR approaches OR management OR system) AND ("dental care" OR "oral health" OR dentistry) AND ("autism spectrum disorder" OR autism). The inclusion criteria were: original articles on strategies that could be used for outpatient dental care for people with ASD, published between 1999 and 2020 and available in Portuguese, English or Spanish. Duplicate studies, publications not available in full, conference documents, review articles, books and documents from specialist publications were excluded. For the analysis of methodological quality, the adapted Critical Appraisal Skill Program (CASP) was used. Results The following strategies stood out: visual aids, sedation, training programs, standard behavioral guidance techniques, continuing education directed at parents, resources related to the dental office and the traits of dentists. Conclusions These strategies will be chosen depending on the level of skills and knowledge of the professionals, on their ability to work with specific resources, and mainly on the individual characteristics of the patient, since ASD manifests differently from person to person. En ligne : https://doi.org/10.1016/j.rasd.2021.101903 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458

Emotion dysregulation in children with autism: A multimethod investigation of the role of child and parent factors / Annie S. MILLS in Research in Autism Spectrum Disorders, 91 (March 2022)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 91 (March 2022) . - 101911 Titre : Emotion dysregulation in children with autism: A multimethod investigation of the role of child and parent factors Type de document : Texte imprimé et/ou numérique Auteurs : Annie S. MILLS, Auteur ; Paula TABLON-MODICA, Auteur ; Carla A. MAZEFKSY, Auteur ; Jonathan A. WEISS, Auteur Année de publication : 2022 Article en page(s) : 101911 Langues : Anglais (eng) Mots-clés : Autism  Emotion regulation  Parents  Mental health Index. décimale : PER Périodiques Résumé : Background Children with autism have been found to experience greater difficulties with emotion regulation than peers without autism. Characteristics related to autism (i.e., social communication challenges, restricted repetitive behaviours, inhibitory control difficulties) and external parent factors (i.e., parent stress, mindful parenting) have been suggested to contribute to the emotion dysregulation (ED) experienced by youth with autism. Method The current study evaluated associations between child and parent factors and two indices of child ED (parent report and observational behaviour coding), in 44 children with autism, ages 8–13 years. Results Child autism symptomology, inhibitory control difficulties, parental stress and mindful parenting were all associated with parent reported ED, but not with observed ED. Similarly, linear regressions revealed that these factors jointly predicted parent reported ED, but not observed ED. Restricted interests/repetitive behaviours and inhibitory control difficulties emerged as unique positive predictors of parent reported ED. Conclusions Findings highlight the importance of using a multimethod approach and of considering child- and parent-level factors when investigating ED in children with autism. En ligne : https://doi.org/10.1016/j.rasd.2021.101911 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458 [article] Emotion dysregulation in children with autism: A multimethod investigation of the role of child and parent factors [Texte imprimé et/ou numérique] / Annie S. MILLS, Auteur ; Paula TABLON-MODICA, Auteur ; Carla A. MAZEFKSY, Auteur ; Jonathan A. WEISS, Auteur . - 2022 . - 101911. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 91 (March 2022) . - 101911 Mots-clés : Autism  Emotion regulation  Parents  Mental health Index. décimale : PER Périodiques Résumé : Background Children with autism have been found to experience greater difficulties with emotion regulation than peers without autism. Characteristics related to autism (i.e., social communication challenges, restricted repetitive behaviours, inhibitory control difficulties) and external parent factors (i.e., parent stress, mindful parenting) have been suggested to contribute to the emotion dysregulation (ED) experienced by youth with autism. Method The current study evaluated associations between child and parent factors and two indices of child ED (parent report and observational behaviour coding), in 44 children with autism, ages 8–13 years. Results Child autism symptomology, inhibitory control difficulties, parental stress and mindful parenting were all associated with parent reported ED, but not with observed ED. Similarly, linear regressions revealed that these factors jointly predicted parent reported ED, but not observed ED. Restricted interests/repetitive behaviours and inhibitory control difficulties emerged as unique positive predictors of parent reported ED. Conclusions Findings highlight the importance of using a multimethod approach and of considering child- and parent-level factors when investigating ED in children with autism. En ligne : https://doi.org/10.1016/j.rasd.2021.101911 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458

The BALANCE nutrition education intervention for adolescents with ASD: A formative study in a school setting / Acadia W. BURO in Research in Autism Spectrum Disorders, 91 (March 2022)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 91 (March 2022) . - 101912 Titre : The BALANCE nutrition education intervention for adolescents with ASD: A formative study in a school setting Type de document : Texte imprimé et/ou numérique Auteurs : Acadia W. BURO, Auteur ; Heewon L. GRAY, Auteur ; Russell S. KIRBY, Auteur ; Jennifer MARSHALL, Auteur ; Whitney VAN ARSDALE, Auteur Année de publication : 2022 Article en page(s) : 101912 Langues : Anglais (eng) Mots-clés : Nutrition  Adolescents  Autism Spectrum Disorder  Feasibility studies  School intervention Index. décimale : PER Périodiques Résumé : Background Adolescents with autism spectrum disorder (ASD) may consume fewer types of foods overall and consume more processed foods than their typically developing peers. This study aimed to collect formative data to develop an eight-week school-based nutrition intervention for adolescents with ASD (Phase I) and to examine the feasibility and acceptability of the intervention in a school setting (Phase II). Method Focus groups, interviews, surveys, and feasibility testing of outcome measures (dietary intake, psychosocial determinants, height, weight) were conducted. Eleven adolescents and nine parents participated in formative focus groups and interviews, and twelve adolescents participated in a subsequent pilot intervention of BALANCE (Bringing Adolescent Learners with Autism Nutrition and Culinary Education). Lessons included group-based activities and tasting sessions and lasted 45?50-min. Descriptive statistics and thematic analysis were conducted. Results Adolescents and parents discussed the importance of having social modeling, visual cues, and student-led initiatives in a nutrition intervention. BALANCE lessons were administered with 100 % adherence, high quality, and 100 % exposure. On average, 11 students attended the intervention lessons (ranged 10–12). Participants reported that the intervention was acceptable; sensory exposure was an important component. Conclusions Instrument feasibility varied by age and social communication skill level, suggesting that measures should be carefully selected. The BALANCE intervention was feasible to implement and acceptable to adolescents with ASD. En ligne : https://doi.org/10.1016/j.rasd.2021.101912 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458 [article] The BALANCE nutrition education intervention for adolescents with ASD: A formative study in a school setting [Texte imprimé et/ou numérique] / Acadia W. BURO, Auteur ; Heewon L. GRAY, Auteur ; Russell S. KIRBY, Auteur ; Jennifer MARSHALL, Auteur ; Whitney VAN ARSDALE, Auteur . - 2022 . - 101912. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 91 (March 2022) . - 101912 Mots-clés : Nutrition  Adolescents  Autism Spectrum Disorder  Feasibility studies  School intervention Index. décimale : PER Périodiques Résumé : Background Adolescents with autism spectrum disorder (ASD) may consume fewer types of foods overall and consume more processed foods than their typically developing peers. This study aimed to collect formative data to develop an eight-week school-based nutrition intervention for adolescents with ASD (Phase I) and to examine the feasibility and acceptability of the intervention in a school setting (Phase II). Method Focus groups, interviews, surveys, and feasibility testing of outcome measures (dietary intake, psychosocial determinants, height, weight) were conducted. Eleven adolescents and nine parents participated in formative focus groups and interviews, and twelve adolescents participated in a subsequent pilot intervention of BALANCE (Bringing Adolescent Learners with Autism Nutrition and Culinary Education). Lessons included group-based activities and tasting sessions and lasted 45?50-min. Descriptive statistics and thematic analysis were conducted. Results Adolescents and parents discussed the importance of having social modeling, visual cues, and student-led initiatives in a nutrition intervention. BALANCE lessons were administered with 100 % adherence, high quality, and 100 % exposure. On average, 11 students attended the intervention lessons (ranged 10–12). Participants reported that the intervention was acceptable; sensory exposure was an important component. Conclusions Instrument feasibility varied by age and social communication skill level, suggesting that measures should be carefully selected. The BALANCE intervention was feasible to implement and acceptable to adolescents with ASD. En ligne : https://doi.org/10.1016/j.rasd.2021.101912 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458

Context-dependent amygdala-prefrontal connectivity in youths with autism spectrum disorder / Isaac Ray CHRISTIAN in Research in Autism Spectrum Disorders, 91 (March 2022)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 91 (March 2022) . - 101913 Titre : Context-dependent amygdala-prefrontal connectivity in youths with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Isaac Ray CHRISTIAN, Auteur ; Michael T. LIUZZI, Auteur ; Qiongru YU, Auteur ; Maria KRYZA-LACOMBE, Auteur ; Christopher S. MONK, Auteur ; Johanna M. JARCHO, Auteur ; Jillian Lee WIGGINS, Auteur Année de publication : 2022 Article en page(s) : 101913 Langues : Anglais (eng) Mots-clés : Autism  Amygdala  Connectivity  Faces  Rest  Context Index. décimale : PER Périodiques Résumé : Background The amygdala-prefrontal cortex circuit is involved in processing socio-emotional cues and may partially mediate social impairment in autism spectrum disorder (ASD). Past task-based fMRI studies in ASD indicate a mix of hypo- and hyper-connectivity in response to socio-emotional stimuli whereas resting state studies report hypoconnectivity between these regions. However, it is still unknown whether ASD-related alterations in amygdala-prefrontal circuitry are present across socio-emotional tasks and resting state contexts within the same sample or instead, depend on context. Method ASD (n?=?47) and typically developing individuals (TD; n?=?72) underwent fMRI during an implicit emotional face processing task and during rest, and whole-brain amygdala connectivity was calculated to determine patterns that differed by context and diagnosis. Results Relative to TD, the ASD group demonstrated weaker left amygdala connectivity with the medial frontal gyrus and the left superior frontal gyrus during rest, but stronger connectivity during task. Furthermore, across both contexts, ASD vs. TD had stronger right amygdala connectivity with the left insula/superior temporal gyrus. Conclusion Findings suggest some alterations in amygdala connectivity of ASD may depend on context while others are pervasive across task and rest conditions. Understanding context-dependent brain alterations in ASD may help disambiguate the mechanisms subserving social impairment and provide targets for treatment. En ligne : https://doi.org/10.1016/j.rasd.2021.101913 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458 [article] Context-dependent amygdala-prefrontal connectivity in youths with autism spectrum disorder [Texte imprimé et/ou numérique] / Isaac Ray CHRISTIAN, Auteur ; Michael T. LIUZZI, Auteur ; Qiongru YU, Auteur ; Maria KRYZA-LACOMBE, Auteur ; Christopher S. MONK, Auteur ; Johanna M. JARCHO, Auteur ; Jillian Lee WIGGINS, Auteur . - 2022 . - 101913. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 91 (March 2022) . - 101913 Mots-clés : Autism  Amygdala  Connectivity  Faces  Rest  Context Index. décimale : PER Périodiques Résumé : Background The amygdala-prefrontal cortex circuit is involved in processing socio-emotional cues and may partially mediate social impairment in autism spectrum disorder (ASD). Past task-based fMRI studies in ASD indicate a mix of hypo- and hyper-connectivity in response to socio-emotional stimuli whereas resting state studies report hypoconnectivity between these regions. However, it is still unknown whether ASD-related alterations in amygdala-prefrontal circuitry are present across socio-emotional tasks and resting state contexts within the same sample or instead, depend on context. Method ASD (n?=?47) and typically developing individuals (TD; n?=?72) underwent fMRI during an implicit emotional face processing task and during rest, and whole-brain amygdala connectivity was calculated to determine patterns that differed by context and diagnosis. Results Relative to TD, the ASD group demonstrated weaker left amygdala connectivity with the medial frontal gyrus and the left superior frontal gyrus during rest, but stronger connectivity during task. Furthermore, across both contexts, ASD vs. TD had stronger right amygdala connectivity with the left insula/superior temporal gyrus. Conclusion Findings suggest some alterations in amygdala connectivity of ASD may depend on context while others are pervasive across task and rest conditions. Understanding context-dependent brain alterations in ASD may help disambiguate the mechanisms subserving social impairment and provide targets for treatment. En ligne : https://doi.org/10.1016/j.rasd.2021.101913 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458

Relationship of autistic traits between parents and children with and without autism spectrum disorder / Jing MENG in Research in Autism Spectrum Disorders, 91 (March 2022)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 91 (March 2022) . - 101914 Titre : Relationship of autistic traits between parents and children with and without autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Jing MENG, Auteur ; Chao HUO, Auteur ; Hengheng TAO, Auteur ; Zuoshan LI, Auteur ; Lin SHEN, Auteur Année de publication : 2022 Article en page(s) : 101914 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Autism Spectrum Quotient  Autism Spectrum Quotient—Children’s Version  Autistic traits  Broader autism phenotype Index. décimale : PER Périodiques Résumé : Background Although parents with a child with autism spectrum disorder (ASD) have usually been identified as having the “broader autism phenotype”, empirical research on the differences in autistic-like characteristics between parents with and without ASD children has yielded inconsistent results. Method This survey of the autistic traits of parents and children was conducted in 119 parents with ASD children and 108 parents with typically developing (TD) children. Parents’ autistic traits were quantified using the Autism-Spectrum Quotient and children’s autistic traits were quantified using the Autism Spectrum Quotient—Children’s Version. Results The autistic traits of ASD children were significantly higher than those of the TD children; however, autistic traits were similar between parents in the two groups. Furthermore, the correlations of autistic traits between parents and children were only significant for the TD group and not for the ASD group. Conclusions The current findings indicate that the relationship of autistic traits between parents and children exists in the TD group, and that the Autism-Spectrum Quotient may be used for parents as a screening aid to identify children who should be further screened for autistic traits. En ligne : https://doi.org/10.1016/j.rasd.2022.101914 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458 [article] Relationship of autistic traits between parents and children with and without autism spectrum disorder [Texte imprimé et/ou numérique] / Jing MENG, Auteur ; Chao HUO, Auteur ; Hengheng TAO, Auteur ; Zuoshan LI, Auteur ; Lin SHEN, Auteur . - 2022 . - 101914. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 91 (March 2022) . - 101914 Mots-clés : Autism spectrum disorder  Autism Spectrum Quotient  Autism Spectrum Quotient—Children’s Version  Autistic traits  Broader autism phenotype Index. décimale : PER Périodiques Résumé : Background Although parents with a child with autism spectrum disorder (ASD) have usually been identified as having the “broader autism phenotype”, empirical research on the differences in autistic-like characteristics between parents with and without ASD children has yielded inconsistent results. Method This survey of the autistic traits of parents and children was conducted in 119 parents with ASD children and 108 parents with typically developing (TD) children. Parents’ autistic traits were quantified using the Autism-Spectrum Quotient and children’s autistic traits were quantified using the Autism Spectrum Quotient—Children’s Version. Results The autistic traits of ASD children were significantly higher than those of the TD children; however, autistic traits were similar between parents in the two groups. Furthermore, the correlations of autistic traits between parents and children were only significant for the TD group and not for the ASD group. Conclusions The current findings indicate that the relationship of autistic traits between parents and children exists in the TD group, and that the Autism-Spectrum Quotient may be used for parents as a screening aid to identify children who should be further screened for autistic traits. En ligne : https://doi.org/10.1016/j.rasd.2022.101914 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458