Dépouillements

Publishing standards for promoting excellence in autism research / Sue FLETCHER-WATSON in Autism, 26-6 (August 2022)  

Public ISBD [article]  inAutism > 26-6 (August 2022) . - p.1501-1504 Titre : Publishing standards for promoting excellence in autism research Type de document : Texte imprimé et/ou numérique Auteurs : Sue FLETCHER-WATSON, Auteur ; Sven BÖLTE, Auteur ; Catherine J. CROMPTON, Auteur ; Desi JONES, Auteur ; Meng-Chuan LAI, Auteur ; William MANDY, Auteur ; Liz PELLICANO, Auteur ; Aubyn STAHMER, Auteur ; Julie LOUNDS TAYLOR, Auteur ; David MANDELL, Auteur Article en page(s) : p.1501-1504 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Autistic Disorder  Humans  Publishing  Quality Improvement Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/13623613211019830 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=484 [article] Publishing standards for promoting excellence in autism research [Texte imprimé et/ou numérique] / Sue FLETCHER-WATSON, Auteur ; Sven BÖLTE, Auteur ; Catherine J. CROMPTON, Auteur ; Desi JONES, Auteur ; Meng-Chuan LAI, Auteur ; William MANDY, Auteur ; Liz PELLICANO, Auteur ; Aubyn STAHMER, Auteur ; Julie LOUNDS TAYLOR, Auteur ; David MANDELL, Auteur . - p.1501-1504. Langues : Anglais (eng) in Autism > 26-6 (August 2022) . - p.1501-1504 Mots-clés : Autism Spectrum Disorder  Autistic Disorder  Humans  Publishing  Quality Improvement Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/13623613211019830 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=484

Feeding and eating problems in children and adolescents with autism: A scoping review / Jessica BARASKEWICH in Autism, 26-6 (August 2022)  

Public ISBD [article]  inAutism > 26-6 (August 2022) . - p.1505-1519 Titre : Feeding and eating problems in children and adolescents with autism: A scoping review Type de document : Texte imprimé et/ou numérique Auteurs : Jessica BARASKEWICH, Auteur ; Kristin M. VON RANSON, Auteur ; Adam MCCRIMMON, Auteur ; Carly A. MCMORRIS, Auteur Article en page(s) : p.1505-1519 Langues : Anglais (eng) Mots-clés : Adolescent  Autism Spectrum Disorder  Autistic Disorder  Body Image  Child  Feeding Behavior  Humans  Problem Behavior  autism spectrum disorders  children and youth  eating disorders  feeding disorders  conflicts of interest with respect to the research, authorship, and/or  publication of this article. Index. décimale : PER Périodiques Résumé : Feeding problems, such as picky eating and food avoidance, are common in youth with autism. Other, broader difficulties with feeding and eating (eating disorder symptoms such as restricting food intake or preoccupation with body shape or weight and insistence on specific food presentation) are also common in autistic individuals. Here, we describe the nature and extent of feeding and eating problems in youth with autism. We found no common characteristics (such as severity of autism symptoms) that best describe autistic youth who experience problems with feeding or eating. Almost all studies we reviewed focused on problems with feeding (selective or picky eating), and only a few studies focused on eating disorder symptoms (concern with weight, shape, and/or body image). However, some researchers reported that eating disorder symptoms may occur more often in autistic individuals compared to their peers without autism. Many studies used the terms "feeding" and "eating" problems interchangeably, but understanding the difference between these problems is important for researchers to be consistent, as well as for proper identification and treatment. We suggest future researchers use "eating problems" when behaviors involve preoccupation with food, eating, or body image, and "feeding problems" when this preoccupation is absent. We highlight the importance of understanding whether feeding or eating problems are separate from autism traits, and the role of caregivers and other adults in the child's treatment. Considerations for health-care providers to assist with diagnosis and treatment are also provided. En ligne : http://dx.doi.org/10.1177/1362361321995631 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=484 [article] Feeding and eating problems in children and adolescents with autism: A scoping review [Texte imprimé et/ou numérique] / Jessica BARASKEWICH, Auteur ; Kristin M. VON RANSON, Auteur ; Adam MCCRIMMON, Auteur ; Carly A. MCMORRIS, Auteur . - p.1505-1519. Langues : Anglais (eng) in Autism > 26-6 (August 2022) . - p.1505-1519 Mots-clés : Adolescent  Autism Spectrum Disorder  Autistic Disorder  Body Image  Child  Feeding Behavior  Humans  Problem Behavior  autism spectrum disorders  children and youth  eating disorders  feeding disorders  conflicts of interest with respect to the research, authorship, and/or  publication of this article. Index. décimale : PER Périodiques Résumé : Feeding problems, such as picky eating and food avoidance, are common in youth with autism. Other, broader difficulties with feeding and eating (eating disorder symptoms such as restricting food intake or preoccupation with body shape or weight and insistence on specific food presentation) are also common in autistic individuals. Here, we describe the nature and extent of feeding and eating problems in youth with autism. We found no common characteristics (such as severity of autism symptoms) that best describe autistic youth who experience problems with feeding or eating. Almost all studies we reviewed focused on problems with feeding (selective or picky eating), and only a few studies focused on eating disorder symptoms (concern with weight, shape, and/or body image). However, some researchers reported that eating disorder symptoms may occur more often in autistic individuals compared to their peers without autism. Many studies used the terms "feeding" and "eating" problems interchangeably, but understanding the difference between these problems is important for researchers to be consistent, as well as for proper identification and treatment. We suggest future researchers use "eating problems" when behaviors involve preoccupation with food, eating, or body image, and "feeding problems" when this preoccupation is absent. We highlight the importance of understanding whether feeding or eating problems are separate from autism traits, and the role of caregivers and other adults in the child's treatment. Considerations for health-care providers to assist with diagnosis and treatment are also provided. En ligne : http://dx.doi.org/10.1177/1362361321995631 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=484

Naturalistic evaluation of preschoolers' spontaneous interactions: The Autism Peer Interaction Observation Scale / Nirit BAUMINGER-ZVIELY in Autism, 26-6 (August 2022)  

Public ISBD [article]  inAutism > 26-6 (August 2022) . - p.1520-1535 Titre : Naturalistic evaluation of preschoolers' spontaneous interactions: The Autism Peer Interaction Observation Scale Type de document : Texte imprimé et/ou numérique Auteurs : Nirit BAUMINGER-ZVIELY, Auteur ; Analia SHEFER, Auteur Article en page(s) : p.1520-1535 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/diagnosis  Autistic Disorder  Child  Child, Preschool  Communication  Early Intervention, Educational  Humans  Peer Group  autism spectrum disorder  naturalistic observation tool  peer interaction  preschool children  social communication  conflicts of interest with respect to the research, authorship, and/or  publication of this article. Index. décimale : PER Périodiques Résumé : Peer interaction can be challenging in autism spectrum disorder, but naturalistic peer-observation scales for preschoolers are limited. This study examined the newly developed Autism Peer Interaction Observation Scale, with 17 subcategories, which evaluate naturalistic peer interaction processes in preschoolers with autism spectrum disorder and typical development. We tested the Autism Peer Interaction Observation Scale to (a) characterize peer interactions of preschoolers with autism spectrum disorder who were cognitively able versus typical age-mates, (b) explore each group's hierarchical pattern of peer interaction behaviors, and (c) identify Autism Peer Interaction Observation Scale's links with standard reports for assessing social-communication functioning (Vineland Behavior Scales, 2nd ed.), social impairment (Social Responsiveness Scale, 2nd ed.), autism severity (Autism Diagnostic Observation Schedule, 2nd ed.), and intelligence quotient (Mullen) in the cognitively able preschoolers with autism spectrum disorder group. Participants comprised 85 preschoolers (50 cognitively able preschoolers with autism spectrum disorder, intelligence quotient>75; 35 typical). Groups were matched according to age, intelligence quotient, and maternal education. Significant group differences emerged on all Autism Peer Interaction Observation Scale categories, with the typical group showing better social-communication functioning as compared to the cognitively able preschoolers with autism spectrum disorder group. Also, in cognitively able preschoolers with autism spectrum disorder that observed as demonstrating more typical peer relations on the Autism Peer Interaction Observation Scale showed better adaptive and socialization skills on the Vineland (Vineland Behavior Scales, 2nd ed.) and fewer social atypicalities on the Social Responsiveness Scale, 2nd ed. Higher intelligence quotient scores were linked with better observed social-communication functioning (on Autism Peer Interaction Observation Scale). Few Autism Peer Interaction Observation Scale social-communicative categories significantly correlated with the Autism Diagnostic Observation Schedule, 2nd ed. Findings highlight the Autism Peer Interaction Observation Scale as differentiating the two preschooler groups and providing additional knowledge about socially communicative peer interaction in natural settings. This new tool can help personalize social-communication programs and evaluations of early intervention outcomes, thereby leading to a fuller picture of these young children's functioning. En ligne : http://dx.doi.org/10.1177/1362361321989919 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=484 [article] Naturalistic evaluation of preschoolers' spontaneous interactions: The Autism Peer Interaction Observation Scale [Texte imprimé et/ou numérique] / Nirit BAUMINGER-ZVIELY, Auteur ; Analia SHEFER, Auteur . - p.1520-1535. Langues : Anglais (eng) in Autism > 26-6 (August 2022) . - p.1520-1535 Mots-clés : Autism Spectrum Disorder/diagnosis  Autistic Disorder  Child  Child, Preschool  Communication  Early Intervention, Educational  Humans  Peer Group  autism spectrum disorder  naturalistic observation tool  peer interaction  preschool children  social communication  conflicts of interest with respect to the research, authorship, and/or  publication of this article. Index. décimale : PER Périodiques Résumé : Peer interaction can be challenging in autism spectrum disorder, but naturalistic peer-observation scales for preschoolers are limited. This study examined the newly developed Autism Peer Interaction Observation Scale, with 17 subcategories, which evaluate naturalistic peer interaction processes in preschoolers with autism spectrum disorder and typical development. We tested the Autism Peer Interaction Observation Scale to (a) characterize peer interactions of preschoolers with autism spectrum disorder who were cognitively able versus typical age-mates, (b) explore each group's hierarchical pattern of peer interaction behaviors, and (c) identify Autism Peer Interaction Observation Scale's links with standard reports for assessing social-communication functioning (Vineland Behavior Scales, 2nd ed.), social impairment (Social Responsiveness Scale, 2nd ed.), autism severity (Autism Diagnostic Observation Schedule, 2nd ed.), and intelligence quotient (Mullen) in the cognitively able preschoolers with autism spectrum disorder group. Participants comprised 85 preschoolers (50 cognitively able preschoolers with autism spectrum disorder, intelligence quotient>75; 35 typical). Groups were matched according to age, intelligence quotient, and maternal education. Significant group differences emerged on all Autism Peer Interaction Observation Scale categories, with the typical group showing better social-communication functioning as compared to the cognitively able preschoolers with autism spectrum disorder group. Also, in cognitively able preschoolers with autism spectrum disorder that observed as demonstrating more typical peer relations on the Autism Peer Interaction Observation Scale showed better adaptive and socialization skills on the Vineland (Vineland Behavior Scales, 2nd ed.) and fewer social atypicalities on the Social Responsiveness Scale, 2nd ed. Higher intelligence quotient scores were linked with better observed social-communication functioning (on Autism Peer Interaction Observation Scale). Few Autism Peer Interaction Observation Scale social-communicative categories significantly correlated with the Autism Diagnostic Observation Schedule, 2nd ed. Findings highlight the Autism Peer Interaction Observation Scale as differentiating the two preschooler groups and providing additional knowledge about socially communicative peer interaction in natural settings. This new tool can help personalize social-communication programs and evaluations of early intervention outcomes, thereby leading to a fuller picture of these young children's functioning. En ligne : http://dx.doi.org/10.1177/1362361321989919 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=484

Virtual interview training for autistic transition age youth: A randomized controlled feasibility and effectiveness trial / Matthew J. SMITH in Autism, 26-6 (August 2022)  

Public ISBD [article]  inAutism > 26-6 (August 2022) . - p.1536-1552 Titre : Virtual interview training for autistic transition age youth: A randomized controlled feasibility and effectiveness trial Type de document : Texte imprimé et/ou numérique Auteurs : Matthew J. SMITH, Auteur ; Kari SHERWOOD, Auteur ; Brittany ROSS, Auteur ; Justin D SMITH, Auteur ; Leann S. DAWALT, Auteur ; Lauren BISHOP, Auteur ; Laura HUMM, Auteur ; Jeff ELKINS, Auteur ; Chris STEACY, Auteur Article en page(s) : p.1536-1552 Langues : Anglais (eng) Mots-clés : Adolescent  Autism Spectrum Disorder  Autistic Disorder  Employment  Feasibility Studies  Humans  Mental Health  feasibility trial  job interview anxiety  job interview skill  randomized controlled effectiveness trial  virtual interview training  from SIMmersion LLC on the sales of the virtual interview training tool that was  the focus of this randomized controlled trial. These royalties will be shared  with Dr. Matthew Smith and the University of Michigan School of Social Work. Dr.  Smith adhered to the University of Michigan’s Conflict Management Plan that was  reviewed and approved by a University of Michigan Conflict of Interest Committee.  This manuscript includes authorship by Mr. Elkins, Ms. Humm, and Dr. Steacy who  are paid employees of SIMmersion and own stock in the company. However, Mr.  Elkins, Ms. Humm, and Dr. Steacy were not involved in the study’s design or  administration. Moreover, there were not involved in the collection, management,  or analysis of study data. Their authorship contributions were focused on the  description of the intervention. Index. décimale : PER Périodiques Résumé : Autistic transition age youth struggle with obtaining employment, and interviewing is a critical barrier to getting a job. We adapted an efficacious virtual reality job interview intervention to meet the needs of autistic transition age youth, called the Virtual Interview Training for Transition Age Youth. This study evaluated whether Virtual Interview Training for Transition Age Youth can be feasibly delivered in high school special education settings and whether Virtual Interview Training for Transition Age Youth improves job interview skills, job interview self-efficacy, job interview anxiety, and access to employment. Forty-eight autistic transition age youth received school-based pre-employment services as usual with Virtual Interview Training for Transition Age Youth, while 23 autistic transition age youth received services as usual only. Local teachers trained and supervised autistic transition age youth using Virtual Interview Training for Transition Age Youth. Participants reported Virtual Interview Training for Transition Age Youth was highly acceptable. Participants receiving services as usual and Virtual Interview Training for Transition Age Youth, compared to participants receiving services as usual only, had better job interview skills and lower job interview anxiety as well as greater access to jobs. Overall, Virtual Interview Training for Transition Age Youth appears to be effective at teaching job interview skills that are associated with accessing competitive jobs. Moreover, youth enjoyed Virtual Interview Training for Transition Age Youth and teachers feasibly implemented the tool within special education pre-employment transition services. Future research needs to better understand how autistic transition age youth from culturally diverse backgrounds and different social, behavioral, or mental health challenges may respond to Virtual Interview Training for Transition Age Youth. En ligne : http://dx.doi.org/10.1177/1362361321989928 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=484 [article] Virtual interview training for autistic transition age youth: A randomized controlled feasibility and effectiveness trial [Texte imprimé et/ou numérique] / Matthew J. SMITH, Auteur ; Kari SHERWOOD, Auteur ; Brittany ROSS, Auteur ; Justin D SMITH, Auteur ; Leann S. DAWALT, Auteur ; Lauren BISHOP, Auteur ; Laura HUMM, Auteur ; Jeff ELKINS, Auteur ; Chris STEACY, Auteur . - p.1536-1552. Langues : Anglais (eng) in Autism > 26-6 (August 2022) . - p.1536-1552 Mots-clés : Adolescent  Autism Spectrum Disorder  Autistic Disorder  Employment  Feasibility Studies  Humans  Mental Health  feasibility trial  job interview anxiety  job interview skill  randomized controlled effectiveness trial  virtual interview training  from SIMmersion LLC on the sales of the virtual interview training tool that was  the focus of this randomized controlled trial. These royalties will be shared  with Dr. Matthew Smith and the University of Michigan School of Social Work. Dr.  Smith adhered to the University of Michigan’s Conflict Management Plan that was  reviewed and approved by a University of Michigan Conflict of Interest Committee.  This manuscript includes authorship by Mr. Elkins, Ms. Humm, and Dr. Steacy who  are paid employees of SIMmersion and own stock in the company. However, Mr.  Elkins, Ms. Humm, and Dr. Steacy were not involved in the study’s design or  administration. Moreover, there were not involved in the collection, management,  or analysis of study data. Their authorship contributions were focused on the  description of the intervention. Index. décimale : PER Périodiques Résumé : Autistic transition age youth struggle with obtaining employment, and interviewing is a critical barrier to getting a job. We adapted an efficacious virtual reality job interview intervention to meet the needs of autistic transition age youth, called the Virtual Interview Training for Transition Age Youth. This study evaluated whether Virtual Interview Training for Transition Age Youth can be feasibly delivered in high school special education settings and whether Virtual Interview Training for Transition Age Youth improves job interview skills, job interview self-efficacy, job interview anxiety, and access to employment. Forty-eight autistic transition age youth received school-based pre-employment services as usual with Virtual Interview Training for Transition Age Youth, while 23 autistic transition age youth received services as usual only. Local teachers trained and supervised autistic transition age youth using Virtual Interview Training for Transition Age Youth. Participants reported Virtual Interview Training for Transition Age Youth was highly acceptable. Participants receiving services as usual and Virtual Interview Training for Transition Age Youth, compared to participants receiving services as usual only, had better job interview skills and lower job interview anxiety as well as greater access to jobs. Overall, Virtual Interview Training for Transition Age Youth appears to be effective at teaching job interview skills that are associated with accessing competitive jobs. Moreover, youth enjoyed Virtual Interview Training for Transition Age Youth and teachers feasibly implemented the tool within special education pre-employment transition services. Future research needs to better understand how autistic transition age youth from culturally diverse backgrounds and different social, behavioral, or mental health challenges may respond to Virtual Interview Training for Transition Age Youth. En ligne : http://dx.doi.org/10.1177/1362361321989928 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=484

'You don't look autistic': A qualitative exploration of women's experiences of being the 'autistic other' / Kate SEERS in Autism, 26-6 (August 2022)  

Public ISBD [article]  inAutism > 26-6 (August 2022) . - p.1553-1564 Titre : 'You don't look autistic': A qualitative exploration of women's experiences of being the 'autistic other' Type de document : Texte imprimé et/ou numérique Auteurs : Kate SEERS, Auteur ; Rachel C. HOGG, Auteur Article en page(s) : p.1553-1564 Langues : Anglais (eng) Mots-clés : Adult  Aged  Autism Spectrum Disorder  Autistic Disorder  Female  Gender Identity  Humans  Qualitative Research  adult autism  female autism  gender  social constructionism Index. décimale : PER Périodiques Résumé : Most autism spectrum condition research addresses the neurological and biological causes of autism spectrum condition, focusing upon deficits associated with autism spectrum condition and behavioural interventions designed to minimise these deficits. Little is known about the lived experiences of adult women on the autism spectrum and how they navigate social expectations around gender, autism spectrum condition and gendered understandings of autism spectrum condition. The lived experiences of eight women on the AS will be shared here, with attention to how gendered expectations influence women's experiences of autism spectrum condition, their sense of self and well-being. Findings showed these women struggled to reconcile the expectations of others, particularly early in life. The women had difficultly conforming to stereotypical ideals of femininity, yet as they aged, they felt less need to conform, valuing their unique style and behaviours. The women also rejected deficit-oriented descriptions of autism spectrum condition generated by the medical community, preferring to focus on their strengths and unique characteristics. It is hoped this article helps psychologists and the wider community to understand and meet the needs of women on the AS. En ligne : http://dx.doi.org/10.1177/1362361321993722 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=484 [article] 'You don't look autistic': A qualitative exploration of women's experiences of being the 'autistic other' [Texte imprimé et/ou numérique] / Kate SEERS, Auteur ; Rachel C. HOGG, Auteur . - p.1553-1564. Langues : Anglais (eng) in Autism > 26-6 (August 2022) . - p.1553-1564 Mots-clés : Adult  Aged  Autism Spectrum Disorder  Autistic Disorder  Female  Gender Identity  Humans  Qualitative Research  adult autism  female autism  gender  social constructionism Index. décimale : PER Périodiques Résumé : Most autism spectrum condition research addresses the neurological and biological causes of autism spectrum condition, focusing upon deficits associated with autism spectrum condition and behavioural interventions designed to minimise these deficits. Little is known about the lived experiences of adult women on the autism spectrum and how they navigate social expectations around gender, autism spectrum condition and gendered understandings of autism spectrum condition. The lived experiences of eight women on the AS will be shared here, with attention to how gendered expectations influence women's experiences of autism spectrum condition, their sense of self and well-being. Findings showed these women struggled to reconcile the expectations of others, particularly early in life. The women had difficultly conforming to stereotypical ideals of femininity, yet as they aged, they felt less need to conform, valuing their unique style and behaviours. The women also rejected deficit-oriented descriptions of autism spectrum condition generated by the medical community, preferring to focus on their strengths and unique characteristics. It is hoped this article helps psychologists and the wider community to understand and meet the needs of women on the AS. En ligne : http://dx.doi.org/10.1177/1362361321993722 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=484

The gap between IQ and adaptive functioning in autism spectrum disorder: Disentangling diagnostic and sex differences / Goldie A. MCQUAID in Autism, 26-6 (August 2022)  

Public ISBD [article]  inAutism > 26-6 (August 2022) . - p.1565-1579 Titre : The gap between IQ and adaptive functioning in autism spectrum disorder: Disentangling diagnostic and sex differences Type de document : Texte imprimé et/ou numérique Auteurs : Goldie A. MCQUAID, Auteur ; Kevin A. PELPHREY, Auteur ; Susan Y. BOOKHEIMER, Auteur ; Mirella DAPRETTO, Auteur ; Sara J. WEBB, Auteur ; Raphael A. BERNIER, Auteur ; James C. MCPARTLAND, Auteur ; John D. VAN HORN, Auteur ; Gregory L. WALLACE, Auteur Article en page(s) : p.1565-1579 Langues : Anglais (eng) Mots-clés : Adolescent  Autism Spectrum Disorder  Autistic Disorder  Female  Humans  Intellectual Disability  Male  Sex Characteristics  Social Skills  Iq  adaptive functioning  autism  sex differences  conflicts of interest with respect to the research, authorship, and/or  publication of this article. Index. décimale : PER Périodiques Résumé : Adaptive functioning refers to skills that are vital to success in day-to-day life, including daily living (e.g. grocery shopping, food preparation, transportation use), communication (e.g. verbal expression of needs), and socialization skills (e.g. interpersonal skills, including expressing and recognizing emotions, and understanding turn-taking in conversation). Among autistic individuals without intellectual disability, adaptive functioning is not commensurate with intellectual ability (IQ), and instead a gap exists between these individuals' intellectual ability and their adaptive skills. Further, these autistic individuals show a widening of this gap with increasing age. Existing studies of the gap between IQ and adaptive functioning have studied predominantly male samples. Thus, we do not know if the gap also exists in autistic females. We therefore looked at adaptive functioning and the gap between IQ and adaptive functioning in a large sample of autistic girls and boys without intellectual disability. To disentangle effects of group (autistic vs typically developing) from effects of sex (girls vs boys), we compared autistic girls and boys to one another as well as to their same-sex typically developing peers. Analyses took into consideration differences in IQ between autistic and typically developing youth. We found autistic girls, like autistic boys, show lower adaptive functioning than their same-sex typically developing peers. Results underscore the need to evaluate adaptive functioning in autistic individuals without intellectual disability and to provide necessary supports. The large gap between intellectual ability and socialization skills, in particular, may be of critical importance in improving our understanding of outcomes and mental health difficulties among autistic females. En ligne : http://dx.doi.org/10.1177/1362361321995620 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=484 [article] The gap between IQ and adaptive functioning in autism spectrum disorder: Disentangling diagnostic and sex differences [Texte imprimé et/ou numérique] / Goldie A. MCQUAID, Auteur ; Kevin A. PELPHREY, Auteur ; Susan Y. BOOKHEIMER, Auteur ; Mirella DAPRETTO, Auteur ; Sara J. WEBB, Auteur ; Raphael A. BERNIER, Auteur ; James C. MCPARTLAND, Auteur ; John D. VAN HORN, Auteur ; Gregory L. WALLACE, Auteur . - p.1565-1579. Langues : Anglais (eng) in Autism > 26-6 (August 2022) . - p.1565-1579 Mots-clés : Adolescent  Autism Spectrum Disorder  Autistic Disorder  Female  Humans  Intellectual Disability  Male  Sex Characteristics  Social Skills  Iq  adaptive functioning  autism  sex differences  conflicts of interest with respect to the research, authorship, and/or  publication of this article. Index. décimale : PER Périodiques Résumé : Adaptive functioning refers to skills that are vital to success in day-to-day life, including daily living (e.g. grocery shopping, food preparation, transportation use), communication (e.g. verbal expression of needs), and socialization skills (e.g. interpersonal skills, including expressing and recognizing emotions, and understanding turn-taking in conversation). Among autistic individuals without intellectual disability, adaptive functioning is not commensurate with intellectual ability (IQ), and instead a gap exists between these individuals' intellectual ability and their adaptive skills. Further, these autistic individuals show a widening of this gap with increasing age. Existing studies of the gap between IQ and adaptive functioning have studied predominantly male samples. Thus, we do not know if the gap also exists in autistic females. We therefore looked at adaptive functioning and the gap between IQ and adaptive functioning in a large sample of autistic girls and boys without intellectual disability. To disentangle effects of group (autistic vs typically developing) from effects of sex (girls vs boys), we compared autistic girls and boys to one another as well as to their same-sex typically developing peers. Analyses took into consideration differences in IQ between autistic and typically developing youth. We found autistic girls, like autistic boys, show lower adaptive functioning than their same-sex typically developing peers. Results underscore the need to evaluate adaptive functioning in autistic individuals without intellectual disability and to provide necessary supports. The large gap between intellectual ability and socialization skills, in particular, may be of critical importance in improving our understanding of outcomes and mental health difficulties among autistic females. En ligne : http://dx.doi.org/10.1177/1362361321995620 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=484

Associations between social camouflaging and internalizing symptoms in autistic and non-autistic adolescents / Courtney J. BERNARDIN in Autism, 26-6 (August 2022)  

Public ISBD [article]  inAutism > 26-6 (August 2022) . - p.1580-1591 Titre : Associations between social camouflaging and internalizing symptoms in autistic and non-autistic adolescents Type de document : Texte imprimé et/ou numérique Auteurs : Courtney J. BERNARDIN, Auteur ; Timothy LEWIS, Auteur ; Debora BELL, Auteur ; Stephen M. KANNE, Auteur Article en page(s) : p.1580-1591 Langues : Anglais (eng) Mots-clés : Adolescent  Adult  Anxiety/epidemiology  Autism Spectrum Disorder  Autistic Disorder  Female  Humans  Mental Health  Social Skills  adolescents  anxiety  autism spectrum disorders  camouflaging  depression Index. décimale : PER Périodiques Résumé : Autistic individuals have more mental health difficulties than non-autistic individuals. It is important to understand why this might be. Research has shown that camouflaging, or strategies used to hide autistic traits, might contribute to mental health difficulties in autistic adults. We examined whether this was also the case for autistic adolescents. This study included 140 adolescents ages 13-18years (62 non-autistic, 58 female). All participants answered questions about camouflaging, autistic traits, and mental health difficulties. We found that autistic and non-autistic adolescents who reported higher levels of camouflaging also reported higher levels of depression, anxiety, and stress. We also found that camouflaging might be particularly stressful for females. These findings improve our understanding of camouflaging during adolescence and point to potential ways to support autistic adolescents, such as help with social skills, self-acceptance, and self-esteem. The findings also support the importance of increasing autism acceptance in the general population. En ligne : http://dx.doi.org/10.1177/1362361321997284 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=484 [article] Associations between social camouflaging and internalizing symptoms in autistic and non-autistic adolescents [Texte imprimé et/ou numérique] / Courtney J. BERNARDIN, Auteur ; Timothy LEWIS, Auteur ; Debora BELL, Auteur ; Stephen M. KANNE, Auteur . - p.1580-1591. Langues : Anglais (eng) in Autism > 26-6 (August 2022) . - p.1580-1591 Mots-clés : Adolescent  Adult  Anxiety/epidemiology  Autism Spectrum Disorder  Autistic Disorder  Female  Humans  Mental Health  Social Skills  adolescents  anxiety  autism spectrum disorders  camouflaging  depression Index. décimale : PER Périodiques Résumé : Autistic individuals have more mental health difficulties than non-autistic individuals. It is important to understand why this might be. Research has shown that camouflaging, or strategies used to hide autistic traits, might contribute to mental health difficulties in autistic adults. We examined whether this was also the case for autistic adolescents. This study included 140 adolescents ages 13-18years (62 non-autistic, 58 female). All participants answered questions about camouflaging, autistic traits, and mental health difficulties. We found that autistic and non-autistic adolescents who reported higher levels of camouflaging also reported higher levels of depression, anxiety, and stress. We also found that camouflaging might be particularly stressful for females. These findings improve our understanding of camouflaging during adolescence and point to potential ways to support autistic adolescents, such as help with social skills, self-acceptance, and self-esteem. The findings also support the importance of increasing autism acceptance in the general population. En ligne : http://dx.doi.org/10.1177/1362361321997284 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=484

Correlates of adaptive skills in children with autism spectrum disorder / Ramkumar AISHWORIYA in Autism, 26-6 (August 2022)  

Public ISBD [article]  inAutism > 26-6 (August 2022) . - p.1592-1600 Titre : Correlates of adaptive skills in children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Ramkumar AISHWORIYA, Auteur ; Tze Jui GOH, Auteur ; Min SUNG, Auteur ; Stacey Kiat Hong TAY, Auteur Article en page(s) : p.1592-1600 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/therapy  Autistic Disorder  Child  Child, Preschool  Early Intervention, Educational  Fathers  Humans  Male  Parents  autism  early intervention  socio-economic status  wait time Index. décimale : PER Périodiques Résumé : Despite improving services and care for individuals with autism spectrum disorder, functional outcomes such as daily living skills tend to be suboptimal for many. This study wanted to identify modifiable early intervention factors that are associated with better outcomes and possible high-risk groups of children who are at risk of poorer outcomes. Participants included 193 children aged between 5 and 12years of age whose parents provided information on their family background and early intervention characteristics. These children also had their adaptive behaviour skills examined by formal testing. Results indicated that shorter wait time for early intervention was associated with better adaptive behaviour scores. Children from families with financial difficulties and lower paternal education were also at risk of poorer adaptive skills. Designing services for children with autism such that wait times to enter early intervention services are minimised following initial diagnosis can improve their eventual functional outcomes. Changes in healthcare policy to allow expedited entry or targeted intervention to children from low socio-economic status families can also enhance their eventual adaptive skill gains. En ligne : http://dx.doi.org/10.1177/1362361321997287 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=484 [article] Correlates of adaptive skills in children with autism spectrum disorder [Texte imprimé et/ou numérique] / Ramkumar AISHWORIYA, Auteur ; Tze Jui GOH, Auteur ; Min SUNG, Auteur ; Stacey Kiat Hong TAY, Auteur . - p.1592-1600. Langues : Anglais (eng) in Autism > 26-6 (August 2022) . - p.1592-1600 Mots-clés : Autism Spectrum Disorder/therapy  Autistic Disorder  Child  Child, Preschool  Early Intervention, Educational  Fathers  Humans  Male  Parents  autism  early intervention  socio-economic status  wait time Index. décimale : PER Périodiques Résumé : Despite improving services and care for individuals with autism spectrum disorder, functional outcomes such as daily living skills tend to be suboptimal for many. This study wanted to identify modifiable early intervention factors that are associated with better outcomes and possible high-risk groups of children who are at risk of poorer outcomes. Participants included 193 children aged between 5 and 12years of age whose parents provided information on their family background and early intervention characteristics. These children also had their adaptive behaviour skills examined by formal testing. Results indicated that shorter wait time for early intervention was associated with better adaptive behaviour scores. Children from families with financial difficulties and lower paternal education were also at risk of poorer adaptive skills. Designing services for children with autism such that wait times to enter early intervention services are minimised following initial diagnosis can improve their eventual functional outcomes. Changes in healthcare policy to allow expedited entry or targeted intervention to children from low socio-economic status families can also enhance their eventual adaptive skill gains. En ligne : http://dx.doi.org/10.1177/1362361321997287 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=484

Parenting stress in autism spectrum disorder may account for discrepancies in parent and clinician ratings of child functioning / Jessica M. SCHWARTZMAN in Autism, 26-6 (August 2022)  

Public ISBD [article]  inAutism > 26-6 (August 2022) . - p.1601-1614 Titre : Parenting stress in autism spectrum disorder may account for discrepancies in parent and clinician ratings of child functioning Type de document : Texte imprimé et/ou numérique Auteurs : Jessica M. SCHWARTZMAN, Auteur ; Antonio Y. HARDAN, Auteur ; Grace W. GENGOUX, Auteur Article en page(s) : p.1601-1614 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Child  Child Behavior  Child, Preschool  Humans  Parenting  Parents  Problem Behavior  autism  clinician ratings  measurement  parent ratings  parenting stress Index. décimale : PER Périodiques Résumé : Elevated parenting stress among parents of children with autism spectrum disorder is well-documented; however, there is limited information about differences in parenting stress and potential relationships with parent ratings of child functioning. The aim of this study was to explore profiles of parenting stress among 100 parents of young children with autism spectrum disorder enrolled in two clinical trials and to explore relationships between parenting stress level and parent ratings of child functioning before treatment. Secondary aims examined differential patterns of association between parenting stress profiles and parent versus clinician ratings of child functioning. We show that stress may influence parent ratings of certain child behaviors (e.g. problem behaviors) and not others (e.g. language), yet clinician ratings of these same children do not differ. This new understanding of parenting stress has implications for parent-rated measures, tracking treatment outcome, and the design of clinical trials. En ligne : http://dx.doi.org/10.1177/1362361321998560 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=484 [article] Parenting stress in autism spectrum disorder may account for discrepancies in parent and clinician ratings of child functioning [Texte imprimé et/ou numérique] / Jessica M. SCHWARTZMAN, Auteur ; Antonio Y. HARDAN, Auteur ; Grace W. GENGOUX, Auteur . - p.1601-1614. Langues : Anglais (eng) in Autism > 26-6 (August 2022) . - p.1601-1614 Mots-clés : Autism Spectrum Disorder  Child  Child Behavior  Child, Preschool  Humans  Parenting  Parents  Problem Behavior  autism  clinician ratings  measurement  parent ratings  parenting stress Index. décimale : PER Périodiques Résumé : Elevated parenting stress among parents of children with autism spectrum disorder is well-documented; however, there is limited information about differences in parenting stress and potential relationships with parent ratings of child functioning. The aim of this study was to explore profiles of parenting stress among 100 parents of young children with autism spectrum disorder enrolled in two clinical trials and to explore relationships between parenting stress level and parent ratings of child functioning before treatment. Secondary aims examined differential patterns of association between parenting stress profiles and parent versus clinician ratings of child functioning. We show that stress may influence parent ratings of certain child behaviors (e.g. problem behaviors) and not others (e.g. language), yet clinician ratings of these same children do not differ. This new understanding of parenting stress has implications for parent-rated measures, tracking treatment outcome, and the design of clinical trials. En ligne : http://dx.doi.org/10.1177/1362361321998560 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=484

Autistic differences in the temporal dynamics of social attention / Nicholas HEDGER in Autism, 26-6 (August 2022)  

Public ISBD [article]  inAutism > 26-6 (August 2022) . - p.1615-1626 Titre : Autistic differences in the temporal dynamics of social attention Type de document : Texte imprimé et/ou numérique Auteurs : Nicholas HEDGER, Auteur ; Bhismadev CHAKRABARTI, Auteur Article en page(s) : p.1615-1626 Langues : Anglais (eng) Mots-clés : Adult  Attention  Autism Spectrum Disorder  Autistic Disorder  Fixation, Ocular  Humans  Probability  autism  eye-tracking  gaze  social attention  temporal modelling  conflicts of interest with respect to the research, authorship, and/or  publication of this article. Index. décimale : PER Périodiques Résumé : One behaviour often observed in individuals with autism is that they tend to look less towards social stimuli relative to neurotypical individuals. For instance, many eye-tracking studies have shown that individuals with autism will look less towards people and more towards objects in scenes. However, we currently know very little about how these behaviours change over time. Tracking these moment-to-moment changes in looking behaviour in individuals with autism can more clearly illustrate how they respond to social stimuli. In this study, adults with and without autism were presented with displays of social and non-social stimuli, while looking behaviours were measured by eye-tracking. We found large differences in how the two groups looked towards social stimuli over time. Neurotypical individuals initially showed a high probability of looking towards social stimuli, then a decline in probability, and a subsequent increase in probability after prolonged viewing. By contrast, individuals with autism showed an initial increase in probability, followed by a continuous decline in probability that did not recover. This pattern of results may indicate that individuals with autism exhibit reduced responsivity to the reward value of social stimuli. Moreover, our data suggest that exploring the temporal nature of gaze behaviours can lead to more precise explanatory theories of attention in autism. En ligne : http://dx.doi.org/10.1177/1362361321998573 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=484 [article] Autistic differences in the temporal dynamics of social attention [Texte imprimé et/ou numérique] / Nicholas HEDGER, Auteur ; Bhismadev CHAKRABARTI, Auteur . - p.1615-1626. Langues : Anglais (eng) in Autism > 26-6 (August 2022) . - p.1615-1626 Mots-clés : Adult  Attention  Autism Spectrum Disorder  Autistic Disorder  Fixation, Ocular  Humans  Probability  autism  eye-tracking  gaze  social attention  temporal modelling  conflicts of interest with respect to the research, authorship, and/or  publication of this article. Index. décimale : PER Périodiques Résumé : One behaviour often observed in individuals with autism is that they tend to look less towards social stimuli relative to neurotypical individuals. For instance, many eye-tracking studies have shown that individuals with autism will look less towards people and more towards objects in scenes. However, we currently know very little about how these behaviours change over time. Tracking these moment-to-moment changes in looking behaviour in individuals with autism can more clearly illustrate how they respond to social stimuli. In this study, adults with and without autism were presented with displays of social and non-social stimuli, while looking behaviours were measured by eye-tracking. We found large differences in how the two groups looked towards social stimuli over time. Neurotypical individuals initially showed a high probability of looking towards social stimuli, then a decline in probability, and a subsequent increase in probability after prolonged viewing. By contrast, individuals with autism showed an initial increase in probability, followed by a continuous decline in probability that did not recover. This pattern of results may indicate that individuals with autism exhibit reduced responsivity to the reward value of social stimuli. Moreover, our data suggest that exploring the temporal nature of gaze behaviours can lead to more precise explanatory theories of attention in autism. En ligne : http://dx.doi.org/10.1177/1362361321998573 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=484

Overcoming hurdles to intervention studies with autistic children with profound communication difficulties and their families / Ailbhe MCKINNEY in Autism, 26-6 (August 2022)  

Public ISBD [article]  inAutism > 26-6 (August 2022) . - p.1627-1639 Titre : Overcoming hurdles to intervention studies with autistic children with profound communication difficulties and their families Type de document : Texte imprimé et/ou numérique Auteurs : Ailbhe MCKINNEY, Auteur ; Emma Jl WEISBLATT, Auteur ; Kathryn L. HOTSON, Auteur ; Zahra BILAL AHMED, Auteur ; Claudia DIAS, Auteur ; Dorit BENSHALOM, Auteur ; Juliet FOSTER, Auteur ; Suzanne MURPHY, Auteur ; Sofia S. VILLAR, Auteur ; Matthew K. BELMONTE, Auteur Article en page(s) : p.1627-1639 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/therapy  Autistic Disorder/therapy  Child  Communication  Humans  Intellectual Disability/therapy  Parents  autism  clinical trial  inclusion  intellectual disability  intervention  minimally verbal  nonverbal  conflicts of interest with respect to the research, authorship and/or publication  of this article. Index. décimale : PER Périodiques Résumé : Autistic children who speak few or no words or who have an intellectual disability are the most in need of new understandings and treatments, but the most often left out of the research that can bring these benefits. Researchers perceive difficulties around compliance with instructions, testing, challenging behaviours and family stress. Although research with these children can indeed be difficult, their continuing exclusion is unethical and unacceptable. Drawing on our experiences testing a possible treatment for children with profound autism, we provide 10 practical guidelines related to (1) interacting physically, (2) combining play and testing, (3) responding to challenging behaviour, (4) finding suitable tests, (5) relationships with parents, (6) relationships with siblings, (7) involving stakeholders, (8) planning the testing times, (9) the role of the clinical supervisor and (10) recruiting and retaining participants. We hope that these guidelines will prepare and embolden other research teams to work with profoundly autistic children, ending their historical exclusion from research. These guidelines also could be useful for conducting research with children with intellectual disabilities. En ligne : http://dx.doi.org/10.1177/1362361321998916 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=484 [article] Overcoming hurdles to intervention studies with autistic children with profound communication difficulties and their families [Texte imprimé et/ou numérique] / Ailbhe MCKINNEY, Auteur ; Emma Jl WEISBLATT, Auteur ; Kathryn L. HOTSON, Auteur ; Zahra BILAL AHMED, Auteur ; Claudia DIAS, Auteur ; Dorit BENSHALOM, Auteur ; Juliet FOSTER, Auteur ; Suzanne MURPHY, Auteur ; Sofia S. VILLAR, Auteur ; Matthew K. BELMONTE, Auteur . - p.1627-1639. Langues : Anglais (eng) in Autism > 26-6 (August 2022) . - p.1627-1639 Mots-clés : Autism Spectrum Disorder/therapy  Autistic Disorder/therapy  Child  Communication  Humans  Intellectual Disability/therapy  Parents  autism  clinical trial  inclusion  intellectual disability  intervention  minimally verbal  nonverbal  conflicts of interest with respect to the research, authorship and/or publication  of this article. Index. décimale : PER Périodiques Résumé : Autistic children who speak few or no words or who have an intellectual disability are the most in need of new understandings and treatments, but the most often left out of the research that can bring these benefits. Researchers perceive difficulties around compliance with instructions, testing, challenging behaviours and family stress. Although research with these children can indeed be difficult, their continuing exclusion is unethical and unacceptable. Drawing on our experiences testing a possible treatment for children with profound autism, we provide 10 practical guidelines related to (1) interacting physically, (2) combining play and testing, (3) responding to challenging behaviour, (4) finding suitable tests, (5) relationships with parents, (6) relationships with siblings, (7) involving stakeholders, (8) planning the testing times, (9) the role of the clinical supervisor and (10) recruiting and retaining participants. We hope that these guidelines will prepare and embolden other research teams to work with profoundly autistic children, ending their historical exclusion from research. These guidelines also could be useful for conducting research with children with intellectual disabilities. En ligne : http://dx.doi.org/10.1177/1362361321998916 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=484

Social-communicative gestures at baseline predict verbal and nonverbal gains for children with autism receiving the Early Start Denver Model / Dominik LAISTER in Autism, 26-6 (August 2022)  

Public ISBD [article]  inAutism > 26-6 (August 2022) . - p.1640-1652 Titre : Social-communicative gestures at baseline predict verbal and nonverbal gains for children with autism receiving the Early Start Denver Model Type de document : Texte imprimé et/ou numérique Auteurs : Dominik LAISTER, Auteur ; Magdalena STAMMLER, Auteur ; Giacomo VIVANTI, Auteur ; Daniel HOLZINGER, Auteur Article en page(s) : p.1640-1652 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Autistic Disorder  Child  Early Intervention, Educational  Gestures  Humans  Parents  Early Start Denver Model  autism spectrum disorder  early childhood  predictors  social communication Index. décimale : PER Périodiques Résumé : Although there is growing evidence of the effectiveness and importance of certain early intervention programs for children with autism spectrum disorders, little is known about predictive information before intervention to search for the most accurate therapeutic approach for the individual child and his family. In children with autism spectrum disorder, atypical gesture use is one core deficit with consequences for the development of social interaction and language, but there is little knowledge about the relevance of early gesture use in predicting developmental outcomes of children receiving early interventions targeting social-communicative behaviors such as the Early Start Denver Model. In this study, we found that the parent-rated "Gestural Approach Behavior" subscale of the Pervasive Developmental Disorder Behavior Inventory was predictively associated with clinically assessed developmental changes after 1year of intervention. This subscale was as strong a predictor as nonverbal development before intervention. Our findings suggest that children who use more gestures in daily life might be better equipped to respond to learning opportunities offered by early interventions targeting social communication strategies such as the Early Start Denver Model. Furthermore, we conclude that the parent-rated questionnaire might be a valuable and economic set of questions with high relevance for clinical assessments. En ligne : http://dx.doi.org/10.1177/1362361321999905 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=484 [article] Social-communicative gestures at baseline predict verbal and nonverbal gains for children with autism receiving the Early Start Denver Model [Texte imprimé et/ou numérique] / Dominik LAISTER, Auteur ; Magdalena STAMMLER, Auteur ; Giacomo VIVANTI, Auteur ; Daniel HOLZINGER, Auteur . - p.1640-1652. Langues : Anglais (eng) in Autism > 26-6 (August 2022) . - p.1640-1652 Mots-clés : Autism Spectrum Disorder  Autistic Disorder  Child  Early Intervention, Educational  Gestures  Humans  Parents  Early Start Denver Model  autism spectrum disorder  early childhood  predictors  social communication Index. décimale : PER Périodiques Résumé : Although there is growing evidence of the effectiveness and importance of certain early intervention programs for children with autism spectrum disorders, little is known about predictive information before intervention to search for the most accurate therapeutic approach for the individual child and his family. In children with autism spectrum disorder, atypical gesture use is one core deficit with consequences for the development of social interaction and language, but there is little knowledge about the relevance of early gesture use in predicting developmental outcomes of children receiving early interventions targeting social-communicative behaviors such as the Early Start Denver Model. In this study, we found that the parent-rated "Gestural Approach Behavior" subscale of the Pervasive Developmental Disorder Behavior Inventory was predictively associated with clinically assessed developmental changes after 1year of intervention. This subscale was as strong a predictor as nonverbal development before intervention. Our findings suggest that children who use more gestures in daily life might be better equipped to respond to learning opportunities offered by early interventions targeting social communication strategies such as the Early Start Denver Model. Furthermore, we conclude that the parent-rated questionnaire might be a valuable and economic set of questions with high relevance for clinical assessments. En ligne : http://dx.doi.org/10.1177/1362361321999905 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=484

DSM-5 symptom expression in toddlers / Kirsty L. COULTER in Autism, 26-6 (August 2022)  

Public ISBD [article]  inAutism > 26-6 (August 2022) . - p.1653-1665 Titre : DSM-5 symptom expression in toddlers Type de document : Texte imprimé et/ou numérique Auteurs : Kirsty L. COULTER, Auteur ; Marianne L. BARTON, Auteur ; Diana L. ROBINS, Auteur ; Wendy L. STONE, Auteur ; Deborah A. FEIN, Auteur Article en page(s) : p.1653-1665 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/diagnosis  Autistic Disorder  Caregivers  Child, Preschool  Communication  Diagnostic and Statistical Manual of Mental Disorders  Humans  Infant  autism spectrum disorders  development  diagnosis  preschool children  which licenses use of the M-CHAT in electronic products. Dr. Robins sits on the  advisory board of Quadrant Biosciences Inc. Index. décimale : PER Périodiques Résumé : Children with autism show more social-communication symptoms and repetitive behaviors than children with typical development or those diagnosed with other developmental disorders; however, non-autistic children often show some behaviors that are associated with autism. We compared the behavioral reports from caregivers of children in these three groups to identify the behaviors that were specific to autism. Children with autism were found to show more of these behaviors, and behaviors that are particularly indicative of autism were identified. These behaviors included social symptoms (approaching others to interact, showing things, looking back while showing, responding to an approaching child, spontaneous imitation) and repetitive behavior symptoms (specific, inflexible play, unusual body movements, strong specific interest, carrying around an unusual object, sensory seeking, and sensory hyper-reactivity).These findings may aid professionals in determining the most appropriate diagnosis for a child between the ages of 12 and 36months. En ligne : http://dx.doi.org/10.1177/13623613211000160 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=484 [article] DSM-5 symptom expression in toddlers [Texte imprimé et/ou numérique] / Kirsty L. COULTER, Auteur ; Marianne L. BARTON, Auteur ; Diana L. ROBINS, Auteur ; Wendy L. STONE, Auteur ; Deborah A. FEIN, Auteur . - p.1653-1665. Langues : Anglais (eng) in Autism > 26-6 (August 2022) . - p.1653-1665 Mots-clés : Autism Spectrum Disorder/diagnosis  Autistic Disorder  Caregivers  Child, Preschool  Communication  Diagnostic and Statistical Manual of Mental Disorders  Humans  Infant  autism spectrum disorders  development  diagnosis  preschool children  which licenses use of the M-CHAT in electronic products. Dr. Robins sits on the  advisory board of Quadrant Biosciences Inc. Index. décimale : PER Périodiques Résumé : Children with autism show more social-communication symptoms and repetitive behaviors than children with typical development or those diagnosed with other developmental disorders; however, non-autistic children often show some behaviors that are associated with autism. We compared the behavioral reports from caregivers of children in these three groups to identify the behaviors that were specific to autism. Children with autism were found to show more of these behaviors, and behaviors that are particularly indicative of autism were identified. These behaviors included social symptoms (approaching others to interact, showing things, looking back while showing, responding to an approaching child, spontaneous imitation) and repetitive behavior symptoms (specific, inflexible play, unusual body movements, strong specific interest, carrying around an unusual object, sensory seeking, and sensory hyper-reactivity).These findings may aid professionals in determining the most appropriate diagnosis for a child between the ages of 12 and 36months. En ligne : http://dx.doi.org/10.1177/13623613211000160 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=484

Another step to school inclusion: Development and validation of the Children's Attitudes Toward Autism Questionnaire / Cyrielle DERGUY in Autism, 26-6 (August 2022)  

Public ISBD [article]  inAutism > 26-6 (August 2022) . - p.1666-1681 Titre : Another step to school inclusion: Development and validation of the Children's Attitudes Toward Autism Questionnaire Type de document : Texte imprimé et/ou numérique Auteurs : Cyrielle DERGUY, Auteur ; Benoite AUBE, Auteur ; Odile ROHMER, Auteur ; Federica MAROTTA, Auteur ; Déborah LOYAL, Auteur Article en page(s) : p.1666-1681 Langues : Anglais (eng) Mots-clés : Adolescent  Attitude  Autism Spectrum Disorder  Autistic Disorder/diagnosis  Child  Child, Preschool  Female  Humans  Schools  Surveys and Questionnaires  explicit attitudes  public stigma  scale validation  school inclusion  school-age children Index. décimale : PER Périodiques Résumé : Research has shown that negative attitudes toward a different child can appear very early in development. Unfortunately, these negative attitudes are one of the most important barriers to the school inclusion of children with autism. Despite the increasing amount of research, no tool reliably measures these attitudes among young students. The objective of this study was to develop and validate a questionnaire (Children's Attitudes Toward Autism Questionnaire) to evaluate attitudes of students in elementary school toward their peers with autism. Elementary school students (N = 204) completed the Children's Attitudes Toward Autism Questionnaire and two other scales assessing behavioral intentions toward peers with a mental disability (Shared Activities Questionnaire-B) and familiarity with disability and autism. Results first showed that the Children's Attitudes Toward Autism Questionnaire reliably measured the concept of attitude through three sub-dimensions (namely, the cognitive, affective, and behavioral dimensions). Second, analyses confirmed that the Children's Attitudes Toward Autism Questionnaire corresponds with previous knowledge on this topic, namely, that attitudes were more positive in girls, older children, and children familiar with disability. In conclusion, the Children's Attitudes Toward Autism Questionnaire is the first scale (1) to assess all the dimensions of attitudes toward autism among elementary school children (from the age of 6years old) and (2) to show theoretical and statistical relevance. From now on, the Children's Attitudes Toward Autism Questionnaire can be used to assess attitudes of young children toward their peers with autism. This is an important step forward, in particular for evaluating the effects of anti-stigma programs that are increasingly implemented in schools. En ligne : http://dx.doi.org/10.1177/13623613211000163 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=484 [article] Another step to school inclusion: Development and validation of the Children's Attitudes Toward Autism Questionnaire [Texte imprimé et/ou numérique] / Cyrielle DERGUY, Auteur ; Benoite AUBE, Auteur ; Odile ROHMER, Auteur ; Federica MAROTTA, Auteur ; Déborah LOYAL, Auteur . - p.1666-1681. Langues : Anglais (eng) in Autism > 26-6 (August 2022) . - p.1666-1681 Mots-clés : Adolescent  Attitude  Autism Spectrum Disorder  Autistic Disorder/diagnosis  Child  Child, Preschool  Female  Humans  Schools  Surveys and Questionnaires  explicit attitudes  public stigma  scale validation  school inclusion  school-age children Index. décimale : PER Périodiques Résumé : Research has shown that negative attitudes toward a different child can appear very early in development. Unfortunately, these negative attitudes are one of the most important barriers to the school inclusion of children with autism. Despite the increasing amount of research, no tool reliably measures these attitudes among young students. The objective of this study was to develop and validate a questionnaire (Children's Attitudes Toward Autism Questionnaire) to evaluate attitudes of students in elementary school toward their peers with autism. Elementary school students (N = 204) completed the Children's Attitudes Toward Autism Questionnaire and two other scales assessing behavioral intentions toward peers with a mental disability (Shared Activities Questionnaire-B) and familiarity with disability and autism. Results first showed that the Children's Attitudes Toward Autism Questionnaire reliably measured the concept of attitude through three sub-dimensions (namely, the cognitive, affective, and behavioral dimensions). Second, analyses confirmed that the Children's Attitudes Toward Autism Questionnaire corresponds with previous knowledge on this topic, namely, that attitudes were more positive in girls, older children, and children familiar with disability. In conclusion, the Children's Attitudes Toward Autism Questionnaire is the first scale (1) to assess all the dimensions of attitudes toward autism among elementary school children (from the age of 6years old) and (2) to show theoretical and statistical relevance. From now on, the Children's Attitudes Toward Autism Questionnaire can be used to assess attitudes of young children toward their peers with autism. This is an important step forward, in particular for evaluating the effects of anti-stigma programs that are increasingly implemented in schools. En ligne : http://dx.doi.org/10.1177/13623613211000163 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=484

Dog training intervention improves adaptive social communication skills in young children with autism spectrum disorder: A controlled crossover study / Esther BEN-ITZCHAK in Autism, 26-6 (August 2022)  

Public ISBD [article]  inAutism > 26-6 (August 2022) . - p.1682-1693 Titre : Dog training intervention improves adaptive social communication skills in young children with autism spectrum disorder: A controlled crossover study Type de document : Texte imprimé et/ou numérique Auteurs : Esther BEN-ITZCHAK, Auteur ; Ditza A. ZACHOR, Auteur Article en page(s) : p.1682-1693 Langues : Anglais (eng) Mots-clés : Animals  Autism Spectrum Disorder/therapy  Child  Child, Preschool  Communication  Cross-Over Studies  Dogs  Humans  Social Skills  Socialization  adaptive skills  anxiety  autism severity  autism spectrum disorder  dog training intervention Index. décimale : PER Périodiques Résumé : There is some evidence that using therapy dogs for children with autism spectrum disorder generally results in improved social communication skills and reduced behavioral problems. However, well-controlled studies that examine its effectiveness are scarce. This study examined the effectiveness of a "Dog Training Intervention." The study included 73 participants diagnosed with autism spectrum disorder (61 males, 12 females) with age range of 2:10-7:6years (M = 4:10 Â+ 1:0) who attend autism spectrum disorder-specific special education schools. The study population was divided into two groups. Each group received the dog training intervention during one part of the school year (first half or second half) in addition to the standard interventions provided by the special education school settings. The dog training intervention was given twice weekly for 4months within the school setting. The group that received the dog training intervention first showed a significant increase in adaptive social and communication skills in comparison to the second group that did not receive the intervention in this period. This improvement was maintained after the dog training intervention. The second group, which received intervention at the second half of the year, showed improvement in communication and socialization adaptive skills only during the period in which they received the dog training intervention. The positive impact on social communication adaptive skills of the dog training intervention among young children with autism spectrum disorder suggests that dogs may serve as an effective model for establishing social interaction. Dog training intervention appears to be an effective adjunct treatment to the interventions provided in special education schools for young children with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/13623613211000501 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=484 [article] Dog training intervention improves adaptive social communication skills in young children with autism spectrum disorder: A controlled crossover study [Texte imprimé et/ou numérique] / Esther BEN-ITZCHAK, Auteur ; Ditza A. ZACHOR, Auteur . - p.1682-1693. Langues : Anglais (eng) in Autism > 26-6 (August 2022) . - p.1682-1693 Mots-clés : Animals  Autism Spectrum Disorder/therapy  Child  Child, Preschool  Communication  Cross-Over Studies  Dogs  Humans  Social Skills  Socialization  adaptive skills  anxiety  autism severity  autism spectrum disorder  dog training intervention Index. décimale : PER Périodiques Résumé : There is some evidence that using therapy dogs for children with autism spectrum disorder generally results in improved social communication skills and reduced behavioral problems. However, well-controlled studies that examine its effectiveness are scarce. This study examined the effectiveness of a "Dog Training Intervention." The study included 73 participants diagnosed with autism spectrum disorder (61 males, 12 females) with age range of 2:10-7:6years (M = 4:10 Â+ 1:0) who attend autism spectrum disorder-specific special education schools. The study population was divided into two groups. Each group received the dog training intervention during one part of the school year (first half or second half) in addition to the standard interventions provided by the special education school settings. The dog training intervention was given twice weekly for 4months within the school setting. The group that received the dog training intervention first showed a significant increase in adaptive social and communication skills in comparison to the second group that did not receive the intervention in this period. This improvement was maintained after the dog training intervention. The second group, which received intervention at the second half of the year, showed improvement in communication and socialization adaptive skills only during the period in which they received the dog training intervention. The positive impact on social communication adaptive skills of the dog training intervention among young children with autism spectrum disorder suggests that dogs may serve as an effective model for establishing social interaction. Dog training intervention appears to be an effective adjunct treatment to the interventions provided in special education schools for young children with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/13623613211000501 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=484

Parent stress and coping trajectories in Hispanic and non-Hispanic families of children at risk of autism spectrum disorder / Emily J. HICKEY in Autism, 26-6 (August 2022)  

Public ISBD [article]  inAutism > 26-6 (August 2022) . - p.1694-1708 Titre : Parent stress and coping trajectories in Hispanic and non-Hispanic families of children at risk of autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Emily J. HICKEY, Auteur ; Michelle STRANSKY, Auteur ; Jocelyn KUHN, Auteur ; Jessica E. ROSENBERG, Auteur ; Howard J. CABRAL, Auteur ; Carol WEITZMAN, Auteur ; Sarabeth BRODER-FINGERT, Auteur ; Emily FEINBERG, Auteur Article en page(s) : p.1694-1708 Langues : Anglais (eng) Mots-clés : Adaptation, Psychological  Autism Spectrum Disorder  Child  Humans  Parenting  Parents  Stress, Psychological  autism risk  autism spectrum disorders  coping  developmental disabilities  family impact  parenting stress  trajectories Index. décimale : PER Périodiques Résumé : Little is known about parent experiences throughout the diagnostic process for autism or how these parent experiences may help explain the disparities that exist between Hispanic and non-Hispanic families in time-to-diagnosis among children identified as at risk for autism. The current study examined trajectories of parenting stress, coping, and perceived family impact over time, throughout the autism diagnostic process among Hispanic and non-Hispanic families. Hispanic families reported lower levels of parenting stress, coping, and negative family impact across time. Further, there were differences in the change in use of coping and the amount of negative family impact reported between Hispanic and non-Hispanic parents over time. These differences shed light on the unique experiences and strengths of Hispanic families demonstrate. Interventions that leverage those strengths and focus on education, empowerment, and resilience might be particularly beneficial for Hispanic families and may also better inform work to increase resilience. En ligne : http://dx.doi.org/10.1177/13623613211001611 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=484 [article] Parent stress and coping trajectories in Hispanic and non-Hispanic families of children at risk of autism spectrum disorder [Texte imprimé et/ou numérique] / Emily J. HICKEY, Auteur ; Michelle STRANSKY, Auteur ; Jocelyn KUHN, Auteur ; Jessica E. ROSENBERG, Auteur ; Howard J. CABRAL, Auteur ; Carol WEITZMAN, Auteur ; Sarabeth BRODER-FINGERT, Auteur ; Emily FEINBERG, Auteur . - p.1694-1708. Langues : Anglais (eng) in Autism > 26-6 (August 2022) . - p.1694-1708 Mots-clés : Adaptation, Psychological  Autism Spectrum Disorder  Child  Humans  Parenting  Parents  Stress, Psychological  autism risk  autism spectrum disorders  coping  developmental disabilities  family impact  parenting stress  trajectories Index. décimale : PER Périodiques Résumé : Little is known about parent experiences throughout the diagnostic process for autism or how these parent experiences may help explain the disparities that exist between Hispanic and non-Hispanic families in time-to-diagnosis among children identified as at risk for autism. The current study examined trajectories of parenting stress, coping, and perceived family impact over time, throughout the autism diagnostic process among Hispanic and non-Hispanic families. Hispanic families reported lower levels of parenting stress, coping, and negative family impact across time. Further, there were differences in the change in use of coping and the amount of negative family impact reported between Hispanic and non-Hispanic parents over time. These differences shed light on the unique experiences and strengths of Hispanic families demonstrate. Interventions that leverage those strengths and focus on education, empowerment, and resilience might be particularly beneficial for Hispanic families and may also better inform work to increase resilience. En ligne : http://dx.doi.org/10.1177/13623613211001611 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=484

Characterizing therapist delivery of evidence-based intervention strategies in publicly funded mental health services for children with autism spectrum disorder: Differentiating practice patterns in usual care and AIM HI delivery / Eliana HURWICH-REISS in Autism, 26-6 (August 2022)  

Public ISBD [article]  inAutism > 26-6 (August 2022) . - p.1709-1720 Titre : Characterizing therapist delivery of evidence-based intervention strategies in publicly funded mental health services for children with autism spectrum disorder: Differentiating practice patterns in usual care and AIM HI delivery Type de document : Texte imprimé et/ou numérique Auteurs : Eliana HURWICH-REISS, Auteur ; Colby CHLEBOWSKI, Auteur ; Teresa LIND, Auteur ; Kassandra MARTINEZ, Auteur ; Karin M. BEST, Auteur ; Lauren BROOKMAN-FRAZEE, Auteur Article en page(s) : p.1709-1720 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/therapy  Child  Evidence-Based Medicine  Humans  Mental Health  Mental Health Services  Problem Behavior  autism spectrum disorder  evidence-based intervention strategies  mental health services Index. décimale : PER Périodiques Résumé : This study was conducted to identify patterns of therapist delivery of evidence-based intervention strategies with children with autism spectrum disorder receiving publicly funded mental health services and compare strategy use for therapists delivering usual care to those trained to deliver AIM HI ("An Individualized Mental Health Intervention for ASD"), an intervention designed to reduce challenging behaviors in children with autism spectrum disorder. For therapists trained in AIM HI, intervention strategies grouped onto two factors, Autism Engagement Strategies and Active Teaching Strategies, while strategies used by usual care therapists grouped onto a broader single factor, General Strategies. Among usual care therapists, General Strategies were related to an increase in child behavior problems, whereas for AIM HI therapists, Active Teaching Strategies were related with reductions in child behavior problems over 18months. Findings support the use of active teaching strategies in reducing challenging behaviors in children with autism spectrum disorder and provide support for the effectiveness of training therapists in evidence-based interventions to promote the delivery of targeted, specific intervention strategies to children with autism spectrum disorder in mental health services. En ligne : http://dx.doi.org/10.1177/13623613211001614 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=484 [article] Characterizing therapist delivery of evidence-based intervention strategies in publicly funded mental health services for children with autism spectrum disorder: Differentiating practice patterns in usual care and AIM HI delivery [Texte imprimé et/ou numérique] / Eliana HURWICH-REISS, Auteur ; Colby CHLEBOWSKI, Auteur ; Teresa LIND, Auteur ; Kassandra MARTINEZ, Auteur ; Karin M. BEST, Auteur ; Lauren BROOKMAN-FRAZEE, Auteur . - p.1709-1720. Langues : Anglais (eng) in Autism > 26-6 (August 2022) . - p.1709-1720 Mots-clés : Autism Spectrum Disorder/therapy  Child  Evidence-Based Medicine  Humans  Mental Health  Mental Health Services  Problem Behavior  autism spectrum disorder  evidence-based intervention strategies  mental health services Index. décimale : PER Périodiques Résumé : This study was conducted to identify patterns of therapist delivery of evidence-based intervention strategies with children with autism spectrum disorder receiving publicly funded mental health services and compare strategy use for therapists delivering usual care to those trained to deliver AIM HI ("An Individualized Mental Health Intervention for ASD"), an intervention designed to reduce challenging behaviors in children with autism spectrum disorder. For therapists trained in AIM HI, intervention strategies grouped onto two factors, Autism Engagement Strategies and Active Teaching Strategies, while strategies used by usual care therapists grouped onto a broader single factor, General Strategies. Among usual care therapists, General Strategies were related to an increase in child behavior problems, whereas for AIM HI therapists, Active Teaching Strategies were related with reductions in child behavior problems over 18months. Findings support the use of active teaching strategies in reducing challenging behaviors in children with autism spectrum disorder and provide support for the effectiveness of training therapists in evidence-based interventions to promote the delivery of targeted, specific intervention strategies to children with autism spectrum disorder in mental health services. En ligne : http://dx.doi.org/10.1177/13623613211001614 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=484

Attentional shifting differences in autism: Domain general, domain specific or both? / Simona SKRIPKAUSKAITE in Autism, 26-6 (August 2022)  

Public ISBD [article]  inAutism > 26-6 (August 2022) . - p.1721-1733 Titre : Attentional shifting differences in autism: Domain general, domain specific or both? Type de document : Texte imprimé et/ou numérique Auteurs : Simona SKRIPKAUSKAITE, Auteur ; Lance SLADE, Auteur ; Jennifer MAYER, Auteur Article en page(s) : p.1721-1733 Langues : Anglais (eng) Mots-clés : Adult  Attention  Autism Spectrum Disorder  Autistic Disorder  Humans  adults  autism  eye tracking  gap–overlap  saccadic latencies Index. décimale : PER Périodiques Résumé : Previous research has shown that autistic individuals look at other people less and orient to them more slowly than others. Yet, it is still unclear if this represents general visual differences (e.g. slower looking at any new information, social or not) or a uniquely social difference (e.g. only slower looking to humans but not objects). Here, we aimed to examine how quickly autistic and non-autistic adults look to and away from social (i.e. faces) and non-social information (i.e. squares and houses). We used an attentional shifting task with two images where sometimes the first image disappears before the new image appears (makes it easier to notice the new image) and other times it stays on the screen when the new image appears. In Experiment 1, we showed schematic faces and squares to 27 autistic and 26 non-autistic adults, and in Experiment 2, we showed photographs of faces and houses to 18 autistic and 17 non-autistic adults. In general, autistic adults looked at the new non-social or social images similarly to non-autistic adults. Yet, only autistic adults looked at new social information faster when the first image disappeared before the new image appeared. This shows that autistic individuals may find it easier to notice new social information if their attention is not already occupied. En ligne : http://dx.doi.org/10.1177/13623613211001619 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=484 [article] Attentional shifting differences in autism: Domain general, domain specific or both? [Texte imprimé et/ou numérique] / Simona SKRIPKAUSKAITE, Auteur ; Lance SLADE, Auteur ; Jennifer MAYER, Auteur . - p.1721-1733. Langues : Anglais (eng) in Autism > 26-6 (August 2022) . - p.1721-1733 Mots-clés : Adult  Attention  Autism Spectrum Disorder  Autistic Disorder  Humans  adults  autism  eye tracking  gap–overlap  saccadic latencies Index. décimale : PER Périodiques Résumé : Previous research has shown that autistic individuals look at other people less and orient to them more slowly than others. Yet, it is still unclear if this represents general visual differences (e.g. slower looking at any new information, social or not) or a uniquely social difference (e.g. only slower looking to humans but not objects). Here, we aimed to examine how quickly autistic and non-autistic adults look to and away from social (i.e. faces) and non-social information (i.e. squares and houses). We used an attentional shifting task with two images where sometimes the first image disappears before the new image appears (makes it easier to notice the new image) and other times it stays on the screen when the new image appears. In Experiment 1, we showed schematic faces and squares to 27 autistic and 26 non-autistic adults, and in Experiment 2, we showed photographs of faces and houses to 18 autistic and 17 non-autistic adults. In general, autistic adults looked at the new non-social or social images similarly to non-autistic adults. Yet, only autistic adults looked at new social information faster when the first image disappeared before the new image appeared. This shows that autistic individuals may find it easier to notice new social information if their attention is not already occupied. En ligne : http://dx.doi.org/10.1177/13623613211001619 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=484

County-level variation in geographic access to Board Certified Behavior Analysts among children with Autism Spectrum Disorder in the United States / Marissa E. YINGLING in Autism, 26-6 (August 2022)  

Public ISBD [article]  inAutism > 26-6 (August 2022) . - p.1734-1745 Titre : County-level variation in geographic access to Board Certified Behavior Analysts among children with Autism Spectrum Disorder in the United States Type de document : Texte imprimé et/ou numérique Auteurs : Marissa E. YINGLING, Auteur ; Matthew H. RUTHER, Auteur ; Erick M. DUBUQUE, Auteur ; David S. MANDELL, Auteur Article en page(s) : p.1734-1745 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/therapy  Behavior Therapy  Certification  Child  Humans  United States  Board Certified Behavior Analysts  autism spectrum disorders  geographic access  health services Index. décimale : PER Périodiques Résumé : This study looked at whether access to Board Certified Behavior Analysts for children with autism spectrum disorder is different between U.S. counties. The study included all U.S. counties and county equivalents in 48 states and D.C. (N=3108). Between March and May 2019, we combined data from the U.S. Department of Education's Civil Rights Data Collection, Behavior Analyst Certification Board's certificant registry, and U.S. Census. We assigned Board Certified Behavior Analysts to counties based on their address, matched children in school districts to counties, and determined how many children with autism spectrum disorder there were in a county compared with how many Board Certified Behavior Analysts there were in a county. The results show uneven numbers of Board Certified Behavior Analysts between U.S. counties. More than half of all counties had no Board Certified Behavior Analysts. National maps illustrate clusters of high and low accessibility to Board Certified Behavior Analysts. To improve access to Board Certified Behavior Analysts in underserved areas, we must identify what contributes to the differences in access. En ligne : http://dx.doi.org/10.1177/13623613211002051 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=484 [article] County-level variation in geographic access to Board Certified Behavior Analysts among children with Autism Spectrum Disorder in the United States [Texte imprimé et/ou numérique] / Marissa E. YINGLING, Auteur ; Matthew H. RUTHER, Auteur ; Erick M. DUBUQUE, Auteur ; David S. MANDELL, Auteur . - p.1734-1745. Langues : Anglais (eng) in Autism > 26-6 (August 2022) . - p.1734-1745 Mots-clés : Autism Spectrum Disorder/therapy  Behavior Therapy  Certification  Child  Humans  United States  Board Certified Behavior Analysts  autism spectrum disorders  geographic access  health services Index. décimale : PER Périodiques Résumé : This study looked at whether access to Board Certified Behavior Analysts for children with autism spectrum disorder is different between U.S. counties. The study included all U.S. counties and county equivalents in 48 states and D.C. (N=3108). Between March and May 2019, we combined data from the U.S. Department of Education's Civil Rights Data Collection, Behavior Analyst Certification Board's certificant registry, and U.S. Census. We assigned Board Certified Behavior Analysts to counties based on their address, matched children in school districts to counties, and determined how many children with autism spectrum disorder there were in a county compared with how many Board Certified Behavior Analysts there were in a county. The results show uneven numbers of Board Certified Behavior Analysts between U.S. counties. More than half of all counties had no Board Certified Behavior Analysts. National maps illustrate clusters of high and low accessibility to Board Certified Behavior Analysts. To improve access to Board Certified Behavior Analysts in underserved areas, we must identify what contributes to the differences in access. En ligne : http://dx.doi.org/10.1177/13623613211002051 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=484

Training the social brain: Clinical and neural effects of an 8-week real-time functional magnetic resonance imaging neurofeedback Phase IIa Clinical Trial in Autism / Bruno DIREITO in Autism, 26-6 (August 2022)  

Public ISBD [article]  inAutism > 26-6 (August 2022) . - p.1746-1760 Titre : Training the social brain: Clinical and neural effects of an 8-week real-time functional magnetic resonance imaging neurofeedback Phase IIa Clinical Trial in Autism Type de document : Texte imprimé et/ou numérique Auteurs : Bruno DIREITO, Auteur ; Susana MOUGA, Auteur ; Alexandre SAYAL, Auteur ; Marco SIMOES, Auteur ; Hugo QUENTAL, Auteur ; Inês BERNARDINO, Auteur ; Rebecca PLAYLE, Auteur ; Rachel MCNAMARA, Auteur ; David Ej LINDEN, Auteur ; Guiomar OLIVEIRA, Auteur ; Miguel CASTELO BRANCO, Auteur Article en page(s) : p.1746-1760 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/diagnostic imaging/therapy  Autistic Disorder/diagnostic imaging/therapy  Brain/diagnostic imaging  Humans  Magnetic Resonance Imaging  Neurofeedback  autism spectrum disorder  neurofeedback  neurorehabilitation  posterior superior temporal sulcus  real-time functional magnetic resonance imaging  social cognition Index. décimale : PER Périodiques Résumé : Neurofeedback is an emerging therapeutic approach in neuropsychiatric disorders. Its potential application in autism spectrum disorder remains to be tested. Here, we demonstrate the feasibility of real-time functional magnetic resonance imaging volitional neurofeedback in targeting social brain regions in autism spectrum disorder. In this clinical trial, autism spectrum disorder patients were enrolled in a program with five training sessions of neurofeedback. Participants were able to control their own brain activity in this social brain region, with positive clinical and neural effects. Larger, controlled, and blinded clinical studies will be required to confirm the benefits. En ligne : http://dx.doi.org/10.1177/13623613211002052 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=484 [article] Training the social brain: Clinical and neural effects of an 8-week real-time functional magnetic resonance imaging neurofeedback Phase IIa Clinical Trial in Autism [Texte imprimé et/ou numérique] / Bruno DIREITO, Auteur ; Susana MOUGA, Auteur ; Alexandre SAYAL, Auteur ; Marco SIMOES, Auteur ; Hugo QUENTAL, Auteur ; Inês BERNARDINO, Auteur ; Rebecca PLAYLE, Auteur ; Rachel MCNAMARA, Auteur ; David Ej LINDEN, Auteur ; Guiomar OLIVEIRA, Auteur ; Miguel CASTELO BRANCO, Auteur . - p.1746-1760. Langues : Anglais (eng) in Autism > 26-6 (August 2022) . - p.1746-1760 Mots-clés : Autism Spectrum Disorder/diagnostic imaging/therapy  Autistic Disorder/diagnostic imaging/therapy  Brain/diagnostic imaging  Humans  Magnetic Resonance Imaging  Neurofeedback  autism spectrum disorder  neurofeedback  neurorehabilitation  posterior superior temporal sulcus  real-time functional magnetic resonance imaging  social cognition Index. décimale : PER Périodiques Résumé : Neurofeedback is an emerging therapeutic approach in neuropsychiatric disorders. Its potential application in autism spectrum disorder remains to be tested. Here, we demonstrate the feasibility of real-time functional magnetic resonance imaging volitional neurofeedback in targeting social brain regions in autism spectrum disorder. In this clinical trial, autism spectrum disorder patients were enrolled in a program with five training sessions of neurofeedback. Participants were able to control their own brain activity in this social brain region, with positive clinical and neural effects. Larger, controlled, and blinded clinical studies will be required to confirm the benefits. En ligne : http://dx.doi.org/10.1177/13623613211002052 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=484

The untold perspective: Parents' experiences of the autism spectrum disorder assessment process when the child did not receive a diagnosis / Lesley-Anne BENDIK in Autism, 26-6 (August 2022)  

Public ISBD [article]  inAutism > 26-6 (August 2022) . - p.1761-1770 Titre : The untold perspective: Parents' experiences of the autism spectrum disorder assessment process when the child did not receive a diagnosis Type de document : Texte imprimé et/ou numérique Auteurs : Lesley-Anne BENDIK, Auteur ; Freya SPICER-WHITE, Auteur Article en page(s) : p.1761-1770 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/diagnosis  Autistic Disorder  Child  Emotions  Family  Humans  Parents  assessment  autism spectrum disorder  diagnosis  interpretative phenomenological analysis  professional development  qualitative research Index. décimale : PER Périodiques Résumé : Autism is diagnosed by a process of child assessment and parental interview. It has been well-documented by parents of children who received a diagnosis of autism, that the process can be lengthy and cause distress for families. Nevertheless, the outcome often compensated for the difficult assessment journey as it enables families to gain access to further information, support and intervention. However, less is known about the assessment process from parents who undertake the same process but at the end are told their child does not meet the diagnostic criteria, meaning no diagnosis is given. We interviewed six parents in North Wales, whose child did not receive a diagnostic of autism following an assessment. During the interview, parents were asked about their experience of the autism assessment process. We found that parents reflected on their experience according to three themes: (1) parents tried to navigate how they could make sense of their child being different despite not receiving a diagnosis; (2) parents referred to the assessment process as a journey, which encompassed many emotional and psychological components and (3) parents discussed what it was like to hear a non-diagnosis outcome, in terms of feeling relieved, confused and raising questions for the child's future. These findings are important for professionals working in autism assessment services to help improve the assessment process for families, particularly when the assessment does not result in a diagnosis. En ligne : http://dx.doi.org/10.1177/13623613211003741 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=484 [article] The untold perspective: Parents' experiences of the autism spectrum disorder assessment process when the child did not receive a diagnosis [Texte imprimé et/ou numérique] / Lesley-Anne BENDIK, Auteur ; Freya SPICER-WHITE, Auteur . - p.1761-1770. Langues : Anglais (eng) in Autism > 26-6 (August 2022) . - p.1761-1770 Mots-clés : Autism Spectrum Disorder/diagnosis  Autistic Disorder  Child  Emotions  Family  Humans  Parents  assessment  autism spectrum disorder  diagnosis  interpretative phenomenological analysis  professional development  qualitative research Index. décimale : PER Périodiques Résumé : Autism is diagnosed by a process of child assessment and parental interview. It has been well-documented by parents of children who received a diagnosis of autism, that the process can be lengthy and cause distress for families. Nevertheless, the outcome often compensated for the difficult assessment journey as it enables families to gain access to further information, support and intervention. However, less is known about the assessment process from parents who undertake the same process but at the end are told their child does not meet the diagnostic criteria, meaning no diagnosis is given. We interviewed six parents in North Wales, whose child did not receive a diagnostic of autism following an assessment. During the interview, parents were asked about their experience of the autism assessment process. We found that parents reflected on their experience according to three themes: (1) parents tried to navigate how they could make sense of their child being different despite not receiving a diagnosis; (2) parents referred to the assessment process as a journey, which encompassed many emotional and psychological components and (3) parents discussed what it was like to hear a non-diagnosis outcome, in terms of feeling relieved, confused and raising questions for the child's future. These findings are important for professionals working in autism assessment services to help improve the assessment process for families, particularly when the assessment does not result in a diagnosis. En ligne : http://dx.doi.org/10.1177/13623613211003741 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=484

Social identities and mental well-being in autistic adults / Cameron A. MAITLAND in Autism, 26-6 (August 2022)  

Public ISBD [article]  inAutism > 26-6 (August 2022) . - p.1771-1783 Titre : Social identities and mental well-being in autistic adults Type de document : Texte imprimé et/ou numérique Auteurs : Cameron A. MAITLAND, Auteur ; Sinéad M. RHODES, Auteur ; Anne O'HARE, Auteur ; Mary E. STEWART, Auteur Article en page(s) : p.1771-1783 Langues : Anglais (eng) Mots-clés : Adult  Anxiety  Autism Spectrum Disorder  Autistic Disorder  Humans  Mental Health  Social Identification  adults  autism spectrum disorders  depression  social cognition and social behaviour  social identity  well-being  conflicts of interest with respect to the research, authorship and/or publication  of this article. Index. décimale : PER Périodiques Résumé : Social identities are groups that we are part of and influence how we think about ourselves. However, up until now there has been little examination of the groups that autistic people may belong to, and how these groups may influence their mental health. This survey-based study investigated whether autistic adults answer questions about social groups in a similar way to non-autistic non-autistic adults, including the types and number of social groups they may belong to, and whether these are associated with depression, anxiety and positive traits of mental well-being. In total, 184 autistic adults completed an online survey with questionnaires about their demographics, social groups and mental health. The results found that autistic adults reported on their social groups similarly to non-autistic people. There was a variety in the types and numbers of groups that autistic adults identified with. Some participants reported having no groups that they identified with, whereas others reported up to four groups. These included other autistic people, their family, friends, work colleagues and activity clubs among others. Autistic adults who felt connected with more groups reported better mental well-being. Feelings of connection to other autistic people and the family were also associated with better mental well-being. These results show that it is important for autistic people to be given opportunity to be part of groups that are meaningful to them, as this may be beneficial for their mental health. En ligne : http://dx.doi.org/10.1177/13623613211004328 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=484 [article] Social identities and mental well-being in autistic adults [Texte imprimé et/ou numérique] / Cameron A. MAITLAND, Auteur ; Sinéad M. RHODES, Auteur ; Anne O'HARE, Auteur ; Mary E. STEWART, Auteur . - p.1771-1783. Langues : Anglais (eng) in Autism > 26-6 (August 2022) . - p.1771-1783 Mots-clés : Adult  Anxiety  Autism Spectrum Disorder  Autistic Disorder  Humans  Mental Health  Social Identification  adults  autism spectrum disorders  depression  social cognition and social behaviour  social identity  well-being  conflicts of interest with respect to the research, authorship and/or publication  of this article. Index. décimale : PER Périodiques Résumé : Social identities are groups that we are part of and influence how we think about ourselves. However, up until now there has been little examination of the groups that autistic people may belong to, and how these groups may influence their mental health. This survey-based study investigated whether autistic adults answer questions about social groups in a similar way to non-autistic non-autistic adults, including the types and number of social groups they may belong to, and whether these are associated with depression, anxiety and positive traits of mental well-being. In total, 184 autistic adults completed an online survey with questionnaires about their demographics, social groups and mental health. The results found that autistic adults reported on their social groups similarly to non-autistic people. There was a variety in the types and numbers of groups that autistic adults identified with. Some participants reported having no groups that they identified with, whereas others reported up to four groups. These included other autistic people, their family, friends, work colleagues and activity clubs among others. Autistic adults who felt connected with more groups reported better mental well-being. Feelings of connection to other autistic people and the family were also associated with better mental well-being. These results show that it is important for autistic people to be given opportunity to be part of groups that are meaningful to them, as this may be beneficial for their mental health. En ligne : http://dx.doi.org/10.1177/13623613211004328 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=484

Comparison of mental health, well-being and parenting sense of competency among Australian and South-East Asian parents of autistic children accessing early intervention in Australia / Jodie SMITH in Autism, 26-6 (August 2022)  

Public ISBD [article]  inAutism > 26-6 (August 2022) . - p.1784-1796 Titre : Comparison of mental health, well-being and parenting sense of competency among Australian and South-East Asian parents of autistic children accessing early intervention in Australia Type de document : Texte imprimé et/ou numérique Auteurs : Jodie SMITH, Auteur ; Rhylee SULEK, Auteur ; Ifrah ABDULLAHI, Auteur ; Cherie C. GREEN, Auteur ; Catherine A. BENT, Auteur ; Cheryl DISSANAYAKE, Auteur ; Kristelle HUDRY, Auteur Article en page(s) : p.1784-1796 Langues : Anglais (eng) Mots-clés : Australia  Autism Spectrum Disorder  Autistic Disorder  Child  Humans  Mental Health  Parenting  Parents  Quality of Life  culture  well-being Index. décimale : PER Périodiques Résumé : We know that parents of autistic children experience poorer mental health and lower well-being than parents of non-autistic children. We also know that poorer mental health among parents of autistic children has been observed across different cultures. Most research focuses on Western cultures, so we know little about parental mental health and well-being of parents from different cultural backgrounds; yet, it is likely that cultural background contributes to how parents view their child's condition and respond to the diagnosis. Here, we compared mental health, quality of life and well-being between families raising an autistic child from Australian backgrounds to families from South-East Asian backgrounds. All children in the current study were receiving the same community-based early intervention. When compared to the general population, parents had poorer mental health overall, but there were no differences between the two groups of parents. However, parents from South-East Asian backgrounds reported higher well-being and fewer difficulties associated with their child's autism. These findings suggest that cultural background likely influences not only parent's view of, and response to, their child's autism, but also their own sense of well-being. As researchers and clinicians working with families of autistic children, we should more explicitly consider family's cultural background within our work. En ligne : http://dx.doi.org/10.1177/13623613211010006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=484 [article] Comparison of mental health, well-being and parenting sense of competency among Australian and South-East Asian parents of autistic children accessing early intervention in Australia [Texte imprimé et/ou numérique] / Jodie SMITH, Auteur ; Rhylee SULEK, Auteur ; Ifrah ABDULLAHI, Auteur ; Cherie C. GREEN, Auteur ; Catherine A. BENT, Auteur ; Cheryl DISSANAYAKE, Auteur ; Kristelle HUDRY, Auteur . - p.1784-1796. Langues : Anglais (eng) in Autism > 26-6 (August 2022) . - p.1784-1796 Mots-clés : Australia  Autism Spectrum Disorder  Autistic Disorder  Child  Humans  Mental Health  Parenting  Parents  Quality of Life  culture  well-being Index. décimale : PER Périodiques Résumé : We know that parents of autistic children experience poorer mental health and lower well-being than parents of non-autistic children. We also know that poorer mental health among parents of autistic children has been observed across different cultures. Most research focuses on Western cultures, so we know little about parental mental health and well-being of parents from different cultural backgrounds; yet, it is likely that cultural background contributes to how parents view their child's condition and respond to the diagnosis. Here, we compared mental health, quality of life and well-being between families raising an autistic child from Australian backgrounds to families from South-East Asian backgrounds. All children in the current study were receiving the same community-based early intervention. When compared to the general population, parents had poorer mental health overall, but there were no differences between the two groups of parents. However, parents from South-East Asian backgrounds reported higher well-being and fewer difficulties associated with their child's autism. These findings suggest that cultural background likely influences not only parent's view of, and response to, their child's autism, but also their own sense of well-being. As researchers and clinicians working with families of autistic children, we should more explicitly consider family's cultural background within our work. En ligne : http://dx.doi.org/10.1177/13623613211010006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=484

'No idea of time': Parents report differences in autistic children's behaviour relating to time in a mixed-methods study / Daniel POOLE in Autism, 26-6 (August 2022)  

Public ISBD [article]  inAutism > 26-6 (August 2022) . - p.1797-1808 Titre : 'No idea of time': Parents report differences in autistic children's behaviour relating to time in a mixed-methods study Type de document : Texte imprimé et/ou numérique Auteurs : Daniel POOLE, Auteur ; Emma GOWEN, Auteur ; Ellen POLIAKOFF, Auteur ; Luke A. JONES, Auteur Article en page(s) : p.1797-1808 Langues : Anglais (eng) Mots-clés : Anxiety  Autism Spectrum Disorder  Autistic Disorder  Child  Humans  Parents  Surveys and Questionnaires  autism  questionnaire  temporal cognition  thematic analysis  time perception  conflicts of interest with respect to the research, authorship, and/or  publication of this article. Index. décimale : PER Périodiques Résumé : Many everyday activities require us to organise our behaviours with respect to time. There is some evidence that autistic children have problems with how they perceive and understand time. However, little is currently known about this, or the ways in which behaviours related to time are impacted in daily life. In this study, 113 parents of autistic children and 201 parents of neurotypical children completed a questionnaire and open-ended questions about their child's behaviour relating to time. Questionnaire scores were lower in the autistic group compared with neurotypicals, which suggests that behaviours relating to time are affected in autistic children. The open-ended responses further confirmed that the autistic children struggled with time and that this impacted on them and their family. Three key themes were identified. Theme 1: autistic children have problems with learning about concepts relating to time such as telling the time from a clock and using words to describe time (hours, minutes, etc.) appropriately. Theme 2: autistic children think about the future differently. Planning and working under time pressure were described as a problem. Theme 3: autistic children have strong interests which take up a lot of their attention and worrying about having sufficient time to pursue these interests causes anxiety. This research indicates that behaviours related to time can have a considerable impact on the lives of autistic children and that targeted support may be required. En ligne : http://dx.doi.org/10.1177/13623613211010014 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=484 [article] 'No idea of time': Parents report differences in autistic children's behaviour relating to time in a mixed-methods study [Texte imprimé et/ou numérique] / Daniel POOLE, Auteur ; Emma GOWEN, Auteur ; Ellen POLIAKOFF, Auteur ; Luke A. JONES, Auteur . - p.1797-1808. Langues : Anglais (eng) in Autism > 26-6 (August 2022) . - p.1797-1808 Mots-clés : Anxiety  Autism Spectrum Disorder  Autistic Disorder  Child  Humans  Parents  Surveys and Questionnaires  autism  questionnaire  temporal cognition  thematic analysis  time perception  conflicts of interest with respect to the research, authorship, and/or  publication of this article. Index. décimale : PER Périodiques Résumé : Many everyday activities require us to organise our behaviours with respect to time. There is some evidence that autistic children have problems with how they perceive and understand time. However, little is currently known about this, or the ways in which behaviours related to time are impacted in daily life. In this study, 113 parents of autistic children and 201 parents of neurotypical children completed a questionnaire and open-ended questions about their child's behaviour relating to time. Questionnaire scores were lower in the autistic group compared with neurotypicals, which suggests that behaviours relating to time are affected in autistic children. The open-ended responses further confirmed that the autistic children struggled with time and that this impacted on them and their family. Three key themes were identified. Theme 1: autistic children have problems with learning about concepts relating to time such as telling the time from a clock and using words to describe time (hours, minutes, etc.) appropriately. Theme 2: autistic children think about the future differently. Planning and working under time pressure were described as a problem. Theme 3: autistic children have strong interests which take up a lot of their attention and worrying about having sufficient time to pursue these interests causes anxiety. This research indicates that behaviours related to time can have a considerable impact on the lives of autistic children and that targeted support may be required. En ligne : http://dx.doi.org/10.1177/13623613211010014 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=484

Randomized pilot study of a special education advocacy program for Latinx/minority parents of children with autism spectrum disorder / Paul LUELMO in Autism, 26-6 (August 2022)  

Public ISBD [article]  inAutism > 26-6 (August 2022) . - p.1809-1815 Titre : Randomized pilot study of a special education advocacy program for Latinx/minority parents of children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Paul LUELMO, Auteur ; Connie KASARI, Auteur Article en page(s) : p.1809-1815 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/therapy  Child  Education, Special  Ethnicity  Humans  Minority Groups  Parents  Pilot Projects  Hispanic  Individualized Education Program  Latinx  autism  family engagement  parent advocacy  pilot study  randomized trial  special education Index. décimale : PER Périodiques Résumé : Persistent racial and ethnic disparities in obtaining an autism spectrum disorder diagnosis and services have been documented for Latinx children and other racial/ethnic minorities. This study reports on an educational intervention examining the effectiveness and feasibility of a low-intensity (i.e. three sessions), low-cost, parent advocacy for Latinx and other minority parents of children with autism. Results indicated significantly increased parental knowledge and in the immediate intervention group, but this knowledge did not lead to greater empowerment. While parents from low-income, racial/ethnic minority backgrounds, particularly Latinx parents, can significantly increase their advocacy skills with a low-intensity, low-cost program, they may need more support in changing their self-perceptions of empowerment and advocacy. En ligne : http://dx.doi.org/10.1177/1362361321998561 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=484 [article] Randomized pilot study of a special education advocacy program for Latinx/minority parents of children with autism spectrum disorder [Texte imprimé et/ou numérique] / Paul LUELMO, Auteur ; Connie KASARI, Auteur . - p.1809-1815. Langues : Anglais (eng) in Autism > 26-6 (August 2022) . - p.1809-1815 Mots-clés : Autism Spectrum Disorder/therapy  Child  Education, Special  Ethnicity  Humans  Minority Groups  Parents  Pilot Projects  Hispanic  Individualized Education Program  Latinx  autism  family engagement  parent advocacy  pilot study  randomized trial  special education Index. décimale : PER Périodiques Résumé : Persistent racial and ethnic disparities in obtaining an autism spectrum disorder diagnosis and services have been documented for Latinx children and other racial/ethnic minorities. This study reports on an educational intervention examining the effectiveness and feasibility of a low-intensity (i.e. three sessions), low-cost, parent advocacy for Latinx and other minority parents of children with autism. Results indicated significantly increased parental knowledge and in the immediate intervention group, but this knowledge did not lead to greater empowerment. While parents from low-income, racial/ethnic minority backgrounds, particularly Latinx parents, can significantly increase their advocacy skills with a low-intensity, low-cost program, they may need more support in changing their self-perceptions of empowerment and advocacy. En ligne : http://dx.doi.org/10.1177/1362361321998561 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=484

Short report on research trends during the COVID-19 pandemic and use of telehealth interventions and remote brain research in children with autism spectrum disorder / Wan-Chun SU in Autism, 26-6 (August 2022)  

Public ISBD [article]  inAutism > 26-6 (August 2022) . - p.1816-1822 Titre : Short report on research trends during the COVID-19 pandemic and use of telehealth interventions and remote brain research in children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Wan-Chun SU, Auteur ; Sudha SRINIVASAN, Auteur ; Corina CLEFFI, Auteur ; Anjana BHAT, Auteur Article en page(s) : p.1816-1822 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Brain/diagnostic imaging  covid-19  Child  Humans  Pandemics  SARS-CoV-2  Telemedicine  Covid-19  autism  neuroimaging  remote brain research  telehealth  interest. The funders had no role in study design, data collection and analysis,  decision to publish, or preparation of the manuscript. Index. décimale : PER Périodiques Résumé : The COVID-19 pandemic has caused disruption in F2F healthcare delivery and neuroimaging research, especially when involving vulnerable populations such as children with autism spectrum disorder. Given the easy access to multiple video conferencing platforms, many healthcare services have moved to an online delivery format (i.e. telehealth). It is important to monitor the behavioral and neural effects of telehealth interventions and resume neuroimaging research while adopting public health safety protocols to control the risk of COVID-19 transmission. We summarize existing safety protocols and our own experience from in-person functional near-infrared spectroscopy neuroimaging data collection (on-site, at home, and in outdoor settings), as well as potential opportunities of using online data sharing and low-cost, remote neuroimaging/electrophysiological techniques to continue brain research during the pandemic. En ligne : http://dx.doi.org/10.1177/13623613211004795 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=484 [article] Short report on research trends during the COVID-19 pandemic and use of telehealth interventions and remote brain research in children with autism spectrum disorder [Texte imprimé et/ou numérique] / Wan-Chun SU, Auteur ; Sudha SRINIVASAN, Auteur ; Corina CLEFFI, Auteur ; Anjana BHAT, Auteur . - p.1816-1822. Langues : Anglais (eng) in Autism > 26-6 (August 2022) . - p.1816-1822 Mots-clés : Autism Spectrum Disorder  Brain/diagnostic imaging  covid-19  Child  Humans  Pandemics  SARS-CoV-2  Telemedicine  Covid-19  autism  neuroimaging  remote brain research  telehealth  interest. The funders had no role in study design, data collection and analysis,  decision to publish, or preparation of the manuscript. Index. décimale : PER Périodiques Résumé : The COVID-19 pandemic has caused disruption in F2F healthcare delivery and neuroimaging research, especially when involving vulnerable populations such as children with autism spectrum disorder. Given the easy access to multiple video conferencing platforms, many healthcare services have moved to an online delivery format (i.e. telehealth). It is important to monitor the behavioral and neural effects of telehealth interventions and resume neuroimaging research while adopting public health safety protocols to control the risk of COVID-19 transmission. We summarize existing safety protocols and our own experience from in-person functional near-infrared spectroscopy neuroimaging data collection (on-site, at home, and in outdoor settings), as well as potential opportunities of using online data sharing and low-cost, remote neuroimaging/electrophysiological techniques to continue brain research during the pandemic. En ligne : http://dx.doi.org/10.1177/13623613211004795 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=484