Dépouillements

Enhancing access to autism diagnostic services for children in the community / Melanie PENNER in Autism, 27-8 (November 2023)  

Public ISBD [article]  inAutism > 27-8 (November 2023) . - p.2201-2204 Titre : Enhancing access to autism diagnostic services for children in the community Type de document : Texte imprimé et/ou numérique Auteurs : Melanie PENNER, Auteur ; Meng-Chuan LAI, Auteur Article en page(s) : p.2201-2204 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/13623613231201212 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=513 [article] Enhancing access to autism diagnostic services for children in the community [Texte imprimé et/ou numérique] / Melanie PENNER, Auteur ; Meng-Chuan LAI, Auteur . - p.2201-2204. in Autism > 27-8 (November 2023) . - p.2201-2204 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/13623613231201212 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=513

Representation of autism in fictional media: A systematic review of media content and its impact on viewer knowledge and understanding of autism / Sandra C JONES in Autism, 27-8 (November 2023)  

Public ISBD [article]  inAutism > 27-8 (November 2023) . - p.2205-2217 Titre : Representation of autism in fictional media: A systematic review of media content and its impact on viewer knowledge and understanding of autism Type de document : Texte imprimé et/ou numérique Auteurs : Sandra C JONES, Auteur ; Chloe S GORDON, Auteur ; Simone MIZZI, Auteur Article en page(s) : p.2205-2217 Mots-clés : attitudes  autism  fictional media  knowledge  representation Index. décimale : PER Périodiques Résumé : Media depictions of autism have the potential to have either positive or detrimental impacts on the lives of autistic people. This systematic review aimed to examine (1) the accuracy and authenticity of fictional media portrayals of autism (Part A) and (2) the impact of viewing such portrayals on knowledge about autism and attitudes towards autistic people (Part B). Seventeen articles met the inclusion criteria and were included in the review: 14 for Part A and 3 for Part B, comprising five experimental studies. The media reviewed in Part A covered a 30-year period (1988-2017). Several stereotypical and unhelpful portrayals surfaced. Positive portrayals of autism highlighted strengths and reflected nuance. Overall, participants in the fiction conditions in Part B were significantly more likely to attribute positive traits to an autistic person than those in the control conditions, with medium effect sizes ranging from 0.57 to 0.73. There were no improvements in knowledge. Given the small number of studies included in this review, further evidence is needed to understand the conditions under which fictional media may be effective. There is also a need to develop measures that accurately and respectfully measure autistic people?s experiences of community knowledge and attitudes.Lay abstractThe way autism is represented in fictional media can impact people?s views of autistic people. For example, representations may contribute to negative views of autistic people as being unusual or dangerous, or they may challenge stereotypes and instead highlight the strengths of autistic people. This work aimed to review previous research to understand how autistic people have been represented in fictional media (Part A). It also sought to understand whether viewing fictional portrayals of autism has an impact on people?s knowledge of autism and attitudes towards autistic people (Part B). Of 14 studies that were included in Part A, several unhelpful and stereotypical portrayals of autism emerged. Positive portrayals were those that highlighted the strengths of autistic people and reflected nuance. There is a need for greater diversity in representation of autism in fictional media. For example, not all autistic people are white heterosexual males. Across the five studies included in Part B, there were no improvements in people?s knowledge of autism after watching or reading a short segment from a fictional TV series or novel that depicts an autistic person. Although there was a significant improvement in people?s attitudes towards autistic people, these findings do not provide a complete picture given the short length of the media exposure and small number of studies. Future studies should investigate how multiple exposures to the representation of autistic people in both fictional and non-fictional sources can affect people?s understanding of autism. There is also a need to develop more accurate and respectful ways of measuring people?s knowledge of, and attitudes towards, autism. En ligne : http://dx.doi.org/10.1177/13623613231155770 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=513 [article] Representation of autism in fictional media: A systematic review of media content and its impact on viewer knowledge and understanding of autism [Texte imprimé et/ou numérique] / Sandra C JONES, Auteur ; Chloe S GORDON, Auteur ; Simone MIZZI, Auteur . - p.2205-2217. in Autism > 27-8 (November 2023) . - p.2205-2217 Mots-clés : attitudes  autism  fictional media  knowledge  representation Index. décimale : PER Périodiques Résumé : Media depictions of autism have the potential to have either positive or detrimental impacts on the lives of autistic people. This systematic review aimed to examine (1) the accuracy and authenticity of fictional media portrayals of autism (Part A) and (2) the impact of viewing such portrayals on knowledge about autism and attitudes towards autistic people (Part B). Seventeen articles met the inclusion criteria and were included in the review: 14 for Part A and 3 for Part B, comprising five experimental studies. The media reviewed in Part A covered a 30-year period (1988-2017). Several stereotypical and unhelpful portrayals surfaced. Positive portrayals of autism highlighted strengths and reflected nuance. Overall, participants in the fiction conditions in Part B were significantly more likely to attribute positive traits to an autistic person than those in the control conditions, with medium effect sizes ranging from 0.57 to 0.73. There were no improvements in knowledge. Given the small number of studies included in this review, further evidence is needed to understand the conditions under which fictional media may be effective. There is also a need to develop measures that accurately and respectfully measure autistic people?s experiences of community knowledge and attitudes.Lay abstractThe way autism is represented in fictional media can impact people?s views of autistic people. For example, representations may contribute to negative views of autistic people as being unusual or dangerous, or they may challenge stereotypes and instead highlight the strengths of autistic people. This work aimed to review previous research to understand how autistic people have been represented in fictional media (Part A). It also sought to understand whether viewing fictional portrayals of autism has an impact on people?s knowledge of autism and attitudes towards autistic people (Part B). Of 14 studies that were included in Part A, several unhelpful and stereotypical portrayals of autism emerged. Positive portrayals were those that highlighted the strengths of autistic people and reflected nuance. There is a need for greater diversity in representation of autism in fictional media. For example, not all autistic people are white heterosexual males. Across the five studies included in Part B, there were no improvements in people?s knowledge of autism after watching or reading a short segment from a fictional TV series or novel that depicts an autistic person. Although there was a significant improvement in people?s attitudes towards autistic people, these findings do not provide a complete picture given the short length of the media exposure and small number of studies. Future studies should investigate how multiple exposures to the representation of autistic people in both fictional and non-fictional sources can affect people?s understanding of autism. There is also a need to develop more accurate and respectful ways of measuring people?s knowledge of, and attitudes towards, autism. En ligne : http://dx.doi.org/10.1177/13623613231155770 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=513

Studies pertaining to language impairment in school-age autistic individuals underreport participant socio-demographics: A systematic review / Teresa GIROLAMO in Autism, 27-8 (November 2023)  

Public ISBD [article]  inAutism > 27-8 (November 2023) . - p.2218-2240 Titre : Studies pertaining to language impairment in school-age autistic individuals underreport participant socio-demographics: A systematic review Type de document : Texte imprimé et/ou numérique Auteurs : Teresa GIROLAMO, Auteur ; Lue SHEN, Auteur ; Amalia MONROE-GULICK, Auteur ; Mabel L RICE, Auteur ; Inge-Marie EIGSTI, Auteur Article en page(s) : p.2218-2240 Mots-clés : autism spectrum disorder  demographics  language  language impairment Index. décimale : PER Périodiques Résumé : Autism research tends to exclude racially and ethnically minoritized autistic individuals, limiting the quality of the evidence base for characterizing and diagnosing language impairment in racially and ethnically minoritized autistic individuals. This systematic review examines reporting practices for participant socio-demographics in studies pertaining to language impairment in autistic school-age individuals using age-referenced assessments. This review was preregistered (PROSPERO: CRD42021260394) and followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses protocol. Database searches took place in August of 2021 in Linguistics and Language Behavior Abstracts, PsycINFO, PubMed, and the Directory of Open Access Journals, for publications during 1980-2021. Search terms included three essential concepts: autism, language, and age. Two coders independently screened and evaluated articles. Of qualifying studies (n?=?59), 17 (29%) reported any information on participant race and ethnicity; in these studies, participants were at least 77% white. Thirty-two studies (54%) reported gender or sex; just 10 studies (17%) reported socio-economic status using multiple indicators. These findings indicate insufficient adherence to reporting guidelines and systematic exclusion of racially and ethnically minoritized. Future work must address replicable reporting and inclusion in autism research.Lay abstractAlthough exclusion of racially and ethnically minoritized autistic individuals from research is a long-standing issue, we have yet to determine how exclusion impacts areas of autism research important for identifying language impairment. Diagnosis depends on the quality of the evidence (i.e. research) and is often the pathway to gaining access to services. As a first step, we examined how research studies related to language impairment in school-age autistic individuals report participant socio-demographics. We analyzed reports using age-referenced assessments in English (n?=?60), which are commonly used by both practitioners and researchers to diagnose or identify language impairment. Findings showed only 28% of studies reported any information on race and ethnicity; in these studies, most (at least 77%) of the participants were white. In addition, only 56% of studies reported gender or sex and specified what they were reporting (gender, sex, or gender identity). Just 17% reported socio-economic status using multiple indicators. Altogether, findings indicate broad issues with underreporting and exclusion of racially and ethnically minoritized individuals, which might overlay with other aspects of identity including socio-economic status. It is impossible to determine the extent and precise nature of exclusion without intersectional reporting. To ensure that language in autism research is representative of the autistic population, future research must implement reporting guidelines and broaden inclusion of who participates in research studies. En ligne : http://dx.doi.org/10.1177/13623613231166749 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=513 [article] Studies pertaining to language impairment in school-age autistic individuals underreport participant socio-demographics: A systematic review [Texte imprimé et/ou numérique] / Teresa GIROLAMO, Auteur ; Lue SHEN, Auteur ; Amalia MONROE-GULICK, Auteur ; Mabel L RICE, Auteur ; Inge-Marie EIGSTI, Auteur . - p.2218-2240. in Autism > 27-8 (November 2023) . - p.2218-2240 Mots-clés : autism spectrum disorder  demographics  language  language impairment Index. décimale : PER Périodiques Résumé : Autism research tends to exclude racially and ethnically minoritized autistic individuals, limiting the quality of the evidence base for characterizing and diagnosing language impairment in racially and ethnically minoritized autistic individuals. This systematic review examines reporting practices for participant socio-demographics in studies pertaining to language impairment in autistic school-age individuals using age-referenced assessments. This review was preregistered (PROSPERO: CRD42021260394) and followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses protocol. Database searches took place in August of 2021 in Linguistics and Language Behavior Abstracts, PsycINFO, PubMed, and the Directory of Open Access Journals, for publications during 1980-2021. Search terms included three essential concepts: autism, language, and age. Two coders independently screened and evaluated articles. Of qualifying studies (n?=?59), 17 (29%) reported any information on participant race and ethnicity; in these studies, participants were at least 77% white. Thirty-two studies (54%) reported gender or sex; just 10 studies (17%) reported socio-economic status using multiple indicators. These findings indicate insufficient adherence to reporting guidelines and systematic exclusion of racially and ethnically minoritized. Future work must address replicable reporting and inclusion in autism research.Lay abstractAlthough exclusion of racially and ethnically minoritized autistic individuals from research is a long-standing issue, we have yet to determine how exclusion impacts areas of autism research important for identifying language impairment. Diagnosis depends on the quality of the evidence (i.e. research) and is often the pathway to gaining access to services. As a first step, we examined how research studies related to language impairment in school-age autistic individuals report participant socio-demographics. We analyzed reports using age-referenced assessments in English (n?=?60), which are commonly used by both practitioners and researchers to diagnose or identify language impairment. Findings showed only 28% of studies reported any information on race and ethnicity; in these studies, most (at least 77%) of the participants were white. In addition, only 56% of studies reported gender or sex and specified what they were reporting (gender, sex, or gender identity). Just 17% reported socio-economic status using multiple indicators. Altogether, findings indicate broad issues with underreporting and exclusion of racially and ethnically minoritized individuals, which might overlay with other aspects of identity including socio-economic status. It is impossible to determine the extent and precise nature of exclusion without intersectional reporting. To ensure that language in autism research is representative of the autistic population, future research must implement reporting guidelines and broaden inclusion of who participates in research studies. En ligne : http://dx.doi.org/10.1177/13623613231166749 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=513

Variable patterns of daily activity participation across settings in autistic youth: A latent profile transition analysis / Yun-Ju CHEN in Autism, 27-8 (November 2023)  

Public ISBD [article]  inAutism > 27-8 (November 2023) . - p.2241-2255 Titre : Variable patterns of daily activity participation across settings in autistic youth: A latent profile transition analysis Type de document : Texte imprimé et/ou numérique Auteurs : Yun-Ju CHEN, Auteur ; Eric DUKU, Auteur ; Anat ZAIDMAN-ZAIT, Auteur ; Peter SZATMARI, Auteur ; Isabel M SMITH, Auteur ; Wendy J UNGAR, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Tracy VAILLANCOURT, Auteur ; Connor KERNS, Auteur ; Teresa BENNETT, Auteur ; Mayada ELSABBAGH, Auteur ; Ann THOMPSON, Auteur ; Stelios GEORGIADES, Auteur Article en page(s) : p.2241-2255 Mots-clés : autism  environment  latent transition  participation profiles  youth Index. décimale : PER Périodiques Résumé : Participation in daily activities is often linked to functional independence and well-being, yet individual variability in participation and factors associated with that variation have rarely been examined among autistic youth. We applied latent profile analysis to identify subgroups of youth based on parent-reported activity participation frequency at home, school and community, as well as associations with youth characteristics, family demographics and environmental supportiveness among 158 autistic youth (aged 11-14?years at baseline). Three-, three- and two-profile solutions were selected for home, school and community settings, respectively; the most prevalent profiles were characterized by frequent home participation (73%), low participation in non-classroom activities at school (65%) and low community participation, particularly in social gatherings (80%), indicating participation imbalance across settings. More active participation profiles were generally associated with greater environmental support, higher cognitive and adaptive functioning and less externalizing behaviour. Latent transition analysis revealed overall 75% stability in profile membership over approximately 1?year, with a different home participation profile emerging at the second time-point. Our findings highlighted the variable participation patterns among autistic youth as associated with individual, family and environmental factors, thus stressing the need for optimizing person-environment fit through tailored supports to promote autistic youth?s participation across settings.Lay abstractWhat people do or engage in in their daily lives, or daily life participation, is often linked to their state of being happy and healthy, as well as potential for living independently. To date, little research has been conducted on daily activity participation by autistic youth at home, at school or in the community. Learning more about individual differences in participation levels and what might influence them can help to create custom supports for autistic youth and their families. In this study, 158 caregivers of autistic youth were asked how often their children took part in 25 common activities at two assessments, about one year apart. The analysis showed three profiles for each of the home and school settings and two profiles for the community setting. These profiles reflected distinct patterns in how often autistic youth took part in various daily activities, particularly in doing homework, school club activities and community gatherings. Most autistic youth were in profiles marked by often taking part at home but less often at school and in the community, and about three-fourths of them tended to stay in the same profile over time. Autistic youth with limited participation profiles were more likely to have lower scores on measures of cognitive ability and daily life skills and more challenging behaviour, and faced more barriers in their environment. These findings show how important it is to think about each autistic person?s strengths and weaknesses, and changing needs, to better support their daily life participation. En ligne : http://dx.doi.org/10.1177/13623613231154729 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=513 [article] Variable patterns of daily activity participation across settings in autistic youth: A latent profile transition analysis [Texte imprimé et/ou numérique] / Yun-Ju CHEN, Auteur ; Eric DUKU, Auteur ; Anat ZAIDMAN-ZAIT, Auteur ; Peter SZATMARI, Auteur ; Isabel M SMITH, Auteur ; Wendy J UNGAR, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Tracy VAILLANCOURT, Auteur ; Connor KERNS, Auteur ; Teresa BENNETT, Auteur ; Mayada ELSABBAGH, Auteur ; Ann THOMPSON, Auteur ; Stelios GEORGIADES, Auteur . - p.2241-2255. in Autism > 27-8 (November 2023) . - p.2241-2255 Mots-clés : autism  environment  latent transition  participation profiles  youth Index. décimale : PER Périodiques Résumé : Participation in daily activities is often linked to functional independence and well-being, yet individual variability in participation and factors associated with that variation have rarely been examined among autistic youth. We applied latent profile analysis to identify subgroups of youth based on parent-reported activity participation frequency at home, school and community, as well as associations with youth characteristics, family demographics and environmental supportiveness among 158 autistic youth (aged 11-14?years at baseline). Three-, three- and two-profile solutions were selected for home, school and community settings, respectively; the most prevalent profiles were characterized by frequent home participation (73%), low participation in non-classroom activities at school (65%) and low community participation, particularly in social gatherings (80%), indicating participation imbalance across settings. More active participation profiles were generally associated with greater environmental support, higher cognitive and adaptive functioning and less externalizing behaviour. Latent transition analysis revealed overall 75% stability in profile membership over approximately 1?year, with a different home participation profile emerging at the second time-point. Our findings highlighted the variable participation patterns among autistic youth as associated with individual, family and environmental factors, thus stressing the need for optimizing person-environment fit through tailored supports to promote autistic youth?s participation across settings.Lay abstractWhat people do or engage in in their daily lives, or daily life participation, is often linked to their state of being happy and healthy, as well as potential for living independently. To date, little research has been conducted on daily activity participation by autistic youth at home, at school or in the community. Learning more about individual differences in participation levels and what might influence them can help to create custom supports for autistic youth and their families. In this study, 158 caregivers of autistic youth were asked how often their children took part in 25 common activities at two assessments, about one year apart. The analysis showed three profiles for each of the home and school settings and two profiles for the community setting. These profiles reflected distinct patterns in how often autistic youth took part in various daily activities, particularly in doing homework, school club activities and community gatherings. Most autistic youth were in profiles marked by often taking part at home but less often at school and in the community, and about three-fourths of them tended to stay in the same profile over time. Autistic youth with limited participation profiles were more likely to have lower scores on measures of cognitive ability and daily life skills and more challenging behaviour, and faced more barriers in their environment. These findings show how important it is to think about each autistic person?s strengths and weaknesses, and changing needs, to better support their daily life participation. En ligne : http://dx.doi.org/10.1177/13623613231154729 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=513

A portfolio analysis of autism research funding in Aotearoa New Zealand 2007-2021 / Lisa Marie EMERSON in Autism, 27-8 (November 2023)  

Public ISBD [article]  inAutism > 27-8 (November 2023) . - p.2256-2268 Titre : A portfolio analysis of autism research funding in Aotearoa New Zealand 2007-2021 Type de document : Texte imprimé et/ou numérique Auteurs : Lisa Marie EMERSON, Auteur ; Elizabeth PELLICANO, Auteur ; Ruth MONK, Auteur ; Melissa LIM, Auteur ; Jessica HEATON, Auteur ; Laurie MCLAY, Auteur Article en page(s) : p.2256-2268 Mots-clés : autism research  autistic community  funding  research priorities Index. décimale : PER Périodiques Résumé : Previously documented global trends in autism research funding have been skewed towards biology research, which is at odds with the priorities expressed by autistic and autism community members. We aimed to document the areas of autism research that have previously been funded in Aotearoa New Zealand, and to explore the views of the autistic and autism communities on this funding distribution. We searched for research grants awarded to autism research in Aotearoa New Zealand between 2007 and 2021. We categorised the funding for autism research to enable comparison to that previously documented in other countries. We elicited the views of the autistic and autism communities in relation to the funded autism research, through an online survey and a series of focus groups. The largest proportion of money and number of grants was awarded to biological research. Community members expressed dissatisfaction with this pattern of funding, and noted that it does not address the needs and priorities of the autistic community. Community members suggested that the funding pattern indicated a lack of autistic consultation and engagement in research design and funding allocation. The priorities of the autistic and autism communities need to be considered by researchers and funders alike. We discuss how autistic inclusion in research can be supported through decision-making regarding funding and ethics relating to autism research.Lay AbstractWe aimed to document the areas of autism research that have previously been funded in Aotearoa New Zealand. We searched for research grants awarded to autism research in Aotearoa New Zealand between 2007 and 2021. We compared the funding distribution in Aotearoa New Zealand to other countries. We asked people from the autistic community and broader autism community whether they were satisfied with this funding pattern, and whether it aligned with what is important to them and to autistic people. We found that the majority of funding for autism research was awarded to biology research (67%). Members of the autistic and autism communities were dissatisfied with the funding distribution, and expressed a lack of alignment with what is important to them. People from the community indicated that the funding distribution did not address the priorities of autistic people, and that it indicated a lack of engagement with autistic people. Autism research funding needs to reflect the priorities of the autistic and autism communities. Autistic people need to be included in autism research and related funding decisions. En ligne : http://dx.doi.org/10.1177/13623613231155954 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=513 [article] A portfolio analysis of autism research funding in Aotearoa New Zealand 2007-2021 [Texte imprimé et/ou numérique] / Lisa Marie EMERSON, Auteur ; Elizabeth PELLICANO, Auteur ; Ruth MONK, Auteur ; Melissa LIM, Auteur ; Jessica HEATON, Auteur ; Laurie MCLAY, Auteur . - p.2256-2268. in Autism > 27-8 (November 2023) . - p.2256-2268 Mots-clés : autism research  autistic community  funding  research priorities Index. décimale : PER Périodiques Résumé : Previously documented global trends in autism research funding have been skewed towards biology research, which is at odds with the priorities expressed by autistic and autism community members. We aimed to document the areas of autism research that have previously been funded in Aotearoa New Zealand, and to explore the views of the autistic and autism communities on this funding distribution. We searched for research grants awarded to autism research in Aotearoa New Zealand between 2007 and 2021. We categorised the funding for autism research to enable comparison to that previously documented in other countries. We elicited the views of the autistic and autism communities in relation to the funded autism research, through an online survey and a series of focus groups. The largest proportion of money and number of grants was awarded to biological research. Community members expressed dissatisfaction with this pattern of funding, and noted that it does not address the needs and priorities of the autistic community. Community members suggested that the funding pattern indicated a lack of autistic consultation and engagement in research design and funding allocation. The priorities of the autistic and autism communities need to be considered by researchers and funders alike. We discuss how autistic inclusion in research can be supported through decision-making regarding funding and ethics relating to autism research.Lay AbstractWe aimed to document the areas of autism research that have previously been funded in Aotearoa New Zealand. We searched for research grants awarded to autism research in Aotearoa New Zealand between 2007 and 2021. We compared the funding distribution in Aotearoa New Zealand to other countries. We asked people from the autistic community and broader autism community whether they were satisfied with this funding pattern, and whether it aligned with what is important to them and to autistic people. We found that the majority of funding for autism research was awarded to biology research (67%). Members of the autistic and autism communities were dissatisfied with the funding distribution, and expressed a lack of alignment with what is important to them. People from the community indicated that the funding distribution did not address the priorities of autistic people, and that it indicated a lack of engagement with autistic people. Autism research funding needs to reflect the priorities of the autistic and autism communities. Autistic people need to be included in autism research and related funding decisions. En ligne : http://dx.doi.org/10.1177/13623613231155954 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=513

'I felt like my senses were under attack': An interpretative phenomenological analysis of experiences of hypersensitivity in autistic individuals / Liesbeth TAELS in Autism, 27-8 (November 2023)  

Public ISBD [article]  inAutism > 27-8 (November 2023) . - p.2269-2280 Titre : 'I felt like my senses were under attack': An interpretative phenomenological analysis of experiences of hypersensitivity in autistic individuals Type de document : Texte imprimé et/ou numérique Auteurs : Liesbeth TAELS, Auteur ; Jasper FEYAERTS, Auteur ; Marie LIZON, Auteur ; Melissa DE SMET, Auteur ; Stijn VANHEULE, Auteur Article en page(s) : p.2269-2280 Mots-clés : autism spectrum disorders  embodied subjectivity  interpretative phenomenological analysis  lived experience  sensory processing Index. décimale : PER Périodiques Résumé : While atypical sensory processes have become central to scientific explanatory models of autism, such models usually do not explicitly address first-person experiences of sensory processes by autistic individuals. Detailed phenomenological research of this subjective domain is nonetheless essential to ground explanatory accounts in the actual experiences and challenges faced by autistic individuals. Therefore, our study consisted of an interpretative phenomenological analysis of 18 semi-structured interviews with autistic individuals about their experiences of hypersensitivity. Overall, our analysis showed how hypersensitivity pertained to disturbances at a basic level of bodily self-experience and also affected other crucial phenomenological experiential dimensions such as the subjective perception of time and space, sense-making processes, intersubjectivity, and moods. Hypersensitivities were described by participants as intrusive experiences of being vulnerably exposed to overwhelming stimuli that invaded their bodies and were simultaneously related to an invasive, chaotic, unpredictable or threatening perception of the (social) environment. Our study highlights the impact of hypersensitivities on experiential domains outside the strict sensory register, thereby providing further evidence for altered sensory processing as a potential core mechanism involved in a variety of autistic symptoms. Our study also indicates the clinical importance of therapeutic interventions that act on a fragile sense of embodiment in autism.Lay abstractResearch shows that the way autistic individuals perceive and process sensory stimuli differs from those of non-autistic people. However, while current research often focuses on what sensory differences in autism are and which neurocognitive processes may explain these, it often does not explicitly address what it is like to experience the world through the senses of an autistic person. To explore this understudied dimension, we conducted 18 in-depth interviews with autistic individuals in order to better understand how they personally experienced hypersensitivity from a first-person perspective. Participants described hypersensitivity as a feeling of being bombarded by intrusive stimuli that seemed to invade their bodies and from which they had difficulties distancing themselves. They also indicated how due to hypersensitivity they often perceived their (social) environment as invasive, chaotic, unpredictable or threatening. Hypersensitivities were thus not only described as unsettling bodily experiences but also related to challenges in perceiving, understanding and interacting with the (social) world. By focussing on the subjective dimension of sensory processing in autism, our study thus highlights how sensory difficulties are not peripheral features of autism but play an essential part in the daily challenges faced by autistic individuals. En ligne : http://dx.doi.org/10.1177/13623613231158182 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=513 [article] 'I felt like my senses were under attack': An interpretative phenomenological analysis of experiences of hypersensitivity in autistic individuals [Texte imprimé et/ou numérique] / Liesbeth TAELS, Auteur ; Jasper FEYAERTS, Auteur ; Marie LIZON, Auteur ; Melissa DE SMET, Auteur ; Stijn VANHEULE, Auteur . - p.2269-2280. in Autism > 27-8 (November 2023) . - p.2269-2280 Mots-clés : autism spectrum disorders  embodied subjectivity  interpretative phenomenological analysis  lived experience  sensory processing Index. décimale : PER Périodiques Résumé : While atypical sensory processes have become central to scientific explanatory models of autism, such models usually do not explicitly address first-person experiences of sensory processes by autistic individuals. Detailed phenomenological research of this subjective domain is nonetheless essential to ground explanatory accounts in the actual experiences and challenges faced by autistic individuals. Therefore, our study consisted of an interpretative phenomenological analysis of 18 semi-structured interviews with autistic individuals about their experiences of hypersensitivity. Overall, our analysis showed how hypersensitivity pertained to disturbances at a basic level of bodily self-experience and also affected other crucial phenomenological experiential dimensions such as the subjective perception of time and space, sense-making processes, intersubjectivity, and moods. Hypersensitivities were described by participants as intrusive experiences of being vulnerably exposed to overwhelming stimuli that invaded their bodies and were simultaneously related to an invasive, chaotic, unpredictable or threatening perception of the (social) environment. Our study highlights the impact of hypersensitivities on experiential domains outside the strict sensory register, thereby providing further evidence for altered sensory processing as a potential core mechanism involved in a variety of autistic symptoms. Our study also indicates the clinical importance of therapeutic interventions that act on a fragile sense of embodiment in autism.Lay abstractResearch shows that the way autistic individuals perceive and process sensory stimuli differs from those of non-autistic people. However, while current research often focuses on what sensory differences in autism are and which neurocognitive processes may explain these, it often does not explicitly address what it is like to experience the world through the senses of an autistic person. To explore this understudied dimension, we conducted 18 in-depth interviews with autistic individuals in order to better understand how they personally experienced hypersensitivity from a first-person perspective. Participants described hypersensitivity as a feeling of being bombarded by intrusive stimuli that seemed to invade their bodies and from which they had difficulties distancing themselves. They also indicated how due to hypersensitivity they often perceived their (social) environment as invasive, chaotic, unpredictable or threatening. Hypersensitivities were thus not only described as unsettling bodily experiences but also related to challenges in perceiving, understanding and interacting with the (social) world. By focussing on the subjective dimension of sensory processing in autism, our study thus highlights how sensory difficulties are not peripheral features of autism but play an essential part in the daily challenges faced by autistic individuals. En ligne : http://dx.doi.org/10.1177/13623613231158182 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=513

I-SOCIALISE: Results from a cluster randomised controlled trial investigating the social competence and isolation of children with autism taking part in LEGO® based therapy ('Play Brick Therapy') clubs in school environments / Barry WRIGHT in Autism, 27-8 (November 2023)  

Public ISBD [article]  inAutism > 27-8 (November 2023) . - p.2281-2294 Titre : I-SOCIALISE: Results from a cluster randomised controlled trial investigating the social competence and isolation of children with autism taking part in LEGO® based therapy ('Play Brick Therapy') clubs in school environments Type de document : Texte imprimé et/ou numérique Auteurs : Barry WRIGHT, Auteur ; Ellen KINGSLEY, Auteur ; Cindy COOPER, Auteur ; Katie BIGGS, Auteur ; Matthew BURSNALL, Auteur ; Han-I- WANG, Auteur ; Tim CHATER, Auteur ; Elizabeth COATES, Auteur ; M Dawn TEARE, Auteur ; Kirsty MCKENDRICK, Auteur ; Gina GOMEZ DE LA CUESTA, Auteur ; Amy BARR, Auteur ; Kiera SOLAIMAN, Auteur ; Anna PACKHAM, Auteur ; David MARSHALL, Auteur ; Danielle VARLEY, Auteur ; Roshanak NEKOOI, Auteur ; Steve PARROTT, Auteur ; Shehzad ALI, Auteur ; Simon GILBODY, Auteur ; Ann LE COUTEUR, Auteur Article en page(s) : p.2281-2294 Mots-clés : ASD  autism  child mental health  LEGO® based therapy  school-based Index. décimale : PER Périodiques Résumé : Social learning through friendships is important in child development. Autistic children often initiate and engage in social interactions differently than neurotypical peers. LEGO® based therapy is a group intervention which facilitates social interactions with peers using collaborative LEGO® play. A 1:1 cluster randomised controlled trial with autistic children aged 7-15 comparing 12?weeks' LEGO® based therapy and usual support to usual support alone in 98 mainstream schools (2017-2019) was carried out. The primary outcome was social skills (Social Skills Improvement System) completed by unblinded teachers (not intervention deliverers) at 20?weeks. Analysis used intention-to-treat. Fifty intervention schools (127 participants) and 48 control schools (123 participants) were allocated. Primary analysis included 45 intervention schools (116 participants) and 42 control schools (101 participants). The between-arms difference was 3.74 (p?=?0.06, 95% confidence interval: ?0.16, 7.63) and 1.68 (p?=?0.43, 95% confidence interval: ?2.51, 5.87) at 20 and 52?weeks (0.18 and 0.08 standardised effect sizes). Twenty-week outcomes for those receiving per protocol intervention were 4.23 (95% confidence interval 0.27, 8.19) with a standardised effect size of 0.21. Sensitivity estimates were between 3.10 and 4.37 (0.15-0.21 standardised effect sizes). Three unrelated serious adverse events were reported. LEGO® based therapy has a small positive non-significant benefit for social skills at 20?weeks but not 52?weeks.Lay abstractAutism is characterised by keen interests and differences in social interactions and communication. Activities that help autistic children and young people with social skills are commonly used in UK schools. LEGO® based therapy is a new activity that provides interesting and fun social opportunities for children and young people and involves building LEGO® models together. This study looked at LEGO® based therapy for the social skills of autistic children and young people in schools. It was a randomised controlled trial, meaning each school was randomly chosen (like flipping a coin) to either run LEGO® based therapy groups in school over 12?weeks and have usual support from school or other professionals, or only have usual support from school or other professionals. The effect of the LEGO® based therapy groups was measured by asking children and young people, their parents/guardians, and a teacher at school in both arms of the study to complete some questionnaires. The main objective was to see if the teacher?s questionnaire answers about the children and young people?s social skills changed between their first and second completions. The social skills of participants in the LEGO® based therapy groups were found to have improved in a small way when compared to usual support only. The study also found that LEGO® based therapy was not very costly for schools to run and parents/guardians and teachers said they thought it was good for their children and young people. We suggest further research into different potential benefits of LEGO® based therapy. En ligne : http://dx.doi.org/10.1177/13623613231159699 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=513 [article] I-SOCIALISE: Results from a cluster randomised controlled trial investigating the social competence and isolation of children with autism taking part in LEGO® based therapy ('Play Brick Therapy') clubs in school environments [Texte imprimé et/ou numérique] / Barry WRIGHT, Auteur ; Ellen KINGSLEY, Auteur ; Cindy COOPER, Auteur ; Katie BIGGS, Auteur ; Matthew BURSNALL, Auteur ; Han-I- WANG, Auteur ; Tim CHATER, Auteur ; Elizabeth COATES, Auteur ; M Dawn TEARE, Auteur ; Kirsty MCKENDRICK, Auteur ; Gina GOMEZ DE LA CUESTA, Auteur ; Amy BARR, Auteur ; Kiera SOLAIMAN, Auteur ; Anna PACKHAM, Auteur ; David MARSHALL, Auteur ; Danielle VARLEY, Auteur ; Roshanak NEKOOI, Auteur ; Steve PARROTT, Auteur ; Shehzad ALI, Auteur ; Simon GILBODY, Auteur ; Ann LE COUTEUR, Auteur . - p.2281-2294. in Autism > 27-8 (November 2023) . - p.2281-2294 Mots-clés : ASD  autism  child mental health  LEGO® based therapy  school-based Index. décimale : PER Périodiques Résumé : Social learning through friendships is important in child development. Autistic children often initiate and engage in social interactions differently than neurotypical peers. LEGO® based therapy is a group intervention which facilitates social interactions with peers using collaborative LEGO® play. A 1:1 cluster randomised controlled trial with autistic children aged 7-15 comparing 12?weeks' LEGO® based therapy and usual support to usual support alone in 98 mainstream schools (2017-2019) was carried out. The primary outcome was social skills (Social Skills Improvement System) completed by unblinded teachers (not intervention deliverers) at 20?weeks. Analysis used intention-to-treat. Fifty intervention schools (127 participants) and 48 control schools (123 participants) were allocated. Primary analysis included 45 intervention schools (116 participants) and 42 control schools (101 participants). The between-arms difference was 3.74 (p?=?0.06, 95% confidence interval: ?0.16, 7.63) and 1.68 (p?=?0.43, 95% confidence interval: ?2.51, 5.87) at 20 and 52?weeks (0.18 and 0.08 standardised effect sizes). Twenty-week outcomes for those receiving per protocol intervention were 4.23 (95% confidence interval 0.27, 8.19) with a standardised effect size of 0.21. Sensitivity estimates were between 3.10 and 4.37 (0.15-0.21 standardised effect sizes). Three unrelated serious adverse events were reported. LEGO® based therapy has a small positive non-significant benefit for social skills at 20?weeks but not 52?weeks.Lay abstractAutism is characterised by keen interests and differences in social interactions and communication. Activities that help autistic children and young people with social skills are commonly used in UK schools. LEGO® based therapy is a new activity that provides interesting and fun social opportunities for children and young people and involves building LEGO® models together. This study looked at LEGO® based therapy for the social skills of autistic children and young people in schools. It was a randomised controlled trial, meaning each school was randomly chosen (like flipping a coin) to either run LEGO® based therapy groups in school over 12?weeks and have usual support from school or other professionals, or only have usual support from school or other professionals. The effect of the LEGO® based therapy groups was measured by asking children and young people, their parents/guardians, and a teacher at school in both arms of the study to complete some questionnaires. The main objective was to see if the teacher?s questionnaire answers about the children and young people?s social skills changed between their first and second completions. The social skills of participants in the LEGO® based therapy groups were found to have improved in a small way when compared to usual support only. The study also found that LEGO® based therapy was not very costly for schools to run and parents/guardians and teachers said they thought it was good for their children and young people. We suggest further research into different potential benefits of LEGO® based therapy. En ligne : http://dx.doi.org/10.1177/13623613231159699 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=513

The earlier the better: An RCT of treatment timing effects for toddlers on the autism spectrum / Whitney GUTHRIE in Autism, 27-8 (November 2023)  

Public ISBD [article]  inAutism > 27-8 (November 2023) . - p.2295-2309 Titre : The earlier the better: An RCT of treatment timing effects for toddlers on the autism spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Whitney GUTHRIE, Auteur ; Amy M WETHERBY, Auteur ; Juliann WOODS, Auteur ; Christopher SCHATSCHNEIDER, Auteur ; Renee D HOLLAND, Auteur ; Lindee MORGAN, Auteur ; Catherine E LORD, Auteur Article en page(s) : p.2295-2309 Mots-clés : autism  early intervention  Early Social Interaction  parent coaching  toddlers Index. décimale : PER Périodiques Résumé : Robust evidence supports the efficacy of early autism intervention. Despite broad consensus that earlier intervention leads to better outcomes, evidence for this has been limited to correlational studies. This study examined timing effects of the Early Social Interaction (ESI) model, a parent-implemented intervention, using a complete crossover randomized controlled trial (RCT). Effects of Individual-ESI were compared when initiated at 18 or 27?months of age, and also contrasted with effects of the less intensive Group-ESI as an active control condition. Participants included 82 autistic toddlers who received 9?months of Individual-ESI and 9?months of Group-ESI, with the timing/order randomized. Blinded clinicians completed assessments at baseline (18?months of age), end of Condition 1 (27?months), and end of Condition 2 (36?months). Toddlers randomized to Individual-ESI at 18?months showed greater gains during treatment than those starting Individual-ESI at 27?months in receptive/expressive language, social communication, and daily living skills. This pattern was not observed for Group-ESI, demonstrating that timing effects were specific to Individual-ESI and ruling out maturation effects. This RCT demonstrated that earlier intensive, individualized intervention led to greater improvements, and suggests that even a narrow window of 18 versus 27?months may impact child outcomes.Lay abstractBehavioral interventions that incorporate naturalistic, developmental strategies have been shown to improve outcomes for young children who receive an autism spectrum disorder (ASD) diagnosis. Although there is broad consensus that children on the spectrum should begin supports as soon as possible, the empirical evidence for this is relatively limited and little is known about the optimal age to start autism-specific interventions. Our team conducted a randomized controlled trial (RCT) to test the effects of starting intervention at different ages, using the Early Social Interaction (ESI) model, a parent-implemented intervention for toddlers on the spectrum. Participants included 82 autistic toddlers and their caregiver(s) who received 9 months of Individual-ESI and 9 months of Group-ESI, with the timing/order of these two treatment conditions randomized. Thus, families received the more intensive and individualized Individual-ESI at either 18 or 27?months of age. Results revealed that children who received Individual-ESI earlier showed greater treatment gains than those who received this intervention later. Gains were demonstrated in several areas, which included the use and understanding of language, social use of communication skills, and self-help skills. Importantly, these findings were specific to the intensive and individualized parent coaching model compared to group-based treatment, allowing us to rule out the possibility that these timing effects were due to children getting older rather than the treatment itself. Our results suggest that even a narrow window of 18 versus 27?months may have an impact on outcomes and underscore the importance of screening and evaluation as young as possible. En ligne : http://dx.doi.org/10.1177/13623613231159153 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=513 [article] The earlier the better: An RCT of treatment timing effects for toddlers on the autism spectrum [Texte imprimé et/ou numérique] / Whitney GUTHRIE, Auteur ; Amy M WETHERBY, Auteur ; Juliann WOODS, Auteur ; Christopher SCHATSCHNEIDER, Auteur ; Renee D HOLLAND, Auteur ; Lindee MORGAN, Auteur ; Catherine E LORD, Auteur . - p.2295-2309. in Autism > 27-8 (November 2023) . - p.2295-2309 Mots-clés : autism  early intervention  Early Social Interaction  parent coaching  toddlers Index. décimale : PER Périodiques Résumé : Robust evidence supports the efficacy of early autism intervention. Despite broad consensus that earlier intervention leads to better outcomes, evidence for this has been limited to correlational studies. This study examined timing effects of the Early Social Interaction (ESI) model, a parent-implemented intervention, using a complete crossover randomized controlled trial (RCT). Effects of Individual-ESI were compared when initiated at 18 or 27?months of age, and also contrasted with effects of the less intensive Group-ESI as an active control condition. Participants included 82 autistic toddlers who received 9?months of Individual-ESI and 9?months of Group-ESI, with the timing/order randomized. Blinded clinicians completed assessments at baseline (18?months of age), end of Condition 1 (27?months), and end of Condition 2 (36?months). Toddlers randomized to Individual-ESI at 18?months showed greater gains during treatment than those starting Individual-ESI at 27?months in receptive/expressive language, social communication, and daily living skills. This pattern was not observed for Group-ESI, demonstrating that timing effects were specific to Individual-ESI and ruling out maturation effects. This RCT demonstrated that earlier intensive, individualized intervention led to greater improvements, and suggests that even a narrow window of 18 versus 27?months may impact child outcomes.Lay abstractBehavioral interventions that incorporate naturalistic, developmental strategies have been shown to improve outcomes for young children who receive an autism spectrum disorder (ASD) diagnosis. Although there is broad consensus that children on the spectrum should begin supports as soon as possible, the empirical evidence for this is relatively limited and little is known about the optimal age to start autism-specific interventions. Our team conducted a randomized controlled trial (RCT) to test the effects of starting intervention at different ages, using the Early Social Interaction (ESI) model, a parent-implemented intervention for toddlers on the spectrum. Participants included 82 autistic toddlers and their caregiver(s) who received 9 months of Individual-ESI and 9 months of Group-ESI, with the timing/order of these two treatment conditions randomized. Thus, families received the more intensive and individualized Individual-ESI at either 18 or 27?months of age. Results revealed that children who received Individual-ESI earlier showed greater treatment gains than those who received this intervention later. Gains were demonstrated in several areas, which included the use and understanding of language, social use of communication skills, and self-help skills. Importantly, these findings were specific to the intensive and individualized parent coaching model compared to group-based treatment, allowing us to rule out the possibility that these timing effects were due to children getting older rather than the treatment itself. Our results suggest that even a narrow window of 18 versus 27?months may have an impact on outcomes and underscore the importance of screening and evaluation as young as possible. En ligne : http://dx.doi.org/10.1177/13623613231159153 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=513

Assessing suicidal thoughts and behaviors and nonsuicidal self-injury in autistic and non-autistic early adolescents using the Columbia Suicide Severity Rating Scale / Jessica M SCHWARTZMAN in Autism, 27-8 (November 2023)  

Public ISBD [article]  inAutism > 27-8 (November 2023) . - p.2310-2323 Titre : Assessing suicidal thoughts and behaviors and nonsuicidal self-injury in autistic and non-autistic early adolescents using the Columbia Suicide Severity Rating Scale Type de document : Texte imprimé et/ou numérique Auteurs : Jessica M SCHWARTZMAN, Auteur ; Rachael A MUSCATELLO, Auteur ; Blythe A CORBETT, Auteur Article en page(s) : p.2310-2323 Mots-clés : autism  early adolescent  nonsuicidal self-injury  sex  suicide Index. décimale : PER Périodiques Résumé : Suicidal thoughts and behaviors and nonsuicidal self-injury are more common in autistic adolescents than non-autistic adolescents, per parent- and self-report. Clinician-rated measures of suicide risk (e.g. Columbia Suicide Severity Rating Scale) have not been investigated with autistic youth despite high parent-child rating discrepancies. In the present study, the Columbia Suicide Severity Rating Scale was employed to assess suicidal thoughts and behaviors and nonsuicidal self-injury in 239 early adolescents (10:0-13:9?years old) without intellectual disability, of whom 138 youth were autistic. Analyses tested diagnostic- and sex-based differences in suicidal thoughts and behaviors and nonsuicidal self-injury, and youth consistency in reporting across self- and clinician-rated measures. A greater proportion of autistic youth reported lifetime suicidal ideation (33 of 138, 23.9%) and nonsuicidal self-injury (12 of 138, 8.7%) than non-autistic youth (7 of 101, 6.9% suicidal ideation; 2 of 101, 2.0% nonsuicidal self-injury); however, there were no sex-based differences. Non-autistic youth were consistent in reporting suicidal thoughts across measures, but nearly one in five autistic youth disclosed suicidal thoughts on a self-report measure, but not on the clinician-rated Columbia Suicide Severity Rating Scale. Findings suggest that autism diagnostic status, but not sex, confers significant risk for suicidal thoughts and behaviors and nonsuicidal self-injury in early adolescents and that the Columbia Suicide Severity Rating Scale may be a useful measure of suicide risk for some autistic youth, but it may not detect all autistic youth experiencing suicidal thoughts.Lay abstractAutistic adolescents are more likely to experience suicidal thoughts and behaviors and nonsuicidal self-injury than non-autistic adolescents, per caregiver- and self-report on single-item questionnaires. Comprehensive, clinician-rated measures of suicide risk have not been used to measure suicidal thoughts and behaviors and nonsuicidal self-injury in autistic youth despite greater parent-child rating discrepancies among autistic youth than their non-autistic peers. The Columbia Suicide Severity Rating Scale is a widely used, clinician-rated measure of suicide risk that has not been tested with autistic youth. In this study, the Columbia Suicide Severity Rating Scale was employed to assess suicidal thoughts and behaviors and nonsuicidal self-injury in a community sample of 239 early adolescents (10:0-13:9?years old), of whom 138 youth were autistic and 101 were not autistic. Multiple analyses examined diagnostic (autistic vs non-autistic) and sex-based (male vs female) differences in suicidal thoughts and behaviors and nonsuicidal self-injury, as well as youth consistency in reporting across self- and clinician-rated measures. Findings show that a greater proportion of autistic youth reported lifetime suicidal thoughts and nonsuicidal self-injury than non-autistic youth; however, there were no sex-based differences. The majority of non-autistic youth were consistent in reporting suicidal thoughts on self- and clinician-rated measures; however, nearly one in five autistic youth disclosed suicidal thoughts on a self-report measure but not to a psychiatrist on the Columbia Suicide Severity Rating Scale. Findings suggest that autism diagnostic status, but not sex, confers significant risk for suicidal thoughts and behaviors and nonsuicidal self-injury in early adolescents and that the Columbia Suicide Severity Rating Scale may be a useful measure of suicide risk for some autistic youth, but it may not detect all autistic youth experiencing suicidal thoughts. En ligne : http://dx.doi.org/10.1177/13623613231162154 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=513 [article] Assessing suicidal thoughts and behaviors and nonsuicidal self-injury in autistic and non-autistic early adolescents using the Columbia Suicide Severity Rating Scale [Texte imprimé et/ou numérique] / Jessica M SCHWARTZMAN, Auteur ; Rachael A MUSCATELLO, Auteur ; Blythe A CORBETT, Auteur . - p.2310-2323. in Autism > 27-8 (November 2023) . - p.2310-2323 Mots-clés : autism  early adolescent  nonsuicidal self-injury  sex  suicide Index. décimale : PER Périodiques Résumé : Suicidal thoughts and behaviors and nonsuicidal self-injury are more common in autistic adolescents than non-autistic adolescents, per parent- and self-report. Clinician-rated measures of suicide risk (e.g. Columbia Suicide Severity Rating Scale) have not been investigated with autistic youth despite high parent-child rating discrepancies. In the present study, the Columbia Suicide Severity Rating Scale was employed to assess suicidal thoughts and behaviors and nonsuicidal self-injury in 239 early adolescents (10:0-13:9?years old) without intellectual disability, of whom 138 youth were autistic. Analyses tested diagnostic- and sex-based differences in suicidal thoughts and behaviors and nonsuicidal self-injury, and youth consistency in reporting across self- and clinician-rated measures. A greater proportion of autistic youth reported lifetime suicidal ideation (33 of 138, 23.9%) and nonsuicidal self-injury (12 of 138, 8.7%) than non-autistic youth (7 of 101, 6.9% suicidal ideation; 2 of 101, 2.0% nonsuicidal self-injury); however, there were no sex-based differences. Non-autistic youth were consistent in reporting suicidal thoughts across measures, but nearly one in five autistic youth disclosed suicidal thoughts on a self-report measure, but not on the clinician-rated Columbia Suicide Severity Rating Scale. Findings suggest that autism diagnostic status, but not sex, confers significant risk for suicidal thoughts and behaviors and nonsuicidal self-injury in early adolescents and that the Columbia Suicide Severity Rating Scale may be a useful measure of suicide risk for some autistic youth, but it may not detect all autistic youth experiencing suicidal thoughts.Lay abstractAutistic adolescents are more likely to experience suicidal thoughts and behaviors and nonsuicidal self-injury than non-autistic adolescents, per caregiver- and self-report on single-item questionnaires. Comprehensive, clinician-rated measures of suicide risk have not been used to measure suicidal thoughts and behaviors and nonsuicidal self-injury in autistic youth despite greater parent-child rating discrepancies among autistic youth than their non-autistic peers. The Columbia Suicide Severity Rating Scale is a widely used, clinician-rated measure of suicide risk that has not been tested with autistic youth. In this study, the Columbia Suicide Severity Rating Scale was employed to assess suicidal thoughts and behaviors and nonsuicidal self-injury in a community sample of 239 early adolescents (10:0-13:9?years old), of whom 138 youth were autistic and 101 were not autistic. Multiple analyses examined diagnostic (autistic vs non-autistic) and sex-based (male vs female) differences in suicidal thoughts and behaviors and nonsuicidal self-injury, as well as youth consistency in reporting across self- and clinician-rated measures. Findings show that a greater proportion of autistic youth reported lifetime suicidal thoughts and nonsuicidal self-injury than non-autistic youth; however, there were no sex-based differences. The majority of non-autistic youth were consistent in reporting suicidal thoughts on self- and clinician-rated measures; however, nearly one in five autistic youth disclosed suicidal thoughts on a self-report measure but not to a psychiatrist on the Columbia Suicide Severity Rating Scale. Findings suggest that autism diagnostic status, but not sex, confers significant risk for suicidal thoughts and behaviors and nonsuicidal self-injury in early adolescents and that the Columbia Suicide Severity Rating Scale may be a useful measure of suicide risk for some autistic youth, but it may not detect all autistic youth experiencing suicidal thoughts. En ligne : http://dx.doi.org/10.1177/13623613231162154 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=513

Factors influencing the mental health of autistic children and teenagers: Parents' observations and experiences / Suzanne MUKHERJEE in Autism, 27-8 (November 2023)  

Public ISBD [article]  inAutism > 27-8 (November 2023) . - p.2324-2336 Titre : Factors influencing the mental health of autistic children and teenagers: Parents' observations and experiences Type de document : Texte imprimé et/ou numérique Auteurs : Suzanne MUKHERJEE, Auteur ; Bryony BERESFORD, Auteur Article en page(s) : p.2324-2336 Mots-clés : adolescence  autism  children  mental health  parents  qualitative research  teenagers Index. décimale : PER Périodiques Résumé : The high prevalence of mental health and behaviour problems among autistic children and adults is an issue of concern to the autism community. Many studies have been undertaken to identify the factors that protect against/or increase the risk of such difficulties. However, this research is dominated by quantitative observational studies. In this study, we sought to investigate the same issue using a qualitative research approach, positioning parents as experts and eliciting their theories as to what influenced their child?s mental health from diagnosis to the late teenage years. In-depth interviews were undertaken with 33 parents (30 mothers, 3 fathers) of 31 autistic teenagers (21 males, 10 females) aged between 15 and 19?years (median 17?years) purposively sampled from an existing cohort (QUEST). Parents believed a wide range of child-centred, developmental and socio-environmental factors had played a role in their child?s mental health, alongside life events involving loss and separation. A number of these factors have received little or no research attention to date (e.g. aspects of the school environment). The findings have important implications, highlighting factors that should be given priority in future research, as well as interventions needed to support the mental health of autistic teenagers.Lay abstractAutistic people are more likely to experience mental health difficulties compared to neurotypical people. It is very important that we understand what increases the risk for mental health difficulties, and what helps to protect against them. So far, research on this for children and young people has only investigated a small number of factors and these have been chosen by researchers and clinicians. This study took a different approach in which parents' expertise in their children was recognised. Parents were asked to tell the story of their autistic teenagers' mental health from diagnosis in early childhood through to the present, and to explain the 'theories' they developed about what affected their child?s mental health - positively and negatively - and how. Parents believed a wide range of factors played a role. These include: (1) aspects of their child (e.g. their autistic traits, intelligence); (2) aspects of their surroundings (e.g. the efforts parents make to prevent and respond to their child?s difficulties, features of the school they attend, availability of social activities); (3) changes their child experienced growing up (e.g. puberty, awareness of being autistic); and (4) life events involving loss and separation. Many of the factors parents identified as important have received little or no research attention to date. The findings suggest issues that should be considered in future research and reveal ways that support for parents and autistic children and teenagers can be improved. En ligne : http://dx.doi.org/10.1177/13623613231158959 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=513 [article] Factors influencing the mental health of autistic children and teenagers: Parents' observations and experiences [Texte imprimé et/ou numérique] / Suzanne MUKHERJEE, Auteur ; Bryony BERESFORD, Auteur . - p.2324-2336. in Autism > 27-8 (November 2023) . - p.2324-2336 Mots-clés : adolescence  autism  children  mental health  parents  qualitative research  teenagers Index. décimale : PER Périodiques Résumé : The high prevalence of mental health and behaviour problems among autistic children and adults is an issue of concern to the autism community. Many studies have been undertaken to identify the factors that protect against/or increase the risk of such difficulties. However, this research is dominated by quantitative observational studies. In this study, we sought to investigate the same issue using a qualitative research approach, positioning parents as experts and eliciting their theories as to what influenced their child?s mental health from diagnosis to the late teenage years. In-depth interviews were undertaken with 33 parents (30 mothers, 3 fathers) of 31 autistic teenagers (21 males, 10 females) aged between 15 and 19?years (median 17?years) purposively sampled from an existing cohort (QUEST). Parents believed a wide range of child-centred, developmental and socio-environmental factors had played a role in their child?s mental health, alongside life events involving loss and separation. A number of these factors have received little or no research attention to date (e.g. aspects of the school environment). The findings have important implications, highlighting factors that should be given priority in future research, as well as interventions needed to support the mental health of autistic teenagers.Lay abstractAutistic people are more likely to experience mental health difficulties compared to neurotypical people. It is very important that we understand what increases the risk for mental health difficulties, and what helps to protect against them. So far, research on this for children and young people has only investigated a small number of factors and these have been chosen by researchers and clinicians. This study took a different approach in which parents' expertise in their children was recognised. Parents were asked to tell the story of their autistic teenagers' mental health from diagnosis in early childhood through to the present, and to explain the 'theories' they developed about what affected their child?s mental health - positively and negatively - and how. Parents believed a wide range of factors played a role. These include: (1) aspects of their child (e.g. their autistic traits, intelligence); (2) aspects of their surroundings (e.g. the efforts parents make to prevent and respond to their child?s difficulties, features of the school they attend, availability of social activities); (3) changes their child experienced growing up (e.g. puberty, awareness of being autistic); and (4) life events involving loss and separation. Many of the factors parents identified as important have received little or no research attention to date. The findings suggest issues that should be considered in future research and reveal ways that support for parents and autistic children and teenagers can be improved. En ligne : http://dx.doi.org/10.1177/13623613231158959 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=513

Direct and indirect costs for families of children with autism spectrum disorder in China / Yanan ZHAO in Autism, 27-8 (November 2023)  

Public ISBD [article]  inAutism > 27-8 (November 2023) . - p.2337-2347 Titre : Direct and indirect costs for families of children with autism spectrum disorder in China Type de document : Texte imprimé et/ou numérique Auteurs : Yanan ZHAO, Auteur ; Yanan LUO, Auteur ; Rong ZHANG, Auteur ; Xiaoying ZHENG, Auteur Article en page(s) : p.2337-2347 Mots-clés : autism spectrum disorder  direct costs  employment status  indirect costs  productivity loss Index. décimale : PER Périodiques Résumé : Autism spectrum disorder has gained international attention due to its prevalence and the extent to which it can affect families. As a disorder without quantifiable treatment effects, it is easily overlooked in the battle for resources. Estimating family economic burdens and the specific factors that may be associated with them could help in the identification of resources and the promotion of social justice. We examined the family costs from a national family survey with Children with autism spectrum disorder aged 2-6?years (N?=?3236). A three-tiered model to quantify the costs was used. The families' average annual direct cost per child was $24,869.0, including direct medical cost (inpatient, outpatient,drugs, etc.) of $6009.2 and direct nonmedical cost (rehabilitation or educational, rental, transportation, care, and others) of $18,859.8. The annual indirect costs (productivity loss from resignation and job adjustment) for families were $13,990.7. The total costs were $34,206.5. The results of the regression revealed that the mothers' educational level was significantly associated with costs. Families with an interprovincial immigration background, a higher-than-average income, or children with more severe autism spectrum disorder had a greater possibility of higher direct, indirect, and overall costs. Autism spectrum disorder imposed a significant financial burden on the families of children with autism spectrum disorder.Lay abstractThis is the first comprehensive national study to explore the direct and indirect costs for families of children with autism spectrum disorder in China. The increasing prevalence of autism spectrum disorder highlights a growing need for resources to provide care for families of children with autism spectrum disorder. The medical and nonmedical costs and parents' productivity loss have caused a serious burden on their families. Our objective is to estimate the direct and indirect costs for the families of children with autism spectrum disorder in China. The target population was parents of children with autism spectrum disorder. We analyzed the costs using cross-sectional data from a Chinese national family survey with children aged 2-6?years (N?=?3236) who were clinically diagnosed with autism spectrum disorder. Family data from 30 provinces in China were obtained. Cost items included direct medical costs, direct nonmedical costs, and indirect costs. In this study, we found that the largest part of family costs for autism spectrum disorder are nonmedical costs and productivity loss. Autism spectrum disorder has imposed a huge economic burden on parents having children with autism spectrum disorder in China, who need more support than the current health care system provides. En ligne : http://dx.doi.org/10.1177/13623613231158862 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=513 [article] Direct and indirect costs for families of children with autism spectrum disorder in China [Texte imprimé et/ou numérique] / Yanan ZHAO, Auteur ; Yanan LUO, Auteur ; Rong ZHANG, Auteur ; Xiaoying ZHENG, Auteur . - p.2337-2347. in Autism > 27-8 (November 2023) . - p.2337-2347 Mots-clés : autism spectrum disorder  direct costs  employment status  indirect costs  productivity loss Index. décimale : PER Périodiques Résumé : Autism spectrum disorder has gained international attention due to its prevalence and the extent to which it can affect families. As a disorder without quantifiable treatment effects, it is easily overlooked in the battle for resources. Estimating family economic burdens and the specific factors that may be associated with them could help in the identification of resources and the promotion of social justice. We examined the family costs from a national family survey with Children with autism spectrum disorder aged 2-6?years (N?=?3236). A three-tiered model to quantify the costs was used. The families' average annual direct cost per child was $24,869.0, including direct medical cost (inpatient, outpatient,drugs, etc.) of $6009.2 and direct nonmedical cost (rehabilitation or educational, rental, transportation, care, and others) of $18,859.8. The annual indirect costs (productivity loss from resignation and job adjustment) for families were $13,990.7. The total costs were $34,206.5. The results of the regression revealed that the mothers' educational level was significantly associated with costs. Families with an interprovincial immigration background, a higher-than-average income, or children with more severe autism spectrum disorder had a greater possibility of higher direct, indirect, and overall costs. Autism spectrum disorder imposed a significant financial burden on the families of children with autism spectrum disorder.Lay abstractThis is the first comprehensive national study to explore the direct and indirect costs for families of children with autism spectrum disorder in China. The increasing prevalence of autism spectrum disorder highlights a growing need for resources to provide care for families of children with autism spectrum disorder. The medical and nonmedical costs and parents' productivity loss have caused a serious burden on their families. Our objective is to estimate the direct and indirect costs for the families of children with autism spectrum disorder in China. The target population was parents of children with autism spectrum disorder. We analyzed the costs using cross-sectional data from a Chinese national family survey with children aged 2-6?years (N?=?3236) who were clinically diagnosed with autism spectrum disorder. Family data from 30 provinces in China were obtained. Cost items included direct medical costs, direct nonmedical costs, and indirect costs. In this study, we found that the largest part of family costs for autism spectrum disorder are nonmedical costs and productivity loss. Autism spectrum disorder has imposed a huge economic burden on parents having children with autism spectrum disorder in China, who need more support than the current health care system provides. En ligne : http://dx.doi.org/10.1177/13623613231158862 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=513

Factors of relationship satisfaction for autistic and non-autistic partners in long-term relationships / Rui Ying YEW in Autism, 27-8 (November 2023)  

Public ISBD [article]  inAutism > 27-8 (November 2023) . - p.2348-2360 Titre : Factors of relationship satisfaction for autistic and non-autistic partners in long-term relationships Type de document : Texte imprimé et/ou numérique Auteurs : Rui Ying YEW, Auteur ; Merrilyn HOOLEY, Auteur ; Mark A STOKES, Auteur Article en page(s) : p.2348-2360 Mots-clés : autism  autism and sexuality  relationship satisfaction  romantic relationships  sexuality Index. décimale : PER Périodiques Résumé : Autistic individuals have reported lower satisfaction in their romantic relationships compared to non-autistic individuals. Previous research on the factors that contribute to relationship satisfaction within autism has focused on the characteristics of autistic participants as barriers to relationship satisfaction, while overlooking the role of their partners. This study investigated a range of factors and their association with long-term relationship satisfaction for 95 autistic individuals and 65 non-autistic individuals in current or previous long-term relationships with autistic individuals. Participants completed an online survey, including questionnaires measuring autistic traits, the Big Five personality traits, social loneliness, partner responsiveness, sexual satisfaction and relationship satisfaction. Partner responsiveness significantly predicted relationship satisfaction for both autistic and non-autistic partners. The findings suggest that to enhance relationship satisfaction, service providers working with couples involving an autistic individual would improve the relationship by focusing on assisting their clients to identify each other?s needs and how best to meet them.Lay abstractPrevious research has found that autistic people report lower satisfaction in their romantic relationships compared to non-autistic people. However, the majority of this research has focused on autistic traits as barriers to relationship satisfaction, while overlooking the role of their partners in these relationships. Our study explored a range of factors in both autistic people and non-autistic partners of autistic people and how they may be linked to long-term relationship satisfaction. These factors included social and communication skills, personality traits, social loneliness, partner responsiveness, and sexual satisfaction. We found that partner responsiveness was a strong predictor of relationship satisfaction for both autistic and non-autistic partners, suggesting that rather than focusing intervention solely on the autistic person, the role of their partner should also be considered. Service providers who work with couples involving an autistic person to enhance their relationship satisfaction could focus on assisting their clients to identify each other?s needs and how best to meet them. En ligne : http://dx.doi.org/10.1177/13623613231160244 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=513 [article] Factors of relationship satisfaction for autistic and non-autistic partners in long-term relationships [Texte imprimé et/ou numérique] / Rui Ying YEW, Auteur ; Merrilyn HOOLEY, Auteur ; Mark A STOKES, Auteur . - p.2348-2360. in Autism > 27-8 (November 2023) . - p.2348-2360 Mots-clés : autism  autism and sexuality  relationship satisfaction  romantic relationships  sexuality Index. décimale : PER Périodiques Résumé : Autistic individuals have reported lower satisfaction in their romantic relationships compared to non-autistic individuals. Previous research on the factors that contribute to relationship satisfaction within autism has focused on the characteristics of autistic participants as barriers to relationship satisfaction, while overlooking the role of their partners. This study investigated a range of factors and their association with long-term relationship satisfaction for 95 autistic individuals and 65 non-autistic individuals in current or previous long-term relationships with autistic individuals. Participants completed an online survey, including questionnaires measuring autistic traits, the Big Five personality traits, social loneliness, partner responsiveness, sexual satisfaction and relationship satisfaction. Partner responsiveness significantly predicted relationship satisfaction for both autistic and non-autistic partners. The findings suggest that to enhance relationship satisfaction, service providers working with couples involving an autistic individual would improve the relationship by focusing on assisting their clients to identify each other?s needs and how best to meet them.Lay abstractPrevious research has found that autistic people report lower satisfaction in their romantic relationships compared to non-autistic people. However, the majority of this research has focused on autistic traits as barriers to relationship satisfaction, while overlooking the role of their partners in these relationships. Our study explored a range of factors in both autistic people and non-autistic partners of autistic people and how they may be linked to long-term relationship satisfaction. These factors included social and communication skills, personality traits, social loneliness, partner responsiveness, and sexual satisfaction. We found that partner responsiveness was a strong predictor of relationship satisfaction for both autistic and non-autistic partners, suggesting that rather than focusing intervention solely on the autistic person, the role of their partner should also be considered. Service providers who work with couples involving an autistic person to enhance their relationship satisfaction could focus on assisting their clients to identify each other?s needs and how best to meet them. En ligne : http://dx.doi.org/10.1177/13623613231160244 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=513

Prevalence and nature of prior developmental and medical concerns in toddlers who screen positive for autism in primary care / Darby HERKERT in Autism, 27-8 (November 2023)  

Public ISBD [article]  inAutism > 27-8 (November 2023) . - p.2361-2371 Titre : Prevalence and nature of prior developmental and medical concerns in toddlers who screen positive for autism in primary care Type de document : Texte imprimé et/ou numérique Auteurs : Darby HERKERT, Auteur ; Connor SULLIVAN, Auteur ; Yiqin ZHU, Auteur ; Geraldine DAWSON, Auteur Article en page(s) : p.2361-2371 Mots-clés : autism spectrum disorders  screening Index. décimale : PER Périodiques Résumé : The American Academy of Pediatrics recommends that children be screened for autism at 18 and 24?months. It is unknown whether a positive screen usually represents the first developmental concern or is typically preceded by other developmental and/or medical concerns. This study evaluated the proportions of toddlers (M?=?18.69?months) who screened positive for autism for whom caregivers or providers had prior concerns, the nature and timing of prior concerns, and their relationship with family characteristics. The electronic health records of 242 children who screened positive using the Modified Checklist for Autism in Toddlers-Revised with Follow-up during routine well-child visits were reviewed. Among toddlers who screened positive for autism, the majority (79.34%) had a documented prior motor, language, and/or autism concern. The presence of specific concerns was associated with earlier timing and higher Modified Checklist for Autism in Toddlers-Revised with Follow-up scores. Prior medical concerns were common, such as sleep (23.14%) and gastrointestinal (66.12%) problems. A positive autism screen often occurs in the context of pre-existing concerns. Thus, screening can provide providers with an opportunity to contextualize feedback about autism in the context of prior developmental and medical concerns.Lay abstractThe American Academy of Pediatrics recommends that all children be screened for autism at their 18- and 24-month well-child visit. For children who screen positive for autism, it is unknown whether this usually represents the first time a developmental concern has been raised or if other developmental concerns typically precede a positive autism screen. Such knowledge could help guide providers in how to appropriately convey feedback regarding autism screening. This study found that, for close to 80% of children with a positive autism screen, caregivers or providers had a prior autism, language, motor, or other developmental concern documented in the electronic health record. Many also had other prior concerns frequently linked to autism, such as sleep and gastrointestinal problems, and received physical or speech therapy. On average, prior to screening children who received a positive Modified-Checklist for Autism in Toddlers had two documented concerns by at 1?year of age and three concerns by 2?years of age. These findings imply that screening for autism as a part of routine pediatric care likely takes place in the context of larger conversations regarding existing developmental concerns, allowing for a less stigmatizing discussion of autism. Framing the presence of prior concerns in the setting of a positive screen in this context may create a reaffirming space for existing caregiver concerns and a lessened emotional burden on caregivers. En ligne : http://dx.doi.org/10.1177/13623613231162146 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=513 [article] Prevalence and nature of prior developmental and medical concerns in toddlers who screen positive for autism in primary care [Texte imprimé et/ou numérique] / Darby HERKERT, Auteur ; Connor SULLIVAN, Auteur ; Yiqin ZHU, Auteur ; Geraldine DAWSON, Auteur . - p.2361-2371. in Autism > 27-8 (November 2023) . - p.2361-2371 Mots-clés : autism spectrum disorders  screening Index. décimale : PER Périodiques Résumé : The American Academy of Pediatrics recommends that children be screened for autism at 18 and 24?months. It is unknown whether a positive screen usually represents the first developmental concern or is typically preceded by other developmental and/or medical concerns. This study evaluated the proportions of toddlers (M?=?18.69?months) who screened positive for autism for whom caregivers or providers had prior concerns, the nature and timing of prior concerns, and their relationship with family characteristics. The electronic health records of 242 children who screened positive using the Modified Checklist for Autism in Toddlers-Revised with Follow-up during routine well-child visits were reviewed. Among toddlers who screened positive for autism, the majority (79.34%) had a documented prior motor, language, and/or autism concern. The presence of specific concerns was associated with earlier timing and higher Modified Checklist for Autism in Toddlers-Revised with Follow-up scores. Prior medical concerns were common, such as sleep (23.14%) and gastrointestinal (66.12%) problems. A positive autism screen often occurs in the context of pre-existing concerns. Thus, screening can provide providers with an opportunity to contextualize feedback about autism in the context of prior developmental and medical concerns.Lay abstractThe American Academy of Pediatrics recommends that all children be screened for autism at their 18- and 24-month well-child visit. For children who screen positive for autism, it is unknown whether this usually represents the first time a developmental concern has been raised or if other developmental concerns typically precede a positive autism screen. Such knowledge could help guide providers in how to appropriately convey feedback regarding autism screening. This study found that, for close to 80% of children with a positive autism screen, caregivers or providers had a prior autism, language, motor, or other developmental concern documented in the electronic health record. Many also had other prior concerns frequently linked to autism, such as sleep and gastrointestinal problems, and received physical or speech therapy. On average, prior to screening children who received a positive Modified-Checklist for Autism in Toddlers had two documented concerns by at 1?year of age and three concerns by 2?years of age. These findings imply that screening for autism as a part of routine pediatric care likely takes place in the context of larger conversations regarding existing developmental concerns, allowing for a less stigmatizing discussion of autism. Framing the presence of prior concerns in the setting of a positive screen in this context may create a reaffirming space for existing caregiver concerns and a lessened emotional burden on caregivers. En ligne : http://dx.doi.org/10.1177/13623613231162146 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=513

Social attention patterns of autistic and non-autistic adults when viewing real versus reel people / Beatriz LOPEZ in Autism, 27-8 (November 2023)  

Public ISBD [article]  inAutism > 27-8 (November 2023) . - p.2372-2383 Titre : Social attention patterns of autistic and non-autistic adults when viewing real versus reel people Type de document : Texte imprimé et/ou numérique Auteurs : Beatriz LOPEZ, Auteur ; Nicola Jean GREGORY, Auteur ; Megan FREETH, Auteur Article en page(s) : p.2372-2383 Mots-clés : autism  ecological validity  eye-tracking  social attention Index. décimale : PER Périodiques Résumé : Research consistently shows that autistic adults do not attend to faces as much as non-autistic adults. However, this conclusion is largely based on studies using pre-recorded videos or photographs as stimuli. In studies using real social scenarios, the evidence is not as clear. To explore the extent to which differences in findings relate to differences in the methodologies used across studies, we directly compared social attention of 32 autistic and 33 non-autistic adults when watching exactly the same video. However, half of the participants in each group were told simply to watch the video (Video condition), and the other half were led to believe they were watching a live webcam feed ('Live' condition). The results yielded no significant group differences in the 'Live' condition. However, significant group differences were found in the 'Video' condition. In this condition, non-autistic participants, but not autistic participants, showed a marked social bias towards faces. The findings highlight the importance of studying social attention combining different methods. Specifically, we argue that studies using pre-recorded footage and studies using real people tap into separate components contributing to social attention. One that is an innate, automatic component and one that is modulated by social norms.Lay AbstractEarly research shows that autistic adults do not attend to faces as much as non-autistic adults. However, some recent studies where autistic people are placed in scenarios with real people reveal that they attend to faces as much as non-autistic people. This study compares attention to faces in two situations. In one, autistic and non-autistic adults watched a pre-recorded video. In the other, they watched what they thought were two people in a room in the same building, via a life webcam, when in fact exactly the same video in two situations. We report the results of 32 autistic adults and 33 non-autistic adults. The results showed that autistic adults do not differ in any way from non-autistic adults when they watched what they believed was people interacting in real time. However, when they thought they were watching a video, non-autistic participants showed higher levels of attention to faces than non-autistic participants. We conclude that attention to social stimuli is the result of a combination of two processes. One innate, which seems to be different in autism, and one that is influenced by social norms, which works in the same way in autistic adults without learning disabilities. The results suggest that social attention is not as different in autism as first thought. Specifically, the study contributes to dispel long-standing deficit models regarding social attention in autism as it points to subtle differences in the use of social norms rather than impairments. En ligne : http://dx.doi.org/10.1177/13623613231162156 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=513 [article] Social attention patterns of autistic and non-autistic adults when viewing real versus reel people [Texte imprimé et/ou numérique] / Beatriz LOPEZ, Auteur ; Nicola Jean GREGORY, Auteur ; Megan FREETH, Auteur . - p.2372-2383. in Autism > 27-8 (November 2023) . - p.2372-2383 Mots-clés : autism  ecological validity  eye-tracking  social attention Index. décimale : PER Périodiques Résumé : Research consistently shows that autistic adults do not attend to faces as much as non-autistic adults. However, this conclusion is largely based on studies using pre-recorded videos or photographs as stimuli. In studies using real social scenarios, the evidence is not as clear. To explore the extent to which differences in findings relate to differences in the methodologies used across studies, we directly compared social attention of 32 autistic and 33 non-autistic adults when watching exactly the same video. However, half of the participants in each group were told simply to watch the video (Video condition), and the other half were led to believe they were watching a live webcam feed ('Live' condition). The results yielded no significant group differences in the 'Live' condition. However, significant group differences were found in the 'Video' condition. In this condition, non-autistic participants, but not autistic participants, showed a marked social bias towards faces. The findings highlight the importance of studying social attention combining different methods. Specifically, we argue that studies using pre-recorded footage and studies using real people tap into separate components contributing to social attention. One that is an innate, automatic component and one that is modulated by social norms.Lay AbstractEarly research shows that autistic adults do not attend to faces as much as non-autistic adults. However, some recent studies where autistic people are placed in scenarios with real people reveal that they attend to faces as much as non-autistic people. This study compares attention to faces in two situations. In one, autistic and non-autistic adults watched a pre-recorded video. In the other, they watched what they thought were two people in a room in the same building, via a life webcam, when in fact exactly the same video in two situations. We report the results of 32 autistic adults and 33 non-autistic adults. The results showed that autistic adults do not differ in any way from non-autistic adults when they watched what they believed was people interacting in real time. However, when they thought they were watching a video, non-autistic participants showed higher levels of attention to faces than non-autistic participants. We conclude that attention to social stimuli is the result of a combination of two processes. One innate, which seems to be different in autism, and one that is influenced by social norms, which works in the same way in autistic adults without learning disabilities. The results suggest that social attention is not as different in autism as first thought. Specifically, the study contributes to dispel long-standing deficit models regarding social attention in autism as it points to subtle differences in the use of social norms rather than impairments. En ligne : http://dx.doi.org/10.1177/13623613231162156 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=513

Examining provider decisions around the delivery and adaptation of a parent-mediated intervention within an Early Intervention system / Katherine PICKARD in Autism, 27-8 (November 2023)  

Public ISBD [article]  inAutism > 27-8 (November 2023) . - p.2384-2396 Titre : Examining provider decisions around the delivery and adaptation of a parent-mediated intervention within an Early Intervention system Type de document : Texte imprimé et/ou numérique Auteurs : Katherine PICKARD, Auteur ; Nicole HENDRIX, Auteur ; Karen GUERRA, Auteur ; Natalie BRANE, Auteur ; Nailah ISLAM, Auteur Article en page(s) : p.2384-2396 Mots-clés : adaptation  autism spectrum disorders  Early Intervention system  fidelity  implementation  parent-mediated intervention Index. décimale : PER Périodiques Résumé : There is growing research aimed at translating parent-mediated interventions into Part C Early Intervention systems to examine the effectiveness and reach of these models. Although research to date suggests that Early Intervention providers deliver parent-mediated intervention near fidelity, current fidelity reporting practices make delivery difficult to discern. Understanding how parent-mediated interventions are delivered and adapted in a more nuanced manner, including fine-grained intervention delivery and adaptation processes, is important and may increase our understanding of how well these models are aligned within Early Intervention systems. The current study examined the delivery of an evidence-based parent-mediated intervention, Project ImPACT, when delivered by Early Intervention providers and examined their intervention fidelity, the decisions they weighed when delivering Project ImPACT, and reported adaptations to Project ImPACT. Results from 24 providers demonstrated, on average, higher fidelity in response to consultative feedback but notable variability across providers. Preliminary qualitative data highlighted that many events arose within sessions that drove providers to augment their delivery of Project ImPACT. Results suggest the importance of carefully examining how and why providers deliver evidence-based interventions within Early Intervention systems, and the impact of these decisions on fidelity metrics and service outcomes.Lay abstractParent-mediated interventions are an evidence-based practice for autism in which providers support caregivers in learning and applying strategies that support their child?s development. Research has begun to study whether parent-mediated interventions can be effectively delivered in Part C Early Intervention systems. This research has been promising; however, it has been difficult to determine how Early Intervention providers deliver and adapt parent-mediated interventions to meet the needs of the families they serve. Examining how parent-mediated interventions are delivered and adapted may help us understand whether parent-mediated interventions are a good fit in these systems. The current study examined the delivery of an evidence-based parent-mediated intervention, Project ImPACT, when delivered by providers within an Early Intervention system. Results from 24 Early Intervention providers demonstrated that, on average, providers delivered Project ImPACT with higher quality during their time in training and consultation. However, there was also variability in how providers delivered Project ImPACT, with some delivering the program inconsistently, some increasing their quality throughout consultation, and others having consistently high-quality delivery. In addition, qualitative data demonstrated that a variety of events arose within Project ImPACT sessions that drove providers to adapt the program. Results suggest the importance of carefully examining how and why providers deliver evidence-based interventions within Early Intervention systems. En ligne : http://dx.doi.org/10.1177/13623613231162149 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=513 [article] Examining provider decisions around the delivery and adaptation of a parent-mediated intervention within an Early Intervention system [Texte imprimé et/ou numérique] / Katherine PICKARD, Auteur ; Nicole HENDRIX, Auteur ; Karen GUERRA, Auteur ; Natalie BRANE, Auteur ; Nailah ISLAM, Auteur . - p.2384-2396. in Autism > 27-8 (November 2023) . - p.2384-2396 Mots-clés : adaptation  autism spectrum disorders  Early Intervention system  fidelity  implementation  parent-mediated intervention Index. décimale : PER Périodiques Résumé : There is growing research aimed at translating parent-mediated interventions into Part C Early Intervention systems to examine the effectiveness and reach of these models. Although research to date suggests that Early Intervention providers deliver parent-mediated intervention near fidelity, current fidelity reporting practices make delivery difficult to discern. Understanding how parent-mediated interventions are delivered and adapted in a more nuanced manner, including fine-grained intervention delivery and adaptation processes, is important and may increase our understanding of how well these models are aligned within Early Intervention systems. The current study examined the delivery of an evidence-based parent-mediated intervention, Project ImPACT, when delivered by Early Intervention providers and examined their intervention fidelity, the decisions they weighed when delivering Project ImPACT, and reported adaptations to Project ImPACT. Results from 24 providers demonstrated, on average, higher fidelity in response to consultative feedback but notable variability across providers. Preliminary qualitative data highlighted that many events arose within sessions that drove providers to augment their delivery of Project ImPACT. Results suggest the importance of carefully examining how and why providers deliver evidence-based interventions within Early Intervention systems, and the impact of these decisions on fidelity metrics and service outcomes.Lay abstractParent-mediated interventions are an evidence-based practice for autism in which providers support caregivers in learning and applying strategies that support their child?s development. Research has begun to study whether parent-mediated interventions can be effectively delivered in Part C Early Intervention systems. This research has been promising; however, it has been difficult to determine how Early Intervention providers deliver and adapt parent-mediated interventions to meet the needs of the families they serve. Examining how parent-mediated interventions are delivered and adapted may help us understand whether parent-mediated interventions are a good fit in these systems. The current study examined the delivery of an evidence-based parent-mediated intervention, Project ImPACT, when delivered by providers within an Early Intervention system. Results from 24 Early Intervention providers demonstrated that, on average, providers delivered Project ImPACT with higher quality during their time in training and consultation. However, there was also variability in how providers delivered Project ImPACT, with some delivering the program inconsistently, some increasing their quality throughout consultation, and others having consistently high-quality delivery. In addition, qualitative data demonstrated that a variety of events arose within Project ImPACT sessions that drove providers to adapt the program. Results suggest the importance of carefully examining how and why providers deliver evidence-based interventions within Early Intervention systems. En ligne : http://dx.doi.org/10.1177/13623613231162149 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=513

Prevalence and severity of COVID-19 among children and adolescents with autism spectrum disorders in the Republic of Korea / Jieun YUN in Autism, 27-8 (November 2023)  

Public ISBD [article]  inAutism > 27-8 (November 2023) . - p.2397-2406 Titre : Prevalence and severity of COVID-19 among children and adolescents with autism spectrum disorders in the Republic of Korea Type de document : Texte imprimé et/ou numérique Auteurs : Jieun YUN, Auteur ; Beomjun KANG, Auteur ; Jae-ryun LEE, Auteur ; Hyejin LEE, Auteur ; Jin Yong LEE, Auteur Article en page(s) : p.2397-2406 Mots-clés : autism spectrum disorder  case fatality  COVID-19  prevalence  severity Index. décimale : PER Périodiques Résumé : Autism spectrum disorder is considered a vulnerability for many diseases including coronavirus disease 2019. This study investigated trends in coronavirus disease 2019 among children and adolescents with and without autism spectrum disorder and to evaluate whether there are differences in the prevalence, severity, and case fatality rate. We used data from the National Health Insurance Service for all people ?19?years of age. Among 9,187,211 children and adolescents ?19?years of age, 402,499 (4.4%) were coronavirus disease 2019-positive. Of the total population, 63,054 (0.7%) were diagnosed with autism spectrum disorder, among whom 2557 (4.1%) were coronavirus disease 2019-positive. The coronavirus disease 2019 prevalence was lower among children and adolescents with autism spectrum disorder, with 4055 per 100,000 versus 4383 per 100,000 without autism spectrum disorder (p? En ligne : http://dx.doi.org/10.1177/13623613231160631 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=513 [article] Prevalence and severity of COVID-19 among children and adolescents with autism spectrum disorders in the Republic of Korea [Texte imprimé et/ou numérique] / Jieun YUN, Auteur ; Beomjun KANG, Auteur ; Jae-ryun LEE, Auteur ; Hyejin LEE, Auteur ; Jin Yong LEE, Auteur . - p.2397-2406. in Autism > 27-8 (November 2023) . - p.2397-2406 Mots-clés : autism spectrum disorder  case fatality  COVID-19  prevalence  severity Index. décimale : PER Périodiques Résumé : Autism spectrum disorder is considered a vulnerability for many diseases including coronavirus disease 2019. This study investigated trends in coronavirus disease 2019 among children and adolescents with and without autism spectrum disorder and to evaluate whether there are differences in the prevalence, severity, and case fatality rate. We used data from the National Health Insurance Service for all people ?19?years of age. Among 9,187,211 children and adolescents ?19?years of age, 402,499 (4.4%) were coronavirus disease 2019-positive. Of the total population, 63,054 (0.7%) were diagnosed with autism spectrum disorder, among whom 2557 (4.1%) were coronavirus disease 2019-positive. The coronavirus disease 2019 prevalence was lower among children and adolescents with autism spectrum disorder, with 4055 per 100,000 versus 4383 per 100,000 without autism spectrum disorder (p? En ligne : http://dx.doi.org/10.1177/13623613231160631 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=513

Pediatricians' role in healthcare for Latino autistic children: Shared decision-making versus "You?ve got to do everything on your own" / Amber M ANGELL in Autism, 27-8 (November 2023)  

Public ISBD [article]  inAutism > 27-8 (November 2023) . - p.2407-2421 Titre : Pediatricians' role in healthcare for Latino autistic children: Shared decision-making versus "You?ve got to do everything on your own" Type de document : Texte imprimé et/ou numérique Auteurs : Amber M ANGELL, Auteur ; Olivia J LINDLY, Auteur ; Daniella FLORÍNDEZ, Auteur ; Lucía I FLORÍNDEZ, Auteur ; Leah I STEIN DUKER, Auteur ; Katharine E ZUCKERMAN, Auteur ; Larry YIN, Auteur ; Olga SOLOMON, Auteur Article en page(s) : p.2407-2421 Mots-clés : Autism spectrum disorders  family functioning and support  health services  qualitative research Index. décimale : PER Périodiques Résumé : Despite documented healthcare disparities among Latino autistic children, little is known about how their families experience the autism "diagnostic odyssey." Pediatricians have a critical role in the "diagnostic odyssey," but when it becomes arduous, parents may also use complementary health approaches, particularly when conventional care does not adequately address their concerns. Shared decision-making is important in healthcare for autistic children, especially when parents also choose complementary health approaches; but little is known about shared decision-making among Latino parents of autistic children. We conducted a 12-month ethnography with 12 bicultural/bilingual Latino families of autistic children to understand their healthcare experiences (conventional and complementary health approaches) for their children, focusing on shared decision-making. Thematic analysis revealed: (1) most pediatricians were involved early in the "diagnostic odyssey" but were largely uninvolved thereafter; (2) conventional healthcare was satisfactory to the parents for physical health, but not developmental issues; and (3) parents who used complementary health approaches were more frustrated about a lack of autism information from pediatricians than those who did not. Finally, (4) we describe two exemplars of successful shared decision-making between Latino parents and pediatricians. Increasing pediatricians' autism knowledge and ability to discuss complementary health approaches may facilitate shared decision-making and reduce healthcare disparities for Latino autistic children.Lay AbstractLatino parents may choose to use complementary health approaches, such as vitamins, supplements, and special diets, for their autistic children. However, they might not tell their pediatrician about their complementary health approach use if they worry that the pediatrician will disapprove or judge them. This fear, along with pediatricians' lack of autism knowledge, creates barriers to "shared decision-making" between parents and pediatricians. Shared decision-making is a process where families and healthcare providers collaborate and exchange information in order to come to an agreement about treatment options. In our qualitative study with 12 bilingual Latino families of autistic children, we interviewed and observed families to learn about their experiences with both conventional healthcare (their pediatrician) and complementary health approaches. Our study results describe the parents' different pathways to an autism assessment, a process that is sometimes called the "diagnostic odyssey." The parents reported that conventional healthcare met their needs for their child?s physical health but not for their child?s developmental challenges. The parents who used complementary health approaches for their autistic children were more frustrated about a lack of autism information from pediatricians than those who did not use complementary health approaches. Finally, we describe two examples of successful shared decision-making between parents and pediatricians. We conclude that pediatricians who are able to talk about complementary health approaches with Latino families may help to facilitate shared decision-making and reduce healthcare disparities for Latino autistic children. En ligne : http://dx.doi.org/10.1177/13623613231163056 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=513 [article] Pediatricians' role in healthcare for Latino autistic children: Shared decision-making versus "You?ve got to do everything on your own" [Texte imprimé et/ou numérique] / Amber M ANGELL, Auteur ; Olivia J LINDLY, Auteur ; Daniella FLORÍNDEZ, Auteur ; Lucía I FLORÍNDEZ, Auteur ; Leah I STEIN DUKER, Auteur ; Katharine E ZUCKERMAN, Auteur ; Larry YIN, Auteur ; Olga SOLOMON, Auteur . - p.2407-2421. in Autism > 27-8 (November 2023) . - p.2407-2421 Mots-clés : Autism spectrum disorders  family functioning and support  health services  qualitative research Index. décimale : PER Périodiques Résumé : Despite documented healthcare disparities among Latino autistic children, little is known about how their families experience the autism "diagnostic odyssey." Pediatricians have a critical role in the "diagnostic odyssey," but when it becomes arduous, parents may also use complementary health approaches, particularly when conventional care does not adequately address their concerns. Shared decision-making is important in healthcare for autistic children, especially when parents also choose complementary health approaches; but little is known about shared decision-making among Latino parents of autistic children. We conducted a 12-month ethnography with 12 bicultural/bilingual Latino families of autistic children to understand their healthcare experiences (conventional and complementary health approaches) for their children, focusing on shared decision-making. Thematic analysis revealed: (1) most pediatricians were involved early in the "diagnostic odyssey" but were largely uninvolved thereafter; (2) conventional healthcare was satisfactory to the parents for physical health, but not developmental issues; and (3) parents who used complementary health approaches were more frustrated about a lack of autism information from pediatricians than those who did not. Finally, (4) we describe two exemplars of successful shared decision-making between Latino parents and pediatricians. Increasing pediatricians' autism knowledge and ability to discuss complementary health approaches may facilitate shared decision-making and reduce healthcare disparities for Latino autistic children.Lay AbstractLatino parents may choose to use complementary health approaches, such as vitamins, supplements, and special diets, for their autistic children. However, they might not tell their pediatrician about their complementary health approach use if they worry that the pediatrician will disapprove or judge them. This fear, along with pediatricians' lack of autism knowledge, creates barriers to "shared decision-making" between parents and pediatricians. Shared decision-making is a process where families and healthcare providers collaborate and exchange information in order to come to an agreement about treatment options. In our qualitative study with 12 bilingual Latino families of autistic children, we interviewed and observed families to learn about their experiences with both conventional healthcare (their pediatrician) and complementary health approaches. Our study results describe the parents' different pathways to an autism assessment, a process that is sometimes called the "diagnostic odyssey." The parents reported that conventional healthcare met their needs for their child?s physical health but not for their child?s developmental challenges. The parents who used complementary health approaches for their autistic children were more frustrated about a lack of autism information from pediatricians than those who did not use complementary health approaches. Finally, we describe two examples of successful shared decision-making between parents and pediatricians. We conclude that pediatricians who are able to talk about complementary health approaches with Latino families may help to facilitate shared decision-making and reduce healthcare disparities for Latino autistic children. En ligne : http://dx.doi.org/10.1177/13623613231163056 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=513

Working memory of school-aged children on the autism spectrum: Predictors for longitudinal growth / Sohyun An KIM in Autism, 27-8 (November 2023)  

Public ISBD [article]  inAutism > 27-8 (November 2023) . - p.2422-2433 Titre : Working memory of school-aged children on the autism spectrum: Predictors for longitudinal growth Type de document : Texte imprimé et/ou numérique Auteurs : Sohyun An KIM, Auteur ; Connie KASARI, Auteur Article en page(s) : p.2422-2433 Mots-clés : approaches to learning  autism  longitudinal development  socioeconomic status  student-teacher relationship  working memory Index. décimale : PER Périodiques Résumé : Working memory is an important component of executive functioning, an area of difficulty for many autistic children. However, executive functioning and working memory are highly malleable throughout childhood, and various student-level and environmental factors play important roles in their development. This study used the Early Childhood Longitudinal Studies-Kindergarten Class of 2011. Conditional latent growth models were constructed to identify possible predictors for autistic children?s working memory performance upon entering kindergarten and their relative growth throughout their elementary school years. Study results indicate that socioeconomic status and students' approaches to learning were positively associated with autistic children?s working memory performance upon school entry. Students' approaches to learning positively predicted their rate of growth during the first 3?years and negatively predicted their rate of growth during the last 3?years of elementary school. Student-teacher relationship was positively associated with the rate of growth during the last 3?years of their elementary school years. Furthermore, autistic students who started at a lower standing in working memory upon school entry were more likely to receive special education services during their elementary school years. Practical and policy implications as well as future directions are discussed.Lay abstractWorking memory is an important skill for school success, and it involves holding information in our memory while using it to solve complex problems at the same time. Autistic children often have difficulty with working memory. Because working memory development can be easily influenced by many factors from a young age, it is important to find factors that help with autistic children?s development. This study tested the factors that are related to autistic children?s working memory when they start kindergarten and the factors that can help with rapid improvement throughout their elementary school. We used a nationally representative data set that followed the same group of children from kindergarten to fifth grade. We found that autistic students from backgrounds with more resources and students with advanced learning approaches such as being organized, being excited to learn, and paying careful attention to their work, started school with strong working memory. Autistic students with advanced learning approaches continued to make rapid improvements during the first 3?years, and then their growth slowed down during the last 3?years. Autistic students who had a good relationship with their teachers made rapid improvements during the last 3?years of their elementary school. In addition, autistic children who struggled with working memory upon school entry were more likely to receive special education services at school. These findings suggest that we need effective ways to teach young autistic children important learning-related behaviors from a very young age through the school system, and teachers must prioritize building positive relationships with their students. En ligne : http://dx.doi.org/10.1177/13623613231165599 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=513 [article] Working memory of school-aged children on the autism spectrum: Predictors for longitudinal growth [Texte imprimé et/ou numérique] / Sohyun An KIM, Auteur ; Connie KASARI, Auteur . - p.2422-2433. in Autism > 27-8 (November 2023) . - p.2422-2433 Mots-clés : approaches to learning  autism  longitudinal development  socioeconomic status  student-teacher relationship  working memory Index. décimale : PER Périodiques Résumé : Working memory is an important component of executive functioning, an area of difficulty for many autistic children. However, executive functioning and working memory are highly malleable throughout childhood, and various student-level and environmental factors play important roles in their development. This study used the Early Childhood Longitudinal Studies-Kindergarten Class of 2011. Conditional latent growth models were constructed to identify possible predictors for autistic children?s working memory performance upon entering kindergarten and their relative growth throughout their elementary school years. Study results indicate that socioeconomic status and students' approaches to learning were positively associated with autistic children?s working memory performance upon school entry. Students' approaches to learning positively predicted their rate of growth during the first 3?years and negatively predicted their rate of growth during the last 3?years of elementary school. Student-teacher relationship was positively associated with the rate of growth during the last 3?years of their elementary school years. Furthermore, autistic students who started at a lower standing in working memory upon school entry were more likely to receive special education services during their elementary school years. Practical and policy implications as well as future directions are discussed.Lay abstractWorking memory is an important skill for school success, and it involves holding information in our memory while using it to solve complex problems at the same time. Autistic children often have difficulty with working memory. Because working memory development can be easily influenced by many factors from a young age, it is important to find factors that help with autistic children?s development. This study tested the factors that are related to autistic children?s working memory when they start kindergarten and the factors that can help with rapid improvement throughout their elementary school. We used a nationally representative data set that followed the same group of children from kindergarten to fifth grade. We found that autistic students from backgrounds with more resources and students with advanced learning approaches such as being organized, being excited to learn, and paying careful attention to their work, started school with strong working memory. Autistic students with advanced learning approaches continued to make rapid improvements during the first 3?years, and then their growth slowed down during the last 3?years. Autistic students who had a good relationship with their teachers made rapid improvements during the last 3?years of their elementary school. In addition, autistic children who struggled with working memory upon school entry were more likely to receive special education services at school. These findings suggest that we need effective ways to teach young autistic children important learning-related behaviors from a very young age through the school system, and teachers must prioritize building positive relationships with their students. En ligne : http://dx.doi.org/10.1177/13623613231165599 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=513

Examining adaptations necessary to support the implementation of a parent-mediated intervention for children with autism spectrum disorder and moderate feeding problems / Katherine PICKARD in Autism, 27-8 (November 2023)  

Public ISBD [article]  inAutism > 27-8 (November 2023) . - p.2434-2445 Titre : Examining adaptations necessary to support the implementation of a parent-mediated intervention for children with autism spectrum disorder and moderate feeding problems Type de document : Texte imprimé et/ou numérique Auteurs : Katherine PICKARD, Auteur ; T Lindsey BURRELL, Auteur ; Susan BRASHER, Auteur ; Derianne BUCKLEY, Auteur ; Scott GILLESPIE, Auteur ; William SHARP, Auteur ; Lawrence SCAHILL, Auteur Article en page(s) : p.2434-2445 Mots-clés : autism spectrum disorders  implementation  nutrition/feeding  parent-mediated intervention  qualitative research Index. décimale : PER Périodiques Résumé : Moderate feeding problems affect many children with autism spectrum disorder and often co-occur with disruptive mealtime behaviors. Although parent-mediated interventions have shown promise to support feeding problems, research has primarily occurred within randomized controlled trials when delivered by highly trained clinicians in specialty clinics. Thus, the alignment of these approaches within community settings is unclear. To address this limitation, this study explored adaptations to a parent-mediated intervention, Managing Eating Aversions and Limited Variety (i.e. MEAL Plan), to enhance its adoption, implementation, and sustainment within community settings, including factors that may support or hinder its translation. Participants were 14 multidisciplinary providers who attended one of the three workgroups that included semi-structured focus groups regarding the fit of MEAL Plan in their practice setting. Thematic analysis was used to determine emergent themes, which fell into the domains of content, contextual considerations, and training needs. Specific themes included the appropriateness MEAL Plan for autistic and non-autistic children, adaptations to MEAL Plan delivery, billing considerations, agency-level support, and the format of ongoing training and consultation. By proactively responding to these factors, it may be possible to enhance the implementation and sustainability of parent-mediated interventions, including MEAL Plan, within community practices that support autistic children.Lay abstractModerate feeding problems and disruptive mealtime behaviors are common in children with autism spectrum disorder. Although parent-mediated interventions are able to support feeding problems in autistic children, most research has occurred within specialty clinics when delivered by highly trained clinicians. Thus, the fit of these interventions within community settings is not clear. To address this limitation, this study explored adaptations to a parent-mediated intervention, Managing Eating Aversions and Limited Variety (i.e. MEAL Plan), to improve its fit and use within community settings. Participants were 14 multidisciplinary providers who attended one of the three intensive workgroups that included focus groups about the fit of MEAL Plan in their practice setting. Qualitative analysis was used to determine the main themes that came up within the focus groups. Specific themes included the appropriateness MEAL Plan for autistic and non-autistic children, how providers might adapt their delivery of MEAL Plan, billing and insurance considerations, administrator support for MEAL Plan, and the content and format of ongoing training and consultation. By proactively considering and responding to these factors, it may be possible to enhance MEAL Plan so that it is better able to be delivered and sustained within community practices that support autistic children. En ligne : http://dx.doi.org/10.1177/13623613231166181 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=513 [article] Examining adaptations necessary to support the implementation of a parent-mediated intervention for children with autism spectrum disorder and moderate feeding problems [Texte imprimé et/ou numérique] / Katherine PICKARD, Auteur ; T Lindsey BURRELL, Auteur ; Susan BRASHER, Auteur ; Derianne BUCKLEY, Auteur ; Scott GILLESPIE, Auteur ; William SHARP, Auteur ; Lawrence SCAHILL, Auteur . - p.2434-2445. in Autism > 27-8 (November 2023) . - p.2434-2445 Mots-clés : autism spectrum disorders  implementation  nutrition/feeding  parent-mediated intervention  qualitative research Index. décimale : PER Périodiques Résumé : Moderate feeding problems affect many children with autism spectrum disorder and often co-occur with disruptive mealtime behaviors. Although parent-mediated interventions have shown promise to support feeding problems, research has primarily occurred within randomized controlled trials when delivered by highly trained clinicians in specialty clinics. Thus, the alignment of these approaches within community settings is unclear. To address this limitation, this study explored adaptations to a parent-mediated intervention, Managing Eating Aversions and Limited Variety (i.e. MEAL Plan), to enhance its adoption, implementation, and sustainment within community settings, including factors that may support or hinder its translation. Participants were 14 multidisciplinary providers who attended one of the three workgroups that included semi-structured focus groups regarding the fit of MEAL Plan in their practice setting. Thematic analysis was used to determine emergent themes, which fell into the domains of content, contextual considerations, and training needs. Specific themes included the appropriateness MEAL Plan for autistic and non-autistic children, adaptations to MEAL Plan delivery, billing considerations, agency-level support, and the format of ongoing training and consultation. By proactively responding to these factors, it may be possible to enhance the implementation and sustainability of parent-mediated interventions, including MEAL Plan, within community practices that support autistic children.Lay abstractModerate feeding problems and disruptive mealtime behaviors are common in children with autism spectrum disorder. Although parent-mediated interventions are able to support feeding problems in autistic children, most research has occurred within specialty clinics when delivered by highly trained clinicians. Thus, the fit of these interventions within community settings is not clear. To address this limitation, this study explored adaptations to a parent-mediated intervention, Managing Eating Aversions and Limited Variety (i.e. MEAL Plan), to improve its fit and use within community settings. Participants were 14 multidisciplinary providers who attended one of the three intensive workgroups that included focus groups about the fit of MEAL Plan in their practice setting. Qualitative analysis was used to determine the main themes that came up within the focus groups. Specific themes included the appropriateness MEAL Plan for autistic and non-autistic children, how providers might adapt their delivery of MEAL Plan, billing and insurance considerations, administrator support for MEAL Plan, and the content and format of ongoing training and consultation. By proactively considering and responding to these factors, it may be possible to enhance MEAL Plan so that it is better able to be delivered and sustained within community practices that support autistic children. En ligne : http://dx.doi.org/10.1177/13623613231166181 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=513

Visual abilities and exploration behaviors as predictors of intelligence in autistic children from preschool to school age / Dominique GIRARD in Autism, 27-8 (November 2023)  

Public ISBD [article]  inAutism > 27-8 (November 2023) . - p.2446-2464 Titre : Visual abilities and exploration behaviors as predictors of intelligence in autistic children from preschool to school age Type de document : Texte imprimé et/ou numérique Auteurs : Dominique GIRARD, Auteur ; Valérie COURCHESNE, Auteur ; Catherine CIMON-PAQUET, Auteur ; Claudine JACQUES, Auteur ; Isabelle SOULIERES, Auteur Article en page(s) : p.2446-2464 Mots-clés : autism  childhood  intelligence  fluid reasoning  perception  trajectory Index. décimale : PER Périodiques Résumé : The current prospective cohort study investigated whether early perceptual abilities, measured at preschool age, could predict later intellectual abilities at school age in a group of 41 autistic (9 girls, 32 boys) and 57 neurotypical children (29 girls, 28 boys). More than 80% of the autistic children were considered minimally verbal. Participants were assessed at three time points between the age of 2 and 8?years using the Wechsler Preschool and Primary Scales of Intelligence-Fourth Edition as a measure of full-scale IQ and the Raven?s Colored Progressive Matrices as a measure of fluid reasoning abilities (Gf). The performance on two perceptual tests (Visual Search and Children Embedded Figures Test) and the frequency of early non-verbal behaviors served as predictors of later intellectual abilities. Early performance on perceptual tests measured at preschool age was positively related to later full-scale IQ in both autistic and neurotypical children. Furthermore, both early non-verbal behaviors and performance on perceptual tests measured at preschool age were associated with later Gf in the autistic group. In contrast, only the performance on Children Embedded Figures Test was associated with later Gf in the neurotypical group. Early perceptual abilities\and non-verbal behaviors may be indicators of general intelligence and Gf abilities.Lay AbstractAt the time of diagnosis, parents of autistic children frequently wonder what the future holds for their children in terms of intellectual development. It remains however difficult to answer this question at such a young age. Indeed, while early precursors of intelligence are well known for children following a typical development, these precursors remain to be identified for autistic children. Some theoretical models of intelligence suggest that perceptual abilities or behaviors, as seen early in autistic cognitive development, could be early indicators of intelligence. However, research examining the relation between early perceptual predictors and autistic intelligence over time is needed. This article is the first to consider a variety of early perceptual abilities and behaviors as precursors/predictors of intelligence at school age in autistic children. We showed that better performance in perceptual tasks at preschool age predicted better intellectual abilities measured later in autistic children. Importantly, our sample of autistic children represented the whole spectrum, including children with few to no spoken words, who are an important proportion of autistic preschoolers. While early perceptual abilities and behaviors may not substitute for a formal intellectual assessment, our results support that these indices may help estimate later intellectual level in autistic children. Perceptual abilities have the advantage to be easy to observe at preschool age and seem to fit the cognitive style of autistic children. Assessment methods could probably gain from including and focusing more on the perceptual strengths of autistic children. En ligne : http://dx.doi.org/10.1177/13623613231166189 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=513 [article] Visual abilities and exploration behaviors as predictors of intelligence in autistic children from preschool to school age [Texte imprimé et/ou numérique] / Dominique GIRARD, Auteur ; Valérie COURCHESNE, Auteur ; Catherine CIMON-PAQUET, Auteur ; Claudine JACQUES, Auteur ; Isabelle SOULIERES, Auteur . - p.2446-2464. in Autism > 27-8 (November 2023) . - p.2446-2464 Mots-clés : autism  childhood  intelligence  fluid reasoning  perception  trajectory Index. décimale : PER Périodiques Résumé : The current prospective cohort study investigated whether early perceptual abilities, measured at preschool age, could predict later intellectual abilities at school age in a group of 41 autistic (9 girls, 32 boys) and 57 neurotypical children (29 girls, 28 boys). More than 80% of the autistic children were considered minimally verbal. Participants were assessed at three time points between the age of 2 and 8?years using the Wechsler Preschool and Primary Scales of Intelligence-Fourth Edition as a measure of full-scale IQ and the Raven?s Colored Progressive Matrices as a measure of fluid reasoning abilities (Gf). The performance on two perceptual tests (Visual Search and Children Embedded Figures Test) and the frequency of early non-verbal behaviors served as predictors of later intellectual abilities. Early performance on perceptual tests measured at preschool age was positively related to later full-scale IQ in both autistic and neurotypical children. Furthermore, both early non-verbal behaviors and performance on perceptual tests measured at preschool age were associated with later Gf in the autistic group. In contrast, only the performance on Children Embedded Figures Test was associated with later Gf in the neurotypical group. Early perceptual abilities\and non-verbal behaviors may be indicators of general intelligence and Gf abilities.Lay AbstractAt the time of diagnosis, parents of autistic children frequently wonder what the future holds for their children in terms of intellectual development. It remains however difficult to answer this question at such a young age. Indeed, while early precursors of intelligence are well known for children following a typical development, these precursors remain to be identified for autistic children. Some theoretical models of intelligence suggest that perceptual abilities or behaviors, as seen early in autistic cognitive development, could be early indicators of intelligence. However, research examining the relation between early perceptual predictors and autistic intelligence over time is needed. This article is the first to consider a variety of early perceptual abilities and behaviors as precursors/predictors of intelligence at school age in autistic children. We showed that better performance in perceptual tasks at preschool age predicted better intellectual abilities measured later in autistic children. Importantly, our sample of autistic children represented the whole spectrum, including children with few to no spoken words, who are an important proportion of autistic preschoolers. While early perceptual abilities and behaviors may not substitute for a formal intellectual assessment, our results support that these indices may help estimate later intellectual level in autistic children. Perceptual abilities have the advantage to be easy to observe at preschool age and seem to fit the cognitive style of autistic children. Assessment methods could probably gain from including and focusing more on the perceptual strengths of autistic children. En ligne : http://dx.doi.org/10.1177/13623613231166189 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=513

Effects of prefrontal transcranial direct current stimulation on social functioning in autism spectrum disorder: A randomized clinical trial / Yvonne MY HAN in Autism, 27-8 (November 2023)  

Public ISBD [article]  inAutism > 27-8 (November 2023) . - p.2465-2482 Titre : Effects of prefrontal transcranial direct current stimulation on social functioning in autism spectrum disorder: A randomized clinical trial Type de document : Texte imprimé et/ou numérique Auteurs : Yvonne MY HAN, Auteur ; Melody MY CHAN, Auteur ; Caroline KS SHEA, Auteur ; Flora YM MO, Auteur ; Klaire WK YIU, Auteur ; Raymond CK CHUNG, Auteur ; Mei-chun CHEUNG, Auteur ; Agnes S CHAN, Auteur Article en page(s) : p.2465-2482 Mots-clés : ASD  behavior  cognition  RCT  social  tDCS Index. décimale : PER Périodiques Résumé : This triple-arm, double-blind, randomized clinical trial investigated the effect of multisession prefrontal transcranial direct current stimulation (tDCS) on social functioning in individuals with autism spectrum disorder (ASD). A total of 105 individuals (age 14-21?years) diagnosed with ASD were randomized into the active-tDCS, sham-tDCS, and waitlist control groups. The experimental group received 20?min of 1.5?mA tDCS stimulation (cathode: F3; anode: Fp2) for 10?days with concurrent computerized cognitive remediation training. Changes in overall social functioning, social communication, and restricted, repetitive behaviors (RRB) were measured by the Social Responsiveness Scale-2nd edition (SRS-2). Two-level hierarchical linear mixed-model analysis showed significant group*time interactions for SRS-2 total [F(2, 107.09)?=?7.82; p?=?0.001] and RRB [F(2, 90.26)?=?5.62; p?=?0.005] T-scores. When compared with the waitlist control group, the changes in scores were only significant in active-tDCS (SRS-2 total T-score p? En ligne : http://dx.doi.org/10.1177/13623613231169547 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=513 [article] Effects of prefrontal transcranial direct current stimulation on social functioning in autism spectrum disorder: A randomized clinical trial [Texte imprimé et/ou numérique] / Yvonne MY HAN, Auteur ; Melody MY CHAN, Auteur ; Caroline KS SHEA, Auteur ; Flora YM MO, Auteur ; Klaire WK YIU, Auteur ; Raymond CK CHUNG, Auteur ; Mei-chun CHEUNG, Auteur ; Agnes S CHAN, Auteur . - p.2465-2482. in Autism > 27-8 (November 2023) . - p.2465-2482 Mots-clés : ASD  behavior  cognition  RCT  social  tDCS Index. décimale : PER Périodiques Résumé : This triple-arm, double-blind, randomized clinical trial investigated the effect of multisession prefrontal transcranial direct current stimulation (tDCS) on social functioning in individuals with autism spectrum disorder (ASD). A total of 105 individuals (age 14-21?years) diagnosed with ASD were randomized into the active-tDCS, sham-tDCS, and waitlist control groups. The experimental group received 20?min of 1.5?mA tDCS stimulation (cathode: F3; anode: Fp2) for 10?days with concurrent computerized cognitive remediation training. Changes in overall social functioning, social communication, and restricted, repetitive behaviors (RRB) were measured by the Social Responsiveness Scale-2nd edition (SRS-2). Two-level hierarchical linear mixed-model analysis showed significant group*time interactions for SRS-2 total [F(2, 107.09)?=?7.82; p?=?0.001] and RRB [F(2, 90.26)?=?5.62; p?=?0.005] T-scores. When compared with the waitlist control group, the changes in scores were only significant in active-tDCS (SRS-2 total T-score p? En ligne : http://dx.doi.org/10.1177/13623613231169547 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=513

Respite and connection: Autistic adults' reflections upon nature and well-being during the Covid-19 pandemic / Samantha FRIEDMAN in Autism, 27-8 (November 2023)  

Public ISBD [article]  inAutism > 27-8 (November 2023) . - p.2483-2495 Titre : Respite and connection: Autistic adults' reflections upon nature and well-being during the Covid-19 pandemic Type de document : Texte imprimé et/ou numérique Auteurs : Samantha FRIEDMAN, Auteur ; Roan NOBLE, Auteur ; Stephanie ARCHER, Auteur ; Jenny GIBSON, Auteur ; Claire HUGHES, Auteur Article en page(s) : p.2483-2495 Mots-clés : autism  Covid-19 pandemic  nature  stress reduction theory  well-being Index. décimale : PER Périodiques Résumé : The Covid-19 pandemic and associated lockdowns provided opportunities to engage and reconnect with nature, with many people noting associated benefits to well-being. Research from the pandemic period has largely focused on the way neurotypical or general populations experienced nature; less is known about how autistic people used nature to support well-being during this time. In this qualitative survey study of 127 autistic adults in the United Kingdom, we used reflexive thematic analysis of text box responses to develop two themes: respite in nature and connecting amid widespread disconnection. For some autistic adults during the pandemic, nature provided physical distance from others or from crowded homes, enabling them to use nature to experience relief from stress. In addition, some participants felt more psychologically connected to nature itself during the pandemic, while for others, nature served as a way of connecting with others during a potentially isolating time. These findings have implications for autistic people and their families and carers who may want to seek out nature-based activities to support well-being in the wake of the pandemic.Lay abstractThe Covid-19 pandemic and associated lockdowns provided opportunities to spend time in nature, with many people reporting that this benefitted their well-being. However, existing research from the pandemic period has focused on the way general populations experienced nature; less is known about how autistic people used nature to support their well-being during the pandemic. We created a survey that invited autistic adults living in the United Kingdom to reply to text box questions. A total of 127 people responded to our survey; we analysed their responses using a method called reflexive thematic analysis and developed themes based on patterns among all the responses. We developed two themes: respite in nature and connecting amid widespread disconnection. For some autistic adults during the pandemic, nature provided physical distance from others or from crowded homes, which helped them reduce their stress. In addition, some participants felt more psychologically connected to nature itself during the pandemic, while for others, nature served as a way of connecting with others during a potentially isolating time. These findings are important for autistic people and their families and carers who may want to seek out nature-based activities to support well-being in the wake of the pandemic. En ligne : http://dx.doi.org/10.1177/13623613231166462 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=513 [article] Respite and connection: Autistic adults' reflections upon nature and well-being during the Covid-19 pandemic [Texte imprimé et/ou numérique] / Samantha FRIEDMAN, Auteur ; Roan NOBLE, Auteur ; Stephanie ARCHER, Auteur ; Jenny GIBSON, Auteur ; Claire HUGHES, Auteur . - p.2483-2495. in Autism > 27-8 (November 2023) . - p.2483-2495 Mots-clés : autism  Covid-19 pandemic  nature  stress reduction theory  well-being Index. décimale : PER Périodiques Résumé : The Covid-19 pandemic and associated lockdowns provided opportunities to engage and reconnect with nature, with many people noting associated benefits to well-being. Research from the pandemic period has largely focused on the way neurotypical or general populations experienced nature; less is known about how autistic people used nature to support well-being during this time. In this qualitative survey study of 127 autistic adults in the United Kingdom, we used reflexive thematic analysis of text box responses to develop two themes: respite in nature and connecting amid widespread disconnection. For some autistic adults during the pandemic, nature provided physical distance from others or from crowded homes, enabling them to use nature to experience relief from stress. In addition, some participants felt more psychologically connected to nature itself during the pandemic, while for others, nature served as a way of connecting with others during a potentially isolating time. These findings have implications for autistic people and their families and carers who may want to seek out nature-based activities to support well-being in the wake of the pandemic.Lay abstractThe Covid-19 pandemic and associated lockdowns provided opportunities to spend time in nature, with many people reporting that this benefitted their well-being. However, existing research from the pandemic period has focused on the way general populations experienced nature; less is known about how autistic people used nature to support their well-being during the pandemic. We created a survey that invited autistic adults living in the United Kingdom to reply to text box questions. A total of 127 people responded to our survey; we analysed their responses using a method called reflexive thematic analysis and developed themes based on patterns among all the responses. We developed two themes: respite in nature and connecting amid widespread disconnection. For some autistic adults during the pandemic, nature provided physical distance from others or from crowded homes, which helped them reduce their stress. In addition, some participants felt more psychologically connected to nature itself during the pandemic, while for others, nature served as a way of connecting with others during a potentially isolating time. These findings are important for autistic people and their families and carers who may want to seek out nature-based activities to support well-being in the wake of the pandemic. En ligne : http://dx.doi.org/10.1177/13623613231166462 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=513

All-cause mortality and suicide mortality in autistic individuals: An entire population longitudinal study in Taiwan / Shih-Jen TSAI in Autism, 27-8 (November 2023)  

Public ISBD [article]  inAutism > 27-8 (November 2023) . - p.2496-2506 Titre : All-cause mortality and suicide mortality in autistic individuals: An entire population longitudinal study in Taiwan Type de document : Texte imprimé et/ou numérique Auteurs : Shih-Jen TSAI, Auteur ; Wen-Han CHANG, Auteur ; Chih-Ming CHENG, Auteur ; Chih-Sung LIANG, Auteur ; Ya-Mei BAI, Auteur ; Ju-Wei HSU, Auteur ; Kai-Lin HUANG, Auteur ; Tung-Ping SU, Auteur ; Tzeng-Ji CHEN, Auteur ; Mu-Hong CHEN, Auteur Article en page(s) : p.2496-2506 Mots-clés : autism  mortality  suicide  Taiwan Index. décimale : PER Périodiques Résumé : Evidence suggests increased mortality rates among autistic individuals. However, risks of mortality, including natural-cause, suicide, and accident mortalities, among autistic individuals remain unclear. Among the entire Taiwanese population (N?=?29,253,529), between 2003 and 2017, 45,398 autistic individuals were identified and 1:4 matched to 181,592 non-autistic individuals based on birth year and sex. All-cause mortality, including natural-cause, accident, and suicide mortalities, was assessed from 2003 to 2017 between the two cohorts. Cox regression models were used to investigate the mortality risk between autistic and non-autistic individuals. Autistic individuals had increased likelihoods (hazard ratio, 95% confidence interval) of all-cause mortality (3.43, 3.00-3.92), natural-cause mortality (4.73, 3.99-5.60), and suicide mortality (3.67, 2.37-5.68) compared with non-autistic individuals. In particular, autistic males were more likely to die by suicide (hazard ratio: 3.81, 95% confidence interval: 2.37-6.13), and autistic females were more likely to die of accident (hazard ratio: 5.07, 95% confidence interval: 2.54-10.13) compared with non-autistic individuals. Appropriate and effective medical and mental health care is recommended for autistic individuals.Lay abstractOur study was the first population-based study in an Asian country to investigate the mortality rates among autistic individuals. Among the entire Taiwanese population (N?=?29,253,529), between 2003 and 2017, 45,398 autistic individuals were identified and 1:4 age-/sex-matched to 181,592 non-autistic individuals. We found that autistic individuals had increased risks of all-cause mortality, natural-cause mortality, and suicide mortality compared with non-autistic individuals. Furthermore, autistic males were more likely to die by suicide, and autistic females were more likely to die of accident compared with the non-autistic individuals. En ligne : http://dx.doi.org/10.1177/13623613231167287 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=513 [article] All-cause mortality and suicide mortality in autistic individuals: An entire population longitudinal study in Taiwan [Texte imprimé et/ou numérique] / Shih-Jen TSAI, Auteur ; Wen-Han CHANG, Auteur ; Chih-Ming CHENG, Auteur ; Chih-Sung LIANG, Auteur ; Ya-Mei BAI, Auteur ; Ju-Wei HSU, Auteur ; Kai-Lin HUANG, Auteur ; Tung-Ping SU, Auteur ; Tzeng-Ji CHEN, Auteur ; Mu-Hong CHEN, Auteur . - p.2496-2506. in Autism > 27-8 (November 2023) . - p.2496-2506 Mots-clés : autism  mortality  suicide  Taiwan Index. décimale : PER Périodiques Résumé : Evidence suggests increased mortality rates among autistic individuals. However, risks of mortality, including natural-cause, suicide, and accident mortalities, among autistic individuals remain unclear. Among the entire Taiwanese population (N?=?29,253,529), between 2003 and 2017, 45,398 autistic individuals were identified and 1:4 matched to 181,592 non-autistic individuals based on birth year and sex. All-cause mortality, including natural-cause, accident, and suicide mortalities, was assessed from 2003 to 2017 between the two cohorts. Cox regression models were used to investigate the mortality risk between autistic and non-autistic individuals. Autistic individuals had increased likelihoods (hazard ratio, 95% confidence interval) of all-cause mortality (3.43, 3.00-3.92), natural-cause mortality (4.73, 3.99-5.60), and suicide mortality (3.67, 2.37-5.68) compared with non-autistic individuals. In particular, autistic males were more likely to die by suicide (hazard ratio: 3.81, 95% confidence interval: 2.37-6.13), and autistic females were more likely to die of accident (hazard ratio: 5.07, 95% confidence interval: 2.54-10.13) compared with non-autistic individuals. Appropriate and effective medical and mental health care is recommended for autistic individuals.Lay abstractOur study was the first population-based study in an Asian country to investigate the mortality rates among autistic individuals. Among the entire Taiwanese population (N?=?29,253,529), between 2003 and 2017, 45,398 autistic individuals were identified and 1:4 age-/sex-matched to 181,592 non-autistic individuals. We found that autistic individuals had increased risks of all-cause mortality, natural-cause mortality, and suicide mortality compared with non-autistic individuals. Furthermore, autistic males were more likely to die by suicide, and autistic females were more likely to die of accident compared with the non-autistic individuals. En ligne : http://dx.doi.org/10.1177/13623613231167287 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=513

Knowledge of autism gained by learning from people through a local UK Autism Champion Network: A health and social care professional perspective / Louise KIRBY in Autism, 27-8 (November 2023)  

Public ISBD [article]  inAutism > 27-8 (November 2023) . - p.2507-2517 Titre : Knowledge of autism gained by learning from people through a local UK Autism Champion Network: A health and social care professional perspective Type de document : Texte imprimé et/ou numérique Auteurs : Louise KIRBY, Auteur ; Katy-Louise PAYNE, Auteur Article en page(s) : p.2507-2517 Mots-clés : Autism champions  autistic  collaboration  core capabilities framework  learning community  lived experience  training Index. décimale : PER Périodiques Résumé : Few autistic adults perceive that health and social care professionals have good understanding of autism. The countywide Autism Champion Network evaluated here, is an equal partnership of both staff across sectors (Autism Champions) and individuals with lived experience. Autism Champions take knowledge gained back to their teams to support continuous development of services to meet autistic need. This evaluation aims to examine the professional Autism Champions' perceptions of (1) the knowledge gained through their local network and (2) the enablers and potential challenges of disseminating and applying the acquired knowledge. Seven health and social sector professionals participated in semi-structured interviews with thematic analysis identifying the themes 'Learning from People', 'Makes you think of things in a different light' and 'There?s so much going on . . . '. Results indicated that knowledge of autism gained from networking outside their own team was used and valued more than the professional presentations. It included signposting, sharing resources, using contacts to answer questions, and informal learning from autistic people. These results have implications for developing learning for Tier 2 and above staff. In addition, they could inform the development of future Autism Champion Networks to expand professionals' knowledge of autism to reduce health and social care inequalities.Lay abstractThe Autism Act 10 Years On found few autistic adults thought health and social care professionals had a good understanding of autism. Autism training has been made law in the United Kingdom for health and social care staff to tackle health inequality. The county wide Autism Champion Network evaluated here is an equal partnership of interested staff across sectors (Autism Champions) and autistic experts by virtue of lived experience (Autism Advisory Panel). With knowledge flowing both ways, the Autism Champions take learning back to teams to support continuous development of services to meet autistic need. Seven health and social sector professionals from the Network participated in semi-structured interviews on sharing knowledge of autism gained with their teams. All participants provide care and support for autistic people, some working in specialist positions. Results showed that developing new relationships with people outside their own team to signpost to, answer questions and share resources, and informal learning from autistic people, was more valued and used in practice than information gained from presentations. These results have implications in developing learning for those who need above a basic knowledge of autism and may be useful for others considering setting up an Autism Champion Network. En ligne : http://dx.doi.org/10.1177/13623613231167902 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=514 [article] Knowledge of autism gained by learning from people through a local UK Autism Champion Network: A health and social care professional perspective [Texte imprimé et/ou numérique] / Louise KIRBY, Auteur ; Katy-Louise PAYNE, Auteur . - p.2507-2517. in Autism > 27-8 (November 2023) . - p.2507-2517 Mots-clés : Autism champions  autistic  collaboration  core capabilities framework  learning community  lived experience  training Index. décimale : PER Périodiques Résumé : Few autistic adults perceive that health and social care professionals have good understanding of autism. The countywide Autism Champion Network evaluated here, is an equal partnership of both staff across sectors (Autism Champions) and individuals with lived experience. Autism Champions take knowledge gained back to their teams to support continuous development of services to meet autistic need. This evaluation aims to examine the professional Autism Champions' perceptions of (1) the knowledge gained through their local network and (2) the enablers and potential challenges of disseminating and applying the acquired knowledge. Seven health and social sector professionals participated in semi-structured interviews with thematic analysis identifying the themes 'Learning from People', 'Makes you think of things in a different light' and 'There?s so much going on . . . '. Results indicated that knowledge of autism gained from networking outside their own team was used and valued more than the professional presentations. It included signposting, sharing resources, using contacts to answer questions, and informal learning from autistic people. These results have implications for developing learning for Tier 2 and above staff. In addition, they could inform the development of future Autism Champion Networks to expand professionals' knowledge of autism to reduce health and social care inequalities.Lay abstractThe Autism Act 10 Years On found few autistic adults thought health and social care professionals had a good understanding of autism. Autism training has been made law in the United Kingdom for health and social care staff to tackle health inequality. The county wide Autism Champion Network evaluated here is an equal partnership of interested staff across sectors (Autism Champions) and autistic experts by virtue of lived experience (Autism Advisory Panel). With knowledge flowing both ways, the Autism Champions take learning back to teams to support continuous development of services to meet autistic need. Seven health and social sector professionals from the Network participated in semi-structured interviews on sharing knowledge of autism gained with their teams. All participants provide care and support for autistic people, some working in specialist positions. Results showed that developing new relationships with people outside their own team to signpost to, answer questions and share resources, and informal learning from autistic people, was more valued and used in practice than information gained from presentations. These results have implications in developing learning for those who need above a basic knowledge of autism and may be useful for others considering setting up an Autism Champion Network. En ligne : http://dx.doi.org/10.1177/13623613231167902 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=514

Mathematics performance, response time, and enjoyment of eighth-grade autistic students and their general education peers / Xin WEI in Autism, 27-8 (November 2023)  

Public ISBD [article]  inAutism > 27-8 (November 2023) . - p.2518-2529 Titre : Mathematics performance, response time, and enjoyment of eighth-grade autistic students and their general education peers Type de document : Texte imprimé et/ou numérique Auteurs : Xin WEI, Auteur ; Susu ZHANG, Auteur ; Jihong ZHANG, Auteur ; Jennifer YU, Auteur Article en page(s) : p.2518-2529 Mots-clés : autism  enjoyment  interest  math performance  persistence  time  visuospatial skills  word problems Index. décimale : PER Périodiques Résumé : For autistic students receiving special education services, little is known about their relative strengths, weaknesses, and enjoyment across different math content areas; their overall math interest and persistence are also not well-studied. Using the 2017 eighth-grade National Assessment of Education Progress data, this study finds, relative to general education peers with the same math proficiency level, autistic students scored higher and exhibited faster speed in solving visuospatial problems (e.g. identifying figures), but scored lower on math word problems with complex language or social context. Autistic students reported a higher level of enjoyment in solving math problems related to finding areas of shapes or figures but a lower level of persistence than their non-autistic, general education peers. Our work points out the need to help autistic students overcome their weaknesses in word problems and develop their mathematical persistence. En ligne : http://dx.doi.org/10.1177/13623613231168241 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=514 [article] Mathematics performance, response time, and enjoyment of eighth-grade autistic students and their general education peers [Texte imprimé et/ou numérique] / Xin WEI, Auteur ; Susu ZHANG, Auteur ; Jihong ZHANG, Auteur ; Jennifer YU, Auteur . - p.2518-2529. in Autism > 27-8 (November 2023) . - p.2518-2529 Mots-clés : autism  enjoyment  interest  math performance  persistence  time  visuospatial skills  word problems Index. décimale : PER Périodiques Résumé : For autistic students receiving special education services, little is known about their relative strengths, weaknesses, and enjoyment across different math content areas; their overall math interest and persistence are also not well-studied. Using the 2017 eighth-grade National Assessment of Education Progress data, this study finds, relative to general education peers with the same math proficiency level, autistic students scored higher and exhibited faster speed in solving visuospatial problems (e.g. identifying figures), but scored lower on math word problems with complex language or social context. Autistic students reported a higher level of enjoyment in solving math problems related to finding areas of shapes or figures but a lower level of persistence than their non-autistic, general education peers. Our work points out the need to help autistic students overcome their weaknesses in word problems and develop their mathematical persistence. En ligne : http://dx.doi.org/10.1177/13623613231168241 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=514

Automated movement tracking of young autistic children during free play is correlated with clinical features associated with autism / Andrew YUAN in Autism, 27-8 (November 2023)  

Public ISBD [article]  inAutism > 27-8 (November 2023) . - p.2530-2541 Titre : Automated movement tracking of young autistic children during free play is correlated with clinical features associated with autism Type de document : Texte imprimé et/ou numérique Auteurs : Andrew YUAN, Auteur ; Maura SABATOS-DEVITO, Auteur ; Alexandra L BEY, Auteur ; Samantha MAJOR, Auteur ; Kimberly LH CARPENTER, Auteur ; Lauren FRANZ, Auteur ; Jill HOWARD, Auteur ; Saritha VERMEER, Auteur ; Ryan SIMMONS, Auteur ; Jesse TROY, Auteur ; Geraldine DAWSON, Auteur Article en page(s) : p.2530-2541 Mots-clés : autism  caregiver-child  free play  movement  video tracking Index. décimale : PER Périodiques Résumé : Autistic children?s play provides insights into social, communication, and other skills; however, methods for measuring these observations can be labor-intensive and rely on subjective judgment. This study explored whether children?s movement and location during play measured via automated video tracking correlates with clinical features. Movement tracking metrics of 164 autistic children (27-96?months old) during free play were analyzed in relation to standard assessments of cognitive, language, social-communication, and adaptive skills. Children with higher cognitive and language abilities were more likely to spend time in the center toy region and more slowly or never approached the region without toys. Children with higher autism-related features spent less time in the center. Children with lower daily living skills spent more time near the caregiver and those with lower overall adaptive and language skills approached the caregiver more quickly. Over 90% of autistic children representing a range of ages and skills provided analyzable movement data during play and those with higher cognitive, language, and adaptive skills displayed movement tracking patterns that reflect more sustained focus on toy play and independence from the caregiver. Results suggest that automated movement tracking is a promising complementary, objective method for assessing clinical variation during autistic children?s play.Lay AbstractPlay-based observations allow researchers to observe autistic children across a wide range of ages and skills. We recorded autistic children playing with toys in the center of a room and at a corner table while a caregiver remained seated off to the side and used video tracking technology to track children?s movement and location. We examined how time children spent in room regions and whether or not they approached each region during play related to their cognitive, social, communication, and adaptive skills to determine if tracking child movement and location can meaningfully demonstrate clinical variation among autistic children representing a range of ages and skills. One significant finding was that autistic children who spent more time in the toy-containing center of the room had higher cognitive and language abilities, whereas those who spent less time in the center had higher levels of autism-related behaviors. In contrast, children who spent more time in the caregiver region had lower daily living skills and those who were quicker to approach the caregiver had lower adaptive behavior and language skills. These findings support the use of movement tracking as a complementary method of measuring clinical differences among autistic children. Furthermore, over 90% of autistic children representing a range of ages and skills in this study provided analyzable play observation data, demonstrating that this method allows autistic children of all levels of support needs to participate in research and demonstrate their social, communication, and attention skills without wearing any devices. En ligne : http://dx.doi.org/10.1177/13623613231169546 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=514 [article] Automated movement tracking of young autistic children during free play is correlated with clinical features associated with autism [Texte imprimé et/ou numérique] / Andrew YUAN, Auteur ; Maura SABATOS-DEVITO, Auteur ; Alexandra L BEY, Auteur ; Samantha MAJOR, Auteur ; Kimberly LH CARPENTER, Auteur ; Lauren FRANZ, Auteur ; Jill HOWARD, Auteur ; Saritha VERMEER, Auteur ; Ryan SIMMONS, Auteur ; Jesse TROY, Auteur ; Geraldine DAWSON, Auteur . - p.2530-2541. in Autism > 27-8 (November 2023) . - p.2530-2541 Mots-clés : autism  caregiver-child  free play  movement  video tracking Index. décimale : PER Périodiques Résumé : Autistic children?s play provides insights into social, communication, and other skills; however, methods for measuring these observations can be labor-intensive and rely on subjective judgment. This study explored whether children?s movement and location during play measured via automated video tracking correlates with clinical features. Movement tracking metrics of 164 autistic children (27-96?months old) during free play were analyzed in relation to standard assessments of cognitive, language, social-communication, and adaptive skills. Children with higher cognitive and language abilities were more likely to spend time in the center toy region and more slowly or never approached the region without toys. Children with higher autism-related features spent less time in the center. Children with lower daily living skills spent more time near the caregiver and those with lower overall adaptive and language skills approached the caregiver more quickly. Over 90% of autistic children representing a range of ages and skills provided analyzable movement data during play and those with higher cognitive, language, and adaptive skills displayed movement tracking patterns that reflect more sustained focus on toy play and independence from the caregiver. Results suggest that automated movement tracking is a promising complementary, objective method for assessing clinical variation during autistic children?s play.Lay AbstractPlay-based observations allow researchers to observe autistic children across a wide range of ages and skills. We recorded autistic children playing with toys in the center of a room and at a corner table while a caregiver remained seated off to the side and used video tracking technology to track children?s movement and location. We examined how time children spent in room regions and whether or not they approached each region during play related to their cognitive, social, communication, and adaptive skills to determine if tracking child movement and location can meaningfully demonstrate clinical variation among autistic children representing a range of ages and skills. One significant finding was that autistic children who spent more time in the toy-containing center of the room had higher cognitive and language abilities, whereas those who spent less time in the center had higher levels of autism-related behaviors. In contrast, children who spent more time in the caregiver region had lower daily living skills and those who were quicker to approach the caregiver had lower adaptive behavior and language skills. These findings support the use of movement tracking as a complementary method of measuring clinical differences among autistic children. Furthermore, over 90% of autistic children representing a range of ages and skills in this study provided analyzable play observation data, demonstrating that this method allows autistic children of all levels of support needs to participate in research and demonstrate their social, communication, and attention skills without wearing any devices. En ligne : http://dx.doi.org/10.1177/13623613231169546 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=514

Parent reported barriers and facilitators to support services for autistic children in Aotearoa New Zealand / Carla WALLACE-WATKIN in Autism, 27-8 (November 2023)  

Public ISBD [article]  inAutism > 27-8 (November 2023) . - p.2542-2554 Titre : Parent reported barriers and facilitators to support services for autistic children in Aotearoa New Zealand Type de document : Texte imprimé et/ou numérique Auteurs : Carla WALLACE-WATKIN, Auteur ; Jeff SIGAFOOS, Auteur ; Lisa WOODS, Auteur ; Hannah WADDINGTON, Auteur Article en page(s) : p.2542-2554 Mots-clés : barriers  facilitators  parent perspectives  support services  New Zealand Index. décimale : PER Périodiques Résumé : We surveyed New Zealand parents of autistic children to identify their perceived barriers and facilitators to accessing support services, including the influence of a family?s level of financial resourcing. A total of 173 completed surveys were analysed. Service pathway factors were the greatest barrier experienced by participants, whereas facilitators related to providers tended to be most helpful. Lower family income was associated with a higher number of reported barriers. Both lower family income and having a child who identified their gender as non-binary were predictive of rating the extent of barriers higher. Parents of younger or of non-speaking autistic children on average reported a greater number of facilitators. Implications of these results for support service delivery and potential areas for future research are discussed.Lay abstractParents might have problems in getting support services for their autistic child due to certain barriers. However, there might also be things that can ease or facilitate parents' access to support services. In this study, New Zealand parents were asked about their experiences in getting support services for their autistic child. We also looked at differences in reported barriers and facilitators based on several demographic factors with a focus on family level of financial resourcing. A total of 173 parents completed a survey. The results suggested that parents experienced several barriers, particularly related to service pathways. Facilitators were also experienced, predominantly related to providers. Financial resourcing predicted the number of parent-reported barriers. Both lower level of family financial resourcing and having a non-binary child predicted parents' rating of the extent of barriers. Child age and level of speech were predictors for reports of experiencing a higher number of facilitators, with parents of younger children or of non-speaking autistic children reporting a greater number of facilitators. We discuss how these results may be useful to support service delivery and identify areas for future research. En ligne : http://dx.doi.org/10.1177/13623613231168240 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=514 [article] Parent reported barriers and facilitators to support services for autistic children in Aotearoa New Zealand [Texte imprimé et/ou numérique] / Carla WALLACE-WATKIN, Auteur ; Jeff SIGAFOOS, Auteur ; Lisa WOODS, Auteur ; Hannah WADDINGTON, Auteur . - p.2542-2554. in Autism > 27-8 (November 2023) . - p.2542-2554 Mots-clés : barriers  facilitators  parent perspectives  support services  New Zealand Index. décimale : PER Périodiques Résumé : We surveyed New Zealand parents of autistic children to identify their perceived barriers and facilitators to accessing support services, including the influence of a family?s level of financial resourcing. A total of 173 completed surveys were analysed. Service pathway factors were the greatest barrier experienced by participants, whereas facilitators related to providers tended to be most helpful. Lower family income was associated with a higher number of reported barriers. Both lower family income and having a child who identified their gender as non-binary were predictive of rating the extent of barriers higher. Parents of younger or of non-speaking autistic children on average reported a greater number of facilitators. Implications of these results for support service delivery and potential areas for future research are discussed.Lay abstractParents might have problems in getting support services for their autistic child due to certain barriers. However, there might also be things that can ease or facilitate parents' access to support services. In this study, New Zealand parents were asked about their experiences in getting support services for their autistic child. We also looked at differences in reported barriers and facilitators based on several demographic factors with a focus on family level of financial resourcing. A total of 173 parents completed a survey. The results suggested that parents experienced several barriers, particularly related to service pathways. Facilitators were also experienced, predominantly related to providers. Financial resourcing predicted the number of parent-reported barriers. Both lower level of family financial resourcing and having a non-binary child predicted parents' rating of the extent of barriers. Child age and level of speech were predictors for reports of experiencing a higher number of facilitators, with parents of younger children or of non-speaking autistic children reporting a greater number of facilitators. We discuss how these results may be useful to support service delivery and identify areas for future research. En ligne : http://dx.doi.org/10.1177/13623613231168240 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=514

Are lay abstracts published in Autism readable enough for the general public? A short report / Lan YI in Autism, 27-8 (November 2023)  

Public ISBD [article]  inAutism > 27-8 (November 2023) . - p.2555-2559 Titre : Are lay abstracts published in Autism readable enough for the general public? A short report Type de document : Texte imprimé et/ou numérique Auteurs : Lan YI, Auteur ; Xiaohu YANG, Auteur Article en page(s) : p.2555-2559 Mots-clés : academic writing  lay abstract  plain language  readability  science communication Index. décimale : PER Périodiques Résumé : Lay abstracts are brief descriptions or summaries of research that are targeted at a general audience. They are held as an important means for the research community to provide greater transparency to the general public and to increase visibility of the pertinent research. This study aims to examine the extent to which lay abstracts published in the journal Autism are comprehensible to a lay audience in terms of readability measures. Results showed that lay abstracts published in Autism were more readable than their corresponding abstracts but were less readable than plain English texts (e.g. news reports). To our knowledge, this is probably the first comparative study on the readability of lay abstracts. Possible explanations for and implications of these findings were offered.Lay abstractResearch papers are sometimes hard to follow. Lay abstracts give a short account of research papers. However, it is unclear whether lay abstracts are readable to the lay people. This study examined the readability of 570 abstracts and lay abstracts published between 2020 and 2022 in the journal Autism. We found that that lay abstracts are easier to read than abstracts but are harder to read than news reports. The findings suggest that lay abstracts, on average, are hard to read for the lay people. We propose that the journal and its authors may invite reviewers from outside the research community to test whether a lay abstract is readable. En ligne : http://dx.doi.org/10.1177/13623613231163083 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=514 [article] Are lay abstracts published in Autism readable enough for the general public? A short report [Texte imprimé et/ou numérique] / Lan YI, Auteur ; Xiaohu YANG, Auteur . - p.2555-2559. in Autism > 27-8 (November 2023) . - p.2555-2559 Mots-clés : academic writing  lay abstract  plain language  readability  science communication Index. décimale : PER Périodiques Résumé : Lay abstracts are brief descriptions or summaries of research that are targeted at a general audience. They are held as an important means for the research community to provide greater transparency to the general public and to increase visibility of the pertinent research. This study aims to examine the extent to which lay abstracts published in the journal Autism are comprehensible to a lay audience in terms of readability measures. Results showed that lay abstracts published in Autism were more readable than their corresponding abstracts but were less readable than plain English texts (e.g. news reports). To our knowledge, this is probably the first comparative study on the readability of lay abstracts. Possible explanations for and implications of these findings were offered.Lay abstractResearch papers are sometimes hard to follow. Lay abstracts give a short account of research papers. However, it is unclear whether lay abstracts are readable to the lay people. This study examined the readability of 570 abstracts and lay abstracts published between 2020 and 2022 in the journal Autism. We found that that lay abstracts are easier to read than abstracts but are harder to read than news reports. The findings suggest that lay abstracts, on average, are hard to read for the lay people. We propose that the journal and its authors may invite reviewers from outside the research community to test whether a lay abstract is readable. En ligne : http://dx.doi.org/10.1177/13623613231163083 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=514

Response format changes the reading the mind in the eyes test performance of autistic and non-autistic adults / Alliyza LIM in Autism, 27-8 (November 2023)  

Public ISBD [article]  inAutism > 27-8 (November 2023) . - p.2560-2565 Titre : Response format changes the reading the mind in the eyes test performance of autistic and non-autistic adults Type de document : Texte imprimé et/ou numérique Auteurs : Alliyza LIM, Auteur ; Neil BREWER, Auteur ; Denise AISTROPE, Auteur ; Robyn L YOUNG, Auteur Article en page(s) : p.2560-2565 Mots-clés : autism  reading the mind in the eyes  response format  theory of mind Index. décimale : PER Périodiques Résumé : The Reading the Mind in the Eyes Test (RMET) is a purported theory of mind measure and one that reliably differentiates autistic and non-autistic individuals. However, concerns have been raised about the validity of the measure, with some researchers suggesting that the multiple-choice format of the RMET makes it susceptible to the undue influence of compensatory strategies and verbal ability. We compared the performance of autistic (N?=?70) and non-autistic (N?=?71) adults on the 10-item multiple-choice RMET to that of a free-report version of the RMET. Both the autistic and non-autistic groups performed much better on the multiple-choice than the free-report RMET, suggesting that the multiple-choice format enables the use of additional strategies. Although verbal IQ was correlated with both multiple-choice and free-report RMET performance, controlling for verbal IQ did not undermine the ability of either version to discriminate autistic and non-autistic participants. Both RMET formats also demonstrated convergent validity with a well-validated adult measure of theory of mind. The multiple-choice RMET is, however, much simpler to administer and score.Lay abstractRecognizing and understanding the perspectives of others-also called theory of mind-is important for effective communication. Studies have found that some autistic individuals have greater difficulty with theory of mind compared to non-autistic individuals. One purported theory of mind measure is the Reading the Mind in the Eyes Test (RMET). This test presents participants with photographs of pairs of eyes and asks them to identify the emotion displayed by each pair of eyes from four choices. Some researchers have argued that the multiple-choice format of the RMET may not be an accurate measure of theory of mind, as participants could simply be guessing or using a process of elimination to select the correct answer. Participants may also be disadvantaged if they are not familiar with the specific emotion words used in the multiple-choice answers. We examined whether a free-report (open-ended) format RMET would be a more valid measure of theory of mind than the multiple-choice RMET. Autistic and non-autistic adults performed better on the multiple-choice RMET than the free-report RMET. However, both versions successfully differentiated autistic and non-autistic adults, irrespective of their level of verbal ability. Performance on both versions was also correlated with another well-validated adult measure of theory of mind. Thus, the RMET?s multiple-choice format does not, of itself, appear to underpin its ability to differentiate autistic and non-autistic adults. En ligne : http://dx.doi.org/10.1177/13623613231167226 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=514 [article] Response format changes the reading the mind in the eyes test performance of autistic and non-autistic adults [Texte imprimé et/ou numérique] / Alliyza LIM, Auteur ; Neil BREWER, Auteur ; Denise AISTROPE, Auteur ; Robyn L YOUNG, Auteur . - p.2560-2565. in Autism > 27-8 (November 2023) . - p.2560-2565 Mots-clés : autism  reading the mind in the eyes  response format  theory of mind Index. décimale : PER Périodiques Résumé : The Reading the Mind in the Eyes Test (RMET) is a purported theory of mind measure and one that reliably differentiates autistic and non-autistic individuals. However, concerns have been raised about the validity of the measure, with some researchers suggesting that the multiple-choice format of the RMET makes it susceptible to the undue influence of compensatory strategies and verbal ability. We compared the performance of autistic (N?=?70) and non-autistic (N?=?71) adults on the 10-item multiple-choice RMET to that of a free-report version of the RMET. Both the autistic and non-autistic groups performed much better on the multiple-choice than the free-report RMET, suggesting that the multiple-choice format enables the use of additional strategies. Although verbal IQ was correlated with both multiple-choice and free-report RMET performance, controlling for verbal IQ did not undermine the ability of either version to discriminate autistic and non-autistic participants. Both RMET formats also demonstrated convergent validity with a well-validated adult measure of theory of mind. The multiple-choice RMET is, however, much simpler to administer and score.Lay abstractRecognizing and understanding the perspectives of others-also called theory of mind-is important for effective communication. Studies have found that some autistic individuals have greater difficulty with theory of mind compared to non-autistic individuals. One purported theory of mind measure is the Reading the Mind in the Eyes Test (RMET). This test presents participants with photographs of pairs of eyes and asks them to identify the emotion displayed by each pair of eyes from four choices. Some researchers have argued that the multiple-choice format of the RMET may not be an accurate measure of theory of mind, as participants could simply be guessing or using a process of elimination to select the correct answer. Participants may also be disadvantaged if they are not familiar with the specific emotion words used in the multiple-choice answers. We examined whether a free-report (open-ended) format RMET would be a more valid measure of theory of mind than the multiple-choice RMET. Autistic and non-autistic adults performed better on the multiple-choice RMET than the free-report RMET. However, both versions successfully differentiated autistic and non-autistic adults, irrespective of their level of verbal ability. Performance on both versions was also correlated with another well-validated adult measure of theory of mind. Thus, the RMET?s multiple-choice format does not, of itself, appear to underpin its ability to differentiate autistic and non-autistic adults. En ligne : http://dx.doi.org/10.1177/13623613231167226 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=514