Adaptive Functioning in Autism Spectrum Disorder During the Transition to Adulthood / Nicole L. MATTHEWS in Journal of Autism and Developmental Disorders, 45-8 (August 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-8 (August 2015) . - p.2349-2360 Titre : Adaptive Functioning in Autism Spectrum Disorder During the Transition to Adulthood Type de document : texte imprimé Auteurs : Nicole L. MATTHEWS, Auteur ; Christopher J. SMITH, Auteur ; Elena POLLARD, Auteur ; Sharman OBER-REYNOLDS, Auteur ; Janet KIRWAN, Auteur ; Amanda MALLIGO, Auteur Année de publication : 2015 Article en page(s) : p.2349-2360 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Adaptive functioning  Cognitive functioning  Vineland-II  Adolescence  Adulthood Index. décimale : PER Périodiques Résumé : There is a dearth of research regarding adaptive functioning during the transition to adulthood in autism spectrum disorder (ASD). Profiles on the Vineland Adaptive Behavior Scales, Second Edition were examined by age and intellectual ability in 75 participants with ASD (16–58 years). Results extend previous reports of a cognitive advantage over adaptive functioning in children by demonstrating a similar pattern in an older sample. Daily living skills were a relative strength compared to communication and socialization in adults, but not adolescents. In general, highest subdomain scores were observed in writing skills and lowest scores were observed in interpersonal skills. Regardless of cognitive ability, all standard scores were well below average, indicating a need for lifelong intervention that targets adaptive functioning. En ligne : http://dx.doi.org/10.1007/s10803-015-2400-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=263 [article] Adaptive Functioning in Autism Spectrum Disorder During the Transition to Adulthood [texte imprimé] / Nicole L. MATTHEWS, Auteur ; Christopher J. SMITH, Auteur ; Elena POLLARD, Auteur ; Sharman OBER-REYNOLDS, Auteur ; Janet KIRWAN, Auteur ; Amanda MALLIGO, Auteur . - 2015 . - p.2349-2360. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-8 (August 2015) . - p.2349-2360 Mots-clés : Autism spectrum disorder  Adaptive functioning  Cognitive functioning  Vineland-II  Adolescence  Adulthood Index. décimale : PER Périodiques Résumé : There is a dearth of research regarding adaptive functioning during the transition to adulthood in autism spectrum disorder (ASD). Profiles on the Vineland Adaptive Behavior Scales, Second Edition were examined by age and intellectual ability in 75 participants with ASD (16–58 years). Results extend previous reports of a cognitive advantage over adaptive functioning in children by demonstrating a similar pattern in an older sample. Daily living skills were a relative strength compared to communication and socialization in adults, but not adolescents. In general, highest subdomain scores were observed in writing skills and lowest scores were observed in interpersonal skills. Regardless of cognitive ability, all standard scores were well below average, indicating a need for lifelong intervention that targets adaptive functioning. En ligne : http://dx.doi.org/10.1007/s10803-015-2400-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=263

An Exploration of Online and In-Person Administration of the Kaufman Brief Intelligence Test, Second Edition (KBIT-2) in Children and Adolescents Being Evaluated for Autism Spectrum Disorder / Joshua ANBAR in Journal of Autism and Developmental Disorders, 55-4 (April 2024)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-4 (April 2024) . - p.1243-1253 Titre : An Exploration of Online and In-Person Administration of the Kaufman Brief Intelligence Test, Second Edition (KBIT-2) in Children and Adolescents Being Evaluated for Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Joshua ANBAR, Auteur ; Maurice METOYER, Auteur ; Christopher J. SMITH, Auteur ; Nicole L. MATTHEWS, Auteur Article en page(s) : p.1243-1253 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Purpose: Most assessment tools used to diagnose and characterize autism spectrum disorder (ASD) were developed for in-person administration. The coronavirus disease 2019 (COVID-19) pandemic resulted in the need to adapt traditional assessment tools for online administration with only minimal evidence to support validity of such practices. Methods: The current exploratory study compared scores from online administration of the Kaufman Brief Intelligence Test, Second Edition (KBIT-2) during the pandemic to scores derived from follow-up testing using traditional in-person administration. Participants were 47 children and adolescents (M age = 9.48 years, SD = 4.06; 68.10% male) who participated in a telehealth diagnostic evaluation for ASD that included online administration of the KBIT-2. Participants were invited to complete the KBIT-2 a second time during an in-person study visit. Results: Pearson s correlation coefficients suggested acceptable to good reliability between online and in-person administration. Although most participants' online and in-person scores were within one standard deviation of each other, results suggested statistically significant differences between scores derived from the two modalities. Additionally, 19-26% of participants (depending on domain examined) had scores that differed by more than one standard deviation. Notably, all but one of these participants was under the age of 12 years. Conclusion: Findings suggest that online administration of the KBIT-2 is likely appropriate for older children and adolescents with ASD. However, additional research is needed to test online administration of intellectual assessments for children with ASD. En ligne : https://doi.org/10.1007/s10803-024-06323-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550 [article] An Exploration of Online and In-Person Administration of the Kaufman Brief Intelligence Test, Second Edition (KBIT-2) in Children and Adolescents Being Evaluated for Autism Spectrum Disorder [texte imprimé] / Joshua ANBAR, Auteur ; Maurice METOYER, Auteur ; Christopher J. SMITH, Auteur ; Nicole L. MATTHEWS, Auteur . - p.1243-1253. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-4 (April 2024) . - p.1243-1253 Index. décimale : PER Périodiques Résumé : Purpose: Most assessment tools used to diagnose and characterize autism spectrum disorder (ASD) were developed for in-person administration. The coronavirus disease 2019 (COVID-19) pandemic resulted in the need to adapt traditional assessment tools for online administration with only minimal evidence to support validity of such practices. Methods: The current exploratory study compared scores from online administration of the Kaufman Brief Intelligence Test, Second Edition (KBIT-2) during the pandemic to scores derived from follow-up testing using traditional in-person administration. Participants were 47 children and adolescents (M age = 9.48 years, SD = 4.06; 68.10% male) who participated in a telehealth diagnostic evaluation for ASD that included online administration of the KBIT-2. Participants were invited to complete the KBIT-2 a second time during an in-person study visit. Results: Pearson s correlation coefficients suggested acceptable to good reliability between online and in-person administration. Although most participants' online and in-person scores were within one standard deviation of each other, results suggested statistically significant differences between scores derived from the two modalities. Additionally, 19-26% of participants (depending on domain examined) had scores that differed by more than one standard deviation. Notably, all but one of these participants was under the age of 12 years. Conclusion: Findings suggest that online administration of the KBIT-2 is likely appropriate for older children and adolescents with ASD. However, additional research is needed to test online administration of intellectual assessments for children with ASD. En ligne : https://doi.org/10.1007/s10803-024-06323-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550

Brief Report: Effectiveness of an Accelerated Version of the PEERS® Social Skills Intervention for Adolescents / Nicole L. MATTHEWS in Journal of Autism and Developmental Disorders, 50-6 (June 2020)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 50-6 (June 2020) . - p.2201-2207 Titre : Brief Report: Effectiveness of an Accelerated Version of the PEERS® Social Skills Intervention for Adolescents Type de document : texte imprimé Auteurs : Nicole L. MATTHEWS, Auteur ; Jessica LAFLIN, Auteur ; Beatriz C. ORR, Auteur ; Katrina WARRINER, Auteur ; Mary DECARLO, Auteur ; Christopher J. SMITH, Auteur Article en page(s) : p.2201-2207 Langues : Anglais (eng) Mots-clés : Adolescents  Autism spectrum disorder  Duration  PEERS social skills intervention Index. décimale : PER Périodiques Résumé : Evidence supporting the effectiveness of the PEERS® social skills intervention for adolescents with autism spectrum disorder is relatively strong. Less is known about whether the duration of the program impacts participant outcomes. The current study compared outcomes of participants randomly assigned to participate in an accelerated version of PEERS that met twice weekly for 7 weeks (n = 11) or the traditional PEERS program that met once weekly for 14 weeks (n = 10). The accelerated PEERS group demonstrated improvements consistent with previous research on the program, and treatment response did not differ significantly between the accelerated PEERS and traditional PEERS groups. Together, findings provide preliminary evidence that PEERS is effective when administered as a 7-week program. En ligne : http://dx.doi.org/10.1007/s10803-019-03939-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=425 [article] Brief Report: Effectiveness of an Accelerated Version of the PEERS® Social Skills Intervention for Adolescents [texte imprimé] / Nicole L. MATTHEWS, Auteur ; Jessica LAFLIN, Auteur ; Beatriz C. ORR, Auteur ; Katrina WARRINER, Auteur ; Mary DECARLO, Auteur ; Christopher J. SMITH, Auteur . - p.2201-2207. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 50-6 (June 2020) . - p.2201-2207 Mots-clés : Adolescents  Autism spectrum disorder  Duration  PEERS social skills intervention Index. décimale : PER Périodiques Résumé : Evidence supporting the effectiveness of the PEERS® social skills intervention for adolescents with autism spectrum disorder is relatively strong. Less is known about whether the duration of the program impacts participant outcomes. The current study compared outcomes of participants randomly assigned to participate in an accelerated version of PEERS that met twice weekly for 7 weeks (n = 11) or the traditional PEERS program that met once weekly for 14 weeks (n = 10). The accelerated PEERS group demonstrated improvements consistent with previous research on the program, and treatment response did not differ significantly between the accelerated PEERS and traditional PEERS groups. Together, findings provide preliminary evidence that PEERS is effective when administered as a 7-week program. En ligne : http://dx.doi.org/10.1007/s10803-019-03939-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=425

College Students’ Perceptions of Peers with Autism Spectrum Disorder / Nicole L. MATTHEWS in Journal of Autism and Developmental Disorders, 45-1 (January 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-1 (January 2015) . - p.90-99 Titre : College Students’ Perceptions of Peers with Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Nicole L. MATTHEWS, Auteur ; Agnes R. LY, Auteur ; Wendy A. GOLDBERG, Auteur Article en page(s) : p.90-99 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Postsecondary education  Peer attitudes  Young adults Index. décimale : PER Périodiques Résumé : Little is known about peer attitudes toward college students with autism spectrum disorder (ASD). Affective, behavioral, and cognitive attitudes toward vignette characters displaying behaviors characteristic of ASD were examined among 224 four-year university students who were randomly assigned to one of three labeling conditions for the primary vignette characters: high functioning autism (HFA), typical college student, or no label. Students in the HFA label condition reported more positive behavioral and cognitive attitudes toward the vignette characters than students in the no label condition. Male students and students with lower scores on the Broad Autism Phenotype Questionnaire reported more positive attitudes across study conditions. These experimental results suggest that knowledge of a diagnosis might improve attitudes toward college students with ASD. En ligne : http://dx.doi.org/10.1007/s10803-014-2195-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=258 [article] College Students’ Perceptions of Peers with Autism Spectrum Disorder [texte imprimé] / Nicole L. MATTHEWS, Auteur ; Agnes R. LY, Auteur ; Wendy A. GOLDBERG, Auteur . - p.90-99. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-1 (January 2015) . - p.90-99 Mots-clés : Autism spectrum disorder  Postsecondary education  Peer attitudes  Young adults Index. décimale : PER Périodiques Résumé : Little is known about peer attitudes toward college students with autism spectrum disorder (ASD). Affective, behavioral, and cognitive attitudes toward vignette characters displaying behaviors characteristic of ASD were examined among 224 four-year university students who were randomly assigned to one of three labeling conditions for the primary vignette characters: high functioning autism (HFA), typical college student, or no label. Students in the HFA label condition reported more positive behavioral and cognitive attitudes toward the vignette characters than students in the no label condition. Male students and students with lower scores on the Broad Autism Phenotype Questionnaire reported more positive attitudes across study conditions. These experimental results suggest that knowledge of a diagnosis might improve attitudes toward college students with ASD. En ligne : http://dx.doi.org/10.1007/s10803-014-2195-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=258

Consistency between parent report and direct assessment of development in toddlers with autism spectrum disorder and other delays: Does sex assigned at birth matter? / Stephen JAMES in Autism Research, 16-6 (June 2023)  

Public ISBD [article]  inAutism Research > 16-6 (June 2023) . - p.1174-1184 Titre : Consistency between parent report and direct assessment of development in toddlers with autism spectrum disorder and other delays: Does sex assigned at birth matter? Type de document : texte imprimé Auteurs : Stephen JAMES, Auteur ; Shreyas HALLUR, Auteur ; Joshua ANBAR, Auteur ; Nicole L. MATTHEWS, Auteur ; Karen PIERCE, Auteur ; Christopher J. SMITH, Auteur Article en page(s) : p.1174-1184 Langues : Anglais (eng) Mots-clés : autism  direct assessment  parent report  sex  toddlers Index. décimale : PER Périodiques Résumé : Abstract The current study examined differences between parent report and diagnostician direct assessment of receptive language, expressive language, and fine motor abilities in toddlers with autism spectrum disorder (ASD) and other delays. Additionally, this study examined whether parent-diagnostician consistency varied by child diagnosis and sex assigned at birth (SAB). Initial mixed analysis of variances (ANOVAs) were conducted using data from a sample of 646 toddlers to examine whether parent-diagnostician consistency differed by child diagnosis. Matched samples (using child age, SAB, and nonverbal IQ) were then created within each diagnostic group and mixed ANOVAs were conducted to examine if consistency was similar in matched diagnostic subsamples and whether it differed by SAB. Findings from the full sample mostly replicated previous research that has documented consistency between parent report and direct observation regardless of child diagnosis. However, when examined in matched diagnostic subgroups, more nuanced patterns were observed. Parent report of receptive language was lower in ASD and ASD features subgroups and parent report of fine motor skills was lower than direct observation in the ASD, ASD features, and developmental delay groups. When examining the moderating effect of SAB, only expressive language was impacted for children in the ASD group. Results indicate the importance of considering child demographic characteristics and that child SAB may impact parent report and/or diagnostician perception of expressive language. En ligne : https://doi.org/10.1002/aur.2927 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=507 [article] Consistency between parent report and direct assessment of development in toddlers with autism spectrum disorder and other delays: Does sex assigned at birth matter? [texte imprimé] / Stephen JAMES, Auteur ; Shreyas HALLUR, Auteur ; Joshua ANBAR, Auteur ; Nicole L. MATTHEWS, Auteur ; Karen PIERCE, Auteur ; Christopher J. SMITH, Auteur . - p.1174-1184. Langues : Anglais (eng) in Autism Research > 16-6 (June 2023) . - p.1174-1184 Mots-clés : autism  direct assessment  parent report  sex  toddlers Index. décimale : PER Périodiques Résumé : Abstract The current study examined differences between parent report and diagnostician direct assessment of receptive language, expressive language, and fine motor abilities in toddlers with autism spectrum disorder (ASD) and other delays. Additionally, this study examined whether parent-diagnostician consistency varied by child diagnosis and sex assigned at birth (SAB). Initial mixed analysis of variances (ANOVAs) were conducted using data from a sample of 646 toddlers to examine whether parent-diagnostician consistency differed by child diagnosis. Matched samples (using child age, SAB, and nonverbal IQ) were then created within each diagnostic group and mixed ANOVAs were conducted to examine if consistency was similar in matched diagnostic subsamples and whether it differed by SAB. Findings from the full sample mostly replicated previous research that has documented consistency between parent report and direct observation regardless of child diagnosis. However, when examined in matched diagnostic subgroups, more nuanced patterns were observed. Parent report of receptive language was lower in ASD and ASD features subgroups and parent report of fine motor skills was lower than direct observation in the ASD, ASD features, and developmental delay groups. When examining the moderating effect of SAB, only expressive language was impacted for children in the ASD group. Results indicate the importance of considering child demographic characteristics and that child SAB may impact parent report and/or diagnostician perception of expressive language. En ligne : https://doi.org/10.1002/aur.2927 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=507

Correction to: Exploring the Effectiveness of a Peer-Mediated Model of the PEERS Curriculum: A Pilot Randomized Control Trial / Nicole L. MATTHEWS in Journal of Autism and Developmental Disorders, 48-7 (July 2018)  

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Examination of Clinical and Assessment Type Differences Between Toddlers with ASD from Multiplex and Simplex Families / Joshua ANBAR in Journal of Autism and Developmental Disorders, 54-6 (June 2024)  

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Exploring the Effectiveness of a Peer-Mediated Model of the PEERS Curriculum: A Pilot Randomized Control Trial / Nicole L. MATTHEWS in Journal of Autism and Developmental Disorders, 48-7 (July 2018)  

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Feasibility and acceptability of a telehealth model for autism diagnostic evaluations in children, adolescents, and adults / Nicole L. MATTHEWS in Autism Research, 14-12 (December 2021)  

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A mixed-methods examination of the gap between intelligence and adaptive functioning in autistic young adults without intellectual disability / Nicole L. MATTHEWS in Autism, 25-8 (November 2021)  

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Parent and child outcomes of JumpStartâ„¢, an education and training program for parents of children with autism spectrum disorder / Nicole L. MATTHEWS in Research in Autism Spectrum Disorders, 56 (December 2018)  

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Parent-reported early symptoms of autism spectrum disorder in children without intellectual disability who were diagnosed at school age / Anthony GOODWIN in Autism, 23-3 (April 2019)  

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Revisiting Cognitive and Adaptive Functioning in Children and Adolescents with Autism Spectrum Disorder / Nicole L. MATTHEWS in Journal of Autism and Developmental Disorders, 45-1 (January 2015)  

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The Effects of Early Language on Age at Diagnosis and Functioning at School Age in Children with Autism Spectrum Disorder / Anthony GOODWIN in Journal of Autism and Developmental Disorders, 47-7 (July 2017)  

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Theory of mind in children with and without autism spectrum disorder: Associations with the sibling constellation / Nicole L. MATTHEWS in Autism, 22-3 (April 2018)  

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