Dépouillements

"What is early intervention? I had no idea": Chinese parents' experiences of early supports for their autistic children in Australia / Jodie SMITH in Research in Autism Spectrum Disorders, 108 (October 2023)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 108 (October 2023) . - p.102227 Titre : "What is early intervention? I had no idea": Chinese parents' experiences of early supports for their autistic children in Australia Type de document : Texte imprimé et/ou numérique Auteurs : Jodie SMITH, Auteur ; Alex AULICH, Auteur ; Catherine A. BENT, Auteur ; Christos CONSTANTINE, Auteur ; Kathleen FRANKS, Auteur ; Nilushi GOONETILLEKE, Auteur ; Cherie C. GREEN, Auteur ; Patricia LEE, Auteur ; Emily MA, Auteur ; Helen SAID, Auteur ; Rena WANG, Auteur ; Sarah WOOD, Auteur ; Kristelle HUDRY, Auteur Article en page(s) : p.102227 Mots-clés : Autism  Participatory research  Migrants  Parent experiences  Early intervention Index. décimale : PER Périodiques Résumé : Background Parents should be central to early supports for their autistic children, with parent involvement in and satisfaction with supports influencing child outcomes. Migrant parents likely experience different barriers to navigating and participating in early supports for their autistic children, but we have limited data here. Methods Through a community-partnered participatory approach, we conducted semi-structured interviews with 19 migrant Chinese parents of autistic children about their experiences of the diagnosis and early intervention (EI) process. Interviews were conducted in home languages by other parents. We analysed data using reflexive thematic analysis. Results Parents described myriad obstacles to accessing early supports with many related to being a Chinese migrant in Australia. Parents reported difficulties accepting their children?s differences, faced language barriers, experienced stigmatisation/discrimination, and had limited knowledge of autism supports/systems. Funding issues, limited availability of supports and poorly coordinated services were additional challenges. Parents described having little choice and control over supports, often unable to access culturally-specific services. Nonetheless, parents explained how dedicated they were to their children and effectively utilised informal networks to better access supports for themselves and their children. Accessing EI gave parents hope, providing them with specific goals and strategies. Conclusion It is recommended that professionals clearly communicate with migrant parents about autism and available post-diagnostic autism services/supports, including how to access these. Connecting parents with informal, community-specific services should especially be considered for migrant families. We recommend other potentially useful adaptations to better support migrant Chinese parents in navigating early supports for their autistic children. En ligne : https://doi.org/10.1016/j.rasd.2023.102227 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=514 [article] "What is early intervention? I had no idea": Chinese parents' experiences of early supports for their autistic children in Australia [Texte imprimé et/ou numérique] / Jodie SMITH, Auteur ; Alex AULICH, Auteur ; Catherine A. BENT, Auteur ; Christos CONSTANTINE, Auteur ; Kathleen FRANKS, Auteur ; Nilushi GOONETILLEKE, Auteur ; Cherie C. GREEN, Auteur ; Patricia LEE, Auteur ; Emily MA, Auteur ; Helen SAID, Auteur ; Rena WANG, Auteur ; Sarah WOOD, Auteur ; Kristelle HUDRY, Auteur . - p.102227. in Research in Autism Spectrum Disorders > 108 (October 2023) . - p.102227 Mots-clés : Autism  Participatory research  Migrants  Parent experiences  Early intervention Index. décimale : PER Périodiques Résumé : Background Parents should be central to early supports for their autistic children, with parent involvement in and satisfaction with supports influencing child outcomes. Migrant parents likely experience different barriers to navigating and participating in early supports for their autistic children, but we have limited data here. Methods Through a community-partnered participatory approach, we conducted semi-structured interviews with 19 migrant Chinese parents of autistic children about their experiences of the diagnosis and early intervention (EI) process. Interviews were conducted in home languages by other parents. We analysed data using reflexive thematic analysis. Results Parents described myriad obstacles to accessing early supports with many related to being a Chinese migrant in Australia. Parents reported difficulties accepting their children?s differences, faced language barriers, experienced stigmatisation/discrimination, and had limited knowledge of autism supports/systems. Funding issues, limited availability of supports and poorly coordinated services were additional challenges. Parents described having little choice and control over supports, often unable to access culturally-specific services. Nonetheless, parents explained how dedicated they were to their children and effectively utilised informal networks to better access supports for themselves and their children. Accessing EI gave parents hope, providing them with specific goals and strategies. Conclusion It is recommended that professionals clearly communicate with migrant parents about autism and available post-diagnostic autism services/supports, including how to access these. Connecting parents with informal, community-specific services should especially be considered for migrant families. We recommend other potentially useful adaptations to better support migrant Chinese parents in navigating early supports for their autistic children. En ligne : https://doi.org/10.1016/j.rasd.2023.102227 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=514

Eye Tracking Biomarkers for Autism Spectrum Disorder Detection using Machine Learning and Deep Learning Techniques: Review / R. ASMETHA JEYARANI in Research in Autism Spectrum Disorders, 108 (October 2023)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 108 (October 2023) . - p.102228 Titre : Eye Tracking Biomarkers for Autism Spectrum Disorder Detection using Machine Learning and Deep Learning Techniques: Review Type de document : Texte imprimé et/ou numérique Auteurs : R. ASMETHA JEYARANI, Auteur ; Radha SENTHILKUMAR, Auteur Article en page(s) : p.102228 Mots-clés : Autism Spectrum Disorder  Eye tracking  Deep learning  Machine learning  Biomarker Index. décimale : PER Périodiques Résumé : Eye tracking is a promising tool for Autism Spectrum Disorder (ASD) detection in both children and adults. An important aspect of social communication is keeping eye contact, which is something that people with ASD frequently struggle with. Eye tracking can assess the duration of eye contact and the frequency and direction of gaze movements, offering quantifiable indicators of social communication deficits. People with ASD may also demonstrate other abnormalities in visual processing, such as an increased concentration on detail, sensory sensitivity, and trouble with complicated visual activities. These variations can be measured via Eye tracking, which offers critical information for the planning of therapy and diagnosis. The primary objective of this work is to provide a thorough description of the most recent studies that use Eye tracking combined with various Machine Learning (ML) and Deep Learning (DL) models for the detection of ASD. This will provide insights into the identification, and behavioral assessment, and distinguish between autistic people and those who are Typically Developing (TD). A detailed review of the various ML and DL models with their datasets and performance criteria is presented. Different types of eye movement datasets with diagnostic standards and eye tracker devices are also discussed. Finally, the study addresses the potential of gaze prediction in ASD patients for the design of interventions. En ligne : https://doi.org/10.1016/j.rasd.2023.102228 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=514 [article] Eye Tracking Biomarkers for Autism Spectrum Disorder Detection using Machine Learning and Deep Learning Techniques: Review [Texte imprimé et/ou numérique] / R. ASMETHA JEYARANI, Auteur ; Radha SENTHILKUMAR, Auteur . - p.102228. in Research in Autism Spectrum Disorders > 108 (October 2023) . - p.102228 Mots-clés : Autism Spectrum Disorder  Eye tracking  Deep learning  Machine learning  Biomarker Index. décimale : PER Périodiques Résumé : Eye tracking is a promising tool for Autism Spectrum Disorder (ASD) detection in both children and adults. An important aspect of social communication is keeping eye contact, which is something that people with ASD frequently struggle with. Eye tracking can assess the duration of eye contact and the frequency and direction of gaze movements, offering quantifiable indicators of social communication deficits. People with ASD may also demonstrate other abnormalities in visual processing, such as an increased concentration on detail, sensory sensitivity, and trouble with complicated visual activities. These variations can be measured via Eye tracking, which offers critical information for the planning of therapy and diagnosis. The primary objective of this work is to provide a thorough description of the most recent studies that use Eye tracking combined with various Machine Learning (ML) and Deep Learning (DL) models for the detection of ASD. This will provide insights into the identification, and behavioral assessment, and distinguish between autistic people and those who are Typically Developing (TD). A detailed review of the various ML and DL models with their datasets and performance criteria is presented. Different types of eye movement datasets with diagnostic standards and eye tracker devices are also discussed. Finally, the study addresses the potential of gaze prediction in ASD patients for the design of interventions. En ligne : https://doi.org/10.1016/j.rasd.2023.102228 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=514

A scoping review of sex/gender differences in pragmatic language and friendship characteristics in autistic children and adolescents / Anya DEN HARTOG in Research in Autism Spectrum Disorders, 108 (October 2023)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 108 (October 2023) . - p.102229 Titre : A scoping review of sex/gender differences in pragmatic language and friendship characteristics in autistic children and adolescents Type de document : Texte imprimé et/ou numérique Auteurs : Anya DEN HARTOG, Auteur ; Laura DE LA ROCHE, Auteur ; Brianne DERBY, Auteur ; Elaine PSARADELLIS, Auteur ; Elizabeth KELLEY, Auteur Article en page(s) : p.102229 Mots-clés : Autism  Sex differences  Gender differences  Pragmatic language  Friendship Index. décimale : PER Périodiques Résumé : Background Difficulties with social communication is core to an autism diagnosis, resulting in poorer pragmatic language ability and difficulty making and sustaining friendships, compared to neurotypical (NT) individuals. This review investigated sex/gender differences in pragmatic language skills and friendship characteristics in autistic children and adolescents and discusses potential links between these two concepts. Methods PubMed, PsycInfo and Google Scholar were searched for articles investigating gender differences in autistic individuals in pragmatic language skills and friendship characteristics. Results The nineteen studies included in this review provide evidence to suggest that autistic females demonstrate greater pragmatic language ability compared to autistic males. Similar to NT female populations, autistic girls express pressure to maintain a large social circle and, despite improved pragmatic ability, still express friendships as effortful. Conclusions Pressure to have a large social circle may result in autistic girls camouflaging their symptoms in order to fit into their peer group. These sex/gender differences have implications for considering a potential female phenotype during ASD diagnosis and treatment. En ligne : https://doi.org/10.1016/j.rasd.2023.102229 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=514 [article] A scoping review of sex/gender differences in pragmatic language and friendship characteristics in autistic children and adolescents [Texte imprimé et/ou numérique] / Anya DEN HARTOG, Auteur ; Laura DE LA ROCHE, Auteur ; Brianne DERBY, Auteur ; Elaine PSARADELLIS, Auteur ; Elizabeth KELLEY, Auteur . - p.102229. in Research in Autism Spectrum Disorders > 108 (October 2023) . - p.102229 Mots-clés : Autism  Sex differences  Gender differences  Pragmatic language  Friendship Index. décimale : PER Périodiques Résumé : Background Difficulties with social communication is core to an autism diagnosis, resulting in poorer pragmatic language ability and difficulty making and sustaining friendships, compared to neurotypical (NT) individuals. This review investigated sex/gender differences in pragmatic language skills and friendship characteristics in autistic children and adolescents and discusses potential links between these two concepts. Methods PubMed, PsycInfo and Google Scholar were searched for articles investigating gender differences in autistic individuals in pragmatic language skills and friendship characteristics. Results The nineteen studies included in this review provide evidence to suggest that autistic females demonstrate greater pragmatic language ability compared to autistic males. Similar to NT female populations, autistic girls express pressure to maintain a large social circle and, despite improved pragmatic ability, still express friendships as effortful. Conclusions Pressure to have a large social circle may result in autistic girls camouflaging their symptoms in order to fit into their peer group. These sex/gender differences have implications for considering a potential female phenotype during ASD diagnosis and treatment. En ligne : https://doi.org/10.1016/j.rasd.2023.102229 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=514

Comparing weight-related behaviors of young children with autism spectrum disorder during summer versus school months: Preliminary evidence / Keith BRAZENDALE in Research in Autism Spectrum Disorders, 108 (October 2023)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 108 (October 2023) . - p.102230 Titre : Comparing weight-related behaviors of young children with autism spectrum disorder during summer versus school months: Preliminary evidence Type de document : Texte imprimé et/ou numérique Auteurs : Keith BRAZENDALE, Auteur ; Jeanette GARCIA, Auteur ; Susan QUELLY, Auteur ; Shawn LAWRENCE, Auteur ; Shilpa GURNURKAR, Auteur ; Ethan T. HUNT, Auteur Article en page(s) : p.102230 Mots-clés : Autism spectrum disorder  Obesity  Sleep  Screen time  Summer Index. décimale : PER Périodiques Résumé : Background Summer is an emerging area of concern for accelerated weight gain in children. Little is known about weight-related behaviors of children with Autism Spectrum Disorder (ASD) during summer. Aims To compare weight-related behaviors of children with ASD during summer versus school months. Methods and procedures Caregivers of children (mean age 5.7 years, +1.8 years) with ASD participated in a within-person observational study and reported daily estimates of bed/wake times, daily food and beverage consumption, and screen time at home for 14 days during both school and summer months. Outcomes and results Caregivers reported their child (N = 14; 100 % ASD diagnosis, 71 % boys) engaged in an additional +42 min of daily screen time at home (95 % CI: 22.1, 62.5), an additional +11 min of screen time after 8:00PM (95 %CI: 4.4, 17.1), went to bed ?30 min later and woke up ?50 min later on summer days compared to school month days. Conclusions and implications Initial evidence suggests young children with ASD had higher amounts of daily screen time and later bed/wake time during summer compared to school. Further research in large diverse samples is warranted to help inform intervention design and delivery in this population. En ligne : https://doi.org/10.1016/j.rasd.2023.102230 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=514 [article] Comparing weight-related behaviors of young children with autism spectrum disorder during summer versus school months: Preliminary evidence [Texte imprimé et/ou numérique] / Keith BRAZENDALE, Auteur ; Jeanette GARCIA, Auteur ; Susan QUELLY, Auteur ; Shawn LAWRENCE, Auteur ; Shilpa GURNURKAR, Auteur ; Ethan T. HUNT, Auteur . - p.102230. in Research in Autism Spectrum Disorders > 108 (October 2023) . - p.102230 Mots-clés : Autism spectrum disorder  Obesity  Sleep  Screen time  Summer Index. décimale : PER Périodiques Résumé : Background Summer is an emerging area of concern for accelerated weight gain in children. Little is known about weight-related behaviors of children with Autism Spectrum Disorder (ASD) during summer. Aims To compare weight-related behaviors of children with ASD during summer versus school months. Methods and procedures Caregivers of children (mean age 5.7 years, +1.8 years) with ASD participated in a within-person observational study and reported daily estimates of bed/wake times, daily food and beverage consumption, and screen time at home for 14 days during both school and summer months. Outcomes and results Caregivers reported their child (N = 14; 100 % ASD diagnosis, 71 % boys) engaged in an additional +42 min of daily screen time at home (95 % CI: 22.1, 62.5), an additional +11 min of screen time after 8:00PM (95 %CI: 4.4, 17.1), went to bed ?30 min later and woke up ?50 min later on summer days compared to school month days. Conclusions and implications Initial evidence suggests young children with ASD had higher amounts of daily screen time and later bed/wake time during summer compared to school. Further research in large diverse samples is warranted to help inform intervention design and delivery in this population. En ligne : https://doi.org/10.1016/j.rasd.2023.102230 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=514

Parents' modelling of play skills in spontaneous interactions may promote autistic children?s play behaviours / Ho-Wai LAM in Research in Autism Spectrum Disorders, 108 (October 2023)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 108 (October 2023) . - p.102231 Titre : Parents' modelling of play skills in spontaneous interactions may promote autistic children?s play behaviours Type de document : Texte imprimé et/ou numérique Auteurs : Ho-Wai LAM, Auteur ; Wing-Wun LAW, Auteur ; Wing-Chee SO, Auteur Article en page(s) : p.102231 Mots-clés : Autism spectrum disorder  Play skills  Parents  Modelling Index. décimale : PER Périodiques Résumé : Background Autistic children always encounter difficulties in engaging in various play acts. Their parents can play a critical role in their play development. Among the different strategies adopted by parents, modelling, which involves parents demonstrating play acts to their children, can help the latter to develop play skills through observation and imitation. However, very little is known about whether modelling during parent-child spontaneous interactions might influence the production of play acts in autistic children, in comparison to other strategies, such as suggestion, command, and imitation. The present study addressed this issue, and we hypothesized that parents' modelling of play acts was positively associated with autistic children?s production of play acts. Method Thirty-seven autistic children aged between 73 and 114 months (M = 92.1) from a special school in Hong Kong and their parents were recruited for this study. The parents were instructed to play freely with their children for 20 min. The sessions were videotaped and coded. The children?s play acts were categorized into sensory, relational, functional, and symbolic play, while the parents' play strategies were categorized into modelling, command, suggestion, and imitation. Results After controlling for chronological age, autism severity and intelligence, the multiple linear regression showed that the parents' modelling strategy was significantly and positively associated with the number of their children?s play acts (B =.217, p = .046). Conclusion The modelling of play acts by the parents is associated with their autistic children?s play acts. It is advisable for parents to demonstrate play activities in daily-life interactions. En ligne : https://doi.org/10.1016/j.rasd.2023.102231 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=514 [article] Parents' modelling of play skills in spontaneous interactions may promote autistic children?s play behaviours [Texte imprimé et/ou numérique] / Ho-Wai LAM, Auteur ; Wing-Wun LAW, Auteur ; Wing-Chee SO, Auteur . - p.102231. in Research in Autism Spectrum Disorders > 108 (October 2023) . - p.102231 Mots-clés : Autism spectrum disorder  Play skills  Parents  Modelling Index. décimale : PER Périodiques Résumé : Background Autistic children always encounter difficulties in engaging in various play acts. Their parents can play a critical role in their play development. Among the different strategies adopted by parents, modelling, which involves parents demonstrating play acts to their children, can help the latter to develop play skills through observation and imitation. However, very little is known about whether modelling during parent-child spontaneous interactions might influence the production of play acts in autistic children, in comparison to other strategies, such as suggestion, command, and imitation. The present study addressed this issue, and we hypothesized that parents' modelling of play acts was positively associated with autistic children?s production of play acts. Method Thirty-seven autistic children aged between 73 and 114 months (M = 92.1) from a special school in Hong Kong and their parents were recruited for this study. The parents were instructed to play freely with their children for 20 min. The sessions were videotaped and coded. The children?s play acts were categorized into sensory, relational, functional, and symbolic play, while the parents' play strategies were categorized into modelling, command, suggestion, and imitation. Results After controlling for chronological age, autism severity and intelligence, the multiple linear regression showed that the parents' modelling strategy was significantly and positively associated with the number of their children?s play acts (B =.217, p = .046). Conclusion The modelling of play acts by the parents is associated with their autistic children?s play acts. It is advisable for parents to demonstrate play activities in daily-life interactions. En ligne : https://doi.org/10.1016/j.rasd.2023.102231 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=514

Understanding camouflaging and identity in autistic children and adolescents using photo-elicitation / Stephanie J. HOWE in Research in Autism Spectrum Disorders, 108 (October 2023)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 108 (October 2023) . - p.102232 Titre : Understanding camouflaging and identity in autistic children and adolescents using photo-elicitation Type de document : Texte imprimé et/ou numérique Auteurs : Stephanie J. HOWE, Auteur ; Laura HULL, Auteur ; Felicity SEDGEWICK, Auteur ; Benjamin HANNON, Auteur ; Carly A. MCMORRIS, Auteur Article en page(s) : p.102232 Mots-clés : Autism  Children  Adolescents  Camouflaging  Masking  Photo-elicitation Index. décimale : PER Périodiques Résumé : Purpose Camouflaging, or the use of strategies by autistic people to minimize the visibility of their autistic traits in social situations, is associated with stress, autistic burnout, depression, and suicidality among autistic adults. However, little is known about how autistic children and adolescents experience camouflaging, limiting our understanding of its onset and development. The present study filled this knowledge gap by examining camouflaging behaviour among autistic children and adolescents using a photo-elicitation approach. Methods Eight autistic children and adolescents aged 10-14 years (M = 11.88, SD = 1.89) attended an orientation session and were given two to three weeks to take photographs on the topic of camouflaging. Individual interviews were conducted with each participant about their photos. Inductive thematic analysis and an interpretive engagement framework were used to identify major themes within participant interviews and images. Results Qualitative analysis identified 12 themes reflecting motivations to camouflage (as a response to negative social experiences, as a learned habit), contexts of camouflaging (e.g., the audience), strategies and behaviours used to camouflage (suppressing autistic stimming behaviour, hiding the self), and perceived consequences of camouflaging (internal conflict, stress, needing time to recharge). Conclusion Results highlight that autistic children and adolescents as young as 10 years old engage in camouflaging behaviour which can be pervasive and automatic, and that this can be a stressful, confusing, and energetically draining experience. Better understanding of the development and experience of camouflaging in childhood can inform prevention of mental health concerns in adulthood. En ligne : https://doi.org/10.1016/j.rasd.2023.102232 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=514 [article] Understanding camouflaging and identity in autistic children and adolescents using photo-elicitation [Texte imprimé et/ou numérique] / Stephanie J. HOWE, Auteur ; Laura HULL, Auteur ; Felicity SEDGEWICK, Auteur ; Benjamin HANNON, Auteur ; Carly A. MCMORRIS, Auteur . - p.102232. in Research in Autism Spectrum Disorders > 108 (October 2023) . - p.102232 Mots-clés : Autism  Children  Adolescents  Camouflaging  Masking  Photo-elicitation Index. décimale : PER Périodiques Résumé : Purpose Camouflaging, or the use of strategies by autistic people to minimize the visibility of their autistic traits in social situations, is associated with stress, autistic burnout, depression, and suicidality among autistic adults. However, little is known about how autistic children and adolescents experience camouflaging, limiting our understanding of its onset and development. The present study filled this knowledge gap by examining camouflaging behaviour among autistic children and adolescents using a photo-elicitation approach. Methods Eight autistic children and adolescents aged 10-14 years (M = 11.88, SD = 1.89) attended an orientation session and were given two to three weeks to take photographs on the topic of camouflaging. Individual interviews were conducted with each participant about their photos. Inductive thematic analysis and an interpretive engagement framework were used to identify major themes within participant interviews and images. Results Qualitative analysis identified 12 themes reflecting motivations to camouflage (as a response to negative social experiences, as a learned habit), contexts of camouflaging (e.g., the audience), strategies and behaviours used to camouflage (suppressing autistic stimming behaviour, hiding the self), and perceived consequences of camouflaging (internal conflict, stress, needing time to recharge). Conclusion Results highlight that autistic children and adolescents as young as 10 years old engage in camouflaging behaviour which can be pervasive and automatic, and that this can be a stressful, confusing, and energetically draining experience. Better understanding of the development and experience of camouflaging in childhood can inform prevention of mental health concerns in adulthood. En ligne : https://doi.org/10.1016/j.rasd.2023.102232 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=514

Attentional biases to faces with direct versus averted gaze in children without and with autism spectrum disorder: A dot-probe paradigm / Wei JING in Research in Autism Spectrum Disorders, 108 (October 2023)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 108 (October 2023) . - p.102233 Titre : Attentional biases to faces with direct versus averted gaze in children without and with autism spectrum disorder: A dot-probe paradigm Type de document : Texte imprimé et/ou numérique Auteurs : Wei JING, Auteur ; Jing WANG, Auteur ; Jinxia FU, Auteur Article en page(s) : p.102233 Mots-clés : Children with ASD  Dot-probe paradigms  Direct gaze  Averted gaze  Facial attention Index. décimale : PER Périodiques Résumé : Previous research utilized a variety of paradigms to demonstrate attentional biases to faces with direct versus averted gaze in typical development (TD) and no such bias in autism spectrum disorder (ASD). However, little is known about whether the biases can be observed during automatic processing stages in TD and whether the lack of such bias in ASD is due to passive neglect or active avoidance of direct gaze. Therefore, we employed a dot-probe paradigm and manipulated stimulus onset asynchrony (SOA) to measure response times to probes replacing faces with direct gaze compared to faces with averted gaze in children without and with ASD. There was no evidence of attentional bias in either group when stimuli were presented during the automatic processing stage (200 ms SOA). However, during the controlled processing stage (1000 ms SOA), an attentional bias to faces with direct versus averted gaze was found in control children but not in those with ASD. The results indicate that the facilitation of direct gaze on facial attention occurs during controlled rather than automatic processing stages in TD individuals. In contrast, children with ASD respond indiscriminately to direct and averted gaze during both stages of cognitive processing, supporting the gaze indifference hypothesis. For TD children but not for children with ASD, direct gaze is an adaptively informative or socially salient signal. En ligne : https://doi.org/10.1016/j.rasd.2023.102233 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=514 [article] Attentional biases to faces with direct versus averted gaze in children without and with autism spectrum disorder: A dot-probe paradigm [Texte imprimé et/ou numérique] / Wei JING, Auteur ; Jing WANG, Auteur ; Jinxia FU, Auteur . - p.102233. in Research in Autism Spectrum Disorders > 108 (October 2023) . - p.102233 Mots-clés : Children with ASD  Dot-probe paradigms  Direct gaze  Averted gaze  Facial attention Index. décimale : PER Périodiques Résumé : Previous research utilized a variety of paradigms to demonstrate attentional biases to faces with direct versus averted gaze in typical development (TD) and no such bias in autism spectrum disorder (ASD). However, little is known about whether the biases can be observed during automatic processing stages in TD and whether the lack of such bias in ASD is due to passive neglect or active avoidance of direct gaze. Therefore, we employed a dot-probe paradigm and manipulated stimulus onset asynchrony (SOA) to measure response times to probes replacing faces with direct gaze compared to faces with averted gaze in children without and with ASD. There was no evidence of attentional bias in either group when stimuli were presented during the automatic processing stage (200 ms SOA). However, during the controlled processing stage (1000 ms SOA), an attentional bias to faces with direct versus averted gaze was found in control children but not in those with ASD. The results indicate that the facilitation of direct gaze on facial attention occurs during controlled rather than automatic processing stages in TD individuals. In contrast, children with ASD respond indiscriminately to direct and averted gaze during both stages of cognitive processing, supporting the gaze indifference hypothesis. For TD children but not for children with ASD, direct gaze is an adaptively informative or socially salient signal. En ligne : https://doi.org/10.1016/j.rasd.2023.102233 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=514

Assessment of autonomic symptom scales in patients with neurodevelopmental diagnoses using electronic health record data / A. S. DICRISCIO in Research in Autism Spectrum Disorders, 108 (October 2023)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 108 (October 2023) . - p.102234 Titre : Assessment of autonomic symptom scales in patients with neurodevelopmental diagnoses using electronic health record data Type de document : Texte imprimé et/ou numérique Auteurs : A. S. DICRISCIO, Auteur ; D. BEILER, Auteur ; J. SMITH, Auteur ; P. ASDELL, Auteur ; S. DICKEY, Auteur ; M. DISTEFANO, Auteur ; V. TROIANI, Auteur Article en page(s) : p.102234 Mots-clés : Autonomic function  Chart review  Autism spectrum disorder  Developmental brain dysfunction  Individual differences Index. décimale : PER Périodiques Résumé : Background Sleep disturbances, gastrointestinal problems, and atypical heart rate are commonly observed in patients with autism spectrum disorder (ASD) and may relate to underlying function of the autonomic nervous system (ANS). The overall objective of the current study was to quantitatively characterize features of ANS function using symptom scales and available electronic health record (EHR) data in a clinically and genetically characterized pediatric cohort. Methods We assessed features of ANS function via chart review of patient records adapted from items drawn from a clinical research questionnaire of autonomic symptoms. This procedure coded for the presence and/or absence of targeted symptoms and was completed in 3 groups of patients, including patients with a clinical neurodevelopmental diagnosis and identified genetic etiology (NPD, n = 244), those with an ASD diagnosis with no known genetic cause (ASD, n = 159), and age and sex matched controls (MC, n = 213). Symptoms were assessed across four main categories: (1) Mood, Behavior, and Emotion; (2) Secretomotor, Sensory Integration; (3) Urinary, Gastrointestinal, and Digestion; and (4) Circulation, Thermoregulation, Circadian function, and Sleep/Wake cycles. Results Chart review scores indicate an increased rate of autonomic symptoms across all four sections in our NPD group as compared to scores with ASD and/or MC. Additionally, we note several significant relationships between individual differences in autonomic symptoms and quantitative ASD traits. Conclusion These results highlight EHR review as a potentially useful method for quantifying variance in symptoms adapted from a questionnaire or survey. Further, using this method indicates that autonomic features are more prevalent in children with genetic disorders conferring risk for ASD and other neurodevelopmental diagnoses. En ligne : https://doi.org/10.1016/j.rasd.2023.102234 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=514 [article] Assessment of autonomic symptom scales in patients with neurodevelopmental diagnoses using electronic health record data [Texte imprimé et/ou numérique] / A. S. DICRISCIO, Auteur ; D. BEILER, Auteur ; J. SMITH, Auteur ; P. ASDELL, Auteur ; S. DICKEY, Auteur ; M. DISTEFANO, Auteur ; V. TROIANI, Auteur . - p.102234. in Research in Autism Spectrum Disorders > 108 (October 2023) . - p.102234 Mots-clés : Autonomic function  Chart review  Autism spectrum disorder  Developmental brain dysfunction  Individual differences Index. décimale : PER Périodiques Résumé : Background Sleep disturbances, gastrointestinal problems, and atypical heart rate are commonly observed in patients with autism spectrum disorder (ASD) and may relate to underlying function of the autonomic nervous system (ANS). The overall objective of the current study was to quantitatively characterize features of ANS function using symptom scales and available electronic health record (EHR) data in a clinically and genetically characterized pediatric cohort. Methods We assessed features of ANS function via chart review of patient records adapted from items drawn from a clinical research questionnaire of autonomic symptoms. This procedure coded for the presence and/or absence of targeted symptoms and was completed in 3 groups of patients, including patients with a clinical neurodevelopmental diagnosis and identified genetic etiology (NPD, n = 244), those with an ASD diagnosis with no known genetic cause (ASD, n = 159), and age and sex matched controls (MC, n = 213). Symptoms were assessed across four main categories: (1) Mood, Behavior, and Emotion; (2) Secretomotor, Sensory Integration; (3) Urinary, Gastrointestinal, and Digestion; and (4) Circulation, Thermoregulation, Circadian function, and Sleep/Wake cycles. Results Chart review scores indicate an increased rate of autonomic symptoms across all four sections in our NPD group as compared to scores with ASD and/or MC. Additionally, we note several significant relationships between individual differences in autonomic symptoms and quantitative ASD traits. Conclusion These results highlight EHR review as a potentially useful method for quantifying variance in symptoms adapted from a questionnaire or survey. Further, using this method indicates that autonomic features are more prevalent in children with genetic disorders conferring risk for ASD and other neurodevelopmental diagnoses. En ligne : https://doi.org/10.1016/j.rasd.2023.102234 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=514

Social support and depression of autistic children?s caregivers: The mediating role of caregivers' self-esteem / Huilun LI in Research in Autism Spectrum Disorders, 108 (October 2023)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 108 (October 2023) . - p.102241 Titre : Social support and depression of autistic children?s caregivers: The mediating role of caregivers' self-esteem Type de document : Texte imprimé et/ou numérique Auteurs : Huilun LI, Auteur ; Ya SU, Auteur ; Chengcheng WANG, Auteur ; Qingqing RAN, Auteur ; Liangzhi TU, Auteur ; Erliang ZHANG, Auteur ; Jinjun RAN, Auteur ; Hui WANG, Auteur ; Na ZHANG, Auteur ; Yinghui WU, Auteur ; Mi XIANG, Auteur Article en page(s) : p.102241 Mots-clés : Autism  Caregiver  Self-esteem  Depression  Social support Index. décimale : PER Périodiques Résumé : Background Social support and self-esteem have been associated with depression in ASD caregivers. However, the mechanism of action and the self-esteem status of Chinese ASD caregivers have not been revealed. This study was designed to examine the potential paths among self-esteem, social support, and depression. In addition, we examined the self-esteem status of ASD caregivers in China. Methods A total of 6120 participants were recruited via an online survey in China in this cross-sectional study. Caregivers younger than 60 years old and with an autistic child/children aged between 0 and 18 years were eligible for the study. The Sobel-Goodman mediation (SGM) test was performed to investigate the mediating effect of self-esteem between social support and depression. Results The indirect effect was statistically significant (? = ?0.128, p = 0.049). The proportion of the total effect mediated by self-esteem was 24.6 %. Low self-esteem was observed in 60.64 % of the study participants, and 55.51 b% scored high in depression. A large percentage of study participants scored high in depression (56.89 %) and scored low in self-esteem (61.30 %) when not receiving any social support. Conclusion The findings suggest a significant mediating effect of self-esteem on the association between social support and depression, indicating that receiving more social support decreases the depression level by increasing the ASD caregivers' self-esteem. En ligne : https://doi.org/10.1016/j.rasd.2023.102241 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=514 [article] Social support and depression of autistic children?s caregivers: The mediating role of caregivers' self-esteem [Texte imprimé et/ou numérique] / Huilun LI, Auteur ; Ya SU, Auteur ; Chengcheng WANG, Auteur ; Qingqing RAN, Auteur ; Liangzhi TU, Auteur ; Erliang ZHANG, Auteur ; Jinjun RAN, Auteur ; Hui WANG, Auteur ; Na ZHANG, Auteur ; Yinghui WU, Auteur ; Mi XIANG, Auteur . - p.102241. in Research in Autism Spectrum Disorders > 108 (October 2023) . - p.102241 Mots-clés : Autism  Caregiver  Self-esteem  Depression  Social support Index. décimale : PER Périodiques Résumé : Background Social support and self-esteem have been associated with depression in ASD caregivers. However, the mechanism of action and the self-esteem status of Chinese ASD caregivers have not been revealed. This study was designed to examine the potential paths among self-esteem, social support, and depression. In addition, we examined the self-esteem status of ASD caregivers in China. Methods A total of 6120 participants were recruited via an online survey in China in this cross-sectional study. Caregivers younger than 60 years old and with an autistic child/children aged between 0 and 18 years were eligible for the study. The Sobel-Goodman mediation (SGM) test was performed to investigate the mediating effect of self-esteem between social support and depression. Results The indirect effect was statistically significant (? = ?0.128, p = 0.049). The proportion of the total effect mediated by self-esteem was 24.6 %. Low self-esteem was observed in 60.64 % of the study participants, and 55.51 b% scored high in depression. A large percentage of study participants scored high in depression (56.89 %) and scored low in self-esteem (61.30 %) when not receiving any social support. Conclusion The findings suggest a significant mediating effect of self-esteem on the association between social support and depression, indicating that receiving more social support decreases the depression level by increasing the ASD caregivers' self-esteem. En ligne : https://doi.org/10.1016/j.rasd.2023.102241 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=514

Investigation of retinal layers thicknesses in autism spectrum disorder and comparison with healthy siblings and control group / Kardelen Akbal BA?C? in Research in Autism Spectrum Disorders, 108 (October 2023)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 108 (October 2023) . - p.102242 Titre : Investigation of retinal layers thicknesses in autism spectrum disorder and comparison with healthy siblings and control group Type de document : Texte imprimé et/ou numérique Auteurs : Kardelen Akbal BA?C?, Auteur ; Esra ÇÖP, Auteur ; P?nar Nalçac?o?lu MEMI?, Auteur ; Feyza Dicle I??K, Auteur Article en page(s) : p.102242 Mots-clés : Autism  Siblings  Retina  Segmental analysis  OCT Index. décimale : PER Périodiques Résumé : Background This study aimed to evaluate the segmented peripapillary retina nerve fiber layer (RNFL) and all neurosensorial retinal layer thicknesses of children with autism spectrum disorder (ASD) and compare these parameters with healthy siblings and control by spectral domain optical coherence tomography (SD-OCT). Methods 41 children with ASD, 38 healthy siblings and 43 healthy control were included. Peripapillary RNFL thickness, total macula, inner retinal layers [including macular RNFL, ganglion cell layer (GCL), inner plexiform layer (IPL), inner nuclear layer (INL)] and outer retinal layers [including outer plexiform layer (OPL), outer nuclear layer (ONL)] thickness of all participants were measured by SD-OCT. First, the average inner and outer retina layer values were compared between the three groups. Secondly, subsegmental analysis was performed on the layers whose average value was statistically significant. Segmental analysis of all retinal layer thicknesses was evaluated in 9 distinct macular areas defined based on the Early Treatment Diabetic Retinopathy Study Group (ETDS). Results All inner retinal layers thicknesses in children with ASD were found thicker than healthy siblings and control groups. Consistent with these results, the average total macular thickness was statistically significantly thicker in ASD than in healthy siblings and control groups. Conclusion All inner retinal layers were thicker in ASD. Since the retina originates from the same place as the central nervous system, this might reflect the brain abnormalities seen in individuals with ASD. En ligne : https://doi.org/10.1016/j.rasd.2023.102242 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=514 [article] Investigation of retinal layers thicknesses in autism spectrum disorder and comparison with healthy siblings and control group [Texte imprimé et/ou numérique] / Kardelen Akbal BA?C?, Auteur ; Esra ÇÖP, Auteur ; P?nar Nalçac?o?lu MEMI?, Auteur ; Feyza Dicle I??K, Auteur . - p.102242. in Research in Autism Spectrum Disorders > 108 (October 2023) . - p.102242 Mots-clés : Autism  Siblings  Retina  Segmental analysis  OCT Index. décimale : PER Périodiques Résumé : Background This study aimed to evaluate the segmented peripapillary retina nerve fiber layer (RNFL) and all neurosensorial retinal layer thicknesses of children with autism spectrum disorder (ASD) and compare these parameters with healthy siblings and control by spectral domain optical coherence tomography (SD-OCT). Methods 41 children with ASD, 38 healthy siblings and 43 healthy control were included. Peripapillary RNFL thickness, total macula, inner retinal layers [including macular RNFL, ganglion cell layer (GCL), inner plexiform layer (IPL), inner nuclear layer (INL)] and outer retinal layers [including outer plexiform layer (OPL), outer nuclear layer (ONL)] thickness of all participants were measured by SD-OCT. First, the average inner and outer retina layer values were compared between the three groups. Secondly, subsegmental analysis was performed on the layers whose average value was statistically significant. Segmental analysis of all retinal layer thicknesses was evaluated in 9 distinct macular areas defined based on the Early Treatment Diabetic Retinopathy Study Group (ETDS). Results All inner retinal layers thicknesses in children with ASD were found thicker than healthy siblings and control groups. Consistent with these results, the average total macular thickness was statistically significantly thicker in ASD than in healthy siblings and control groups. Conclusion All inner retinal layers were thicker in ASD. Since the retina originates from the same place as the central nervous system, this might reflect the brain abnormalities seen in individuals with ASD. En ligne : https://doi.org/10.1016/j.rasd.2023.102242 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=514

Parental psychological control and child anxiety in a multiethnic sample of youth with autism spectrum disorder / R. Enrique VARELA in Research in Autism Spectrum Disorders, 108 (October 2023)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 108 (October 2023) . - p.102243 Titre : Parental psychological control and child anxiety in a multiethnic sample of youth with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : R. Enrique VARELA, Auteur ; Gabriela SPIZALE, Auteur ; Jodi KAMPS, Auteur Article en page(s) : p.102243 Mots-clés : Psychological control  Anxiety  Autism  ASD  Ethnicity  IQ Index. décimale : PER Périodiques Résumé : Background This study examined the relation between parental psychological control (PC) and child anxiety in a sample of white non-Latin American (WNLA), Hispanic/Latin American (H/LA), and African American (AA) youth with autism spectrum disorder (ASD). It was hypothesized that for youth with higher IQs, PC would be positively associated with anxiety for the WNLA group, but not for the H/LA and AA groups. Methods Archival data from 603 youth diagnosed with ASD were used to test hypotheses. PC was measured by summing responses to items on an intake form indicative of parenting practices reflecting PC. Results Results of a hierarchical regression predicting child anxiety indicated a significant three-way interaction between PC, ethnicity (WNLA vs AA), and IQ. The graph of the interaction and tests of slopes showed that in the high IQ group, PC was positively associated with anxiety for the WNLA group and negatively associated with anxiety for the AA group. In the low IQ group, PC was positively associated with anxiety for the WNLA and AA groups. Conclusions These findings indicate that cultural variations in the relation between PC and child anxiety found in typically developing youth are applicable to youth with ASD but only for those with higher IQs. En ligne : https://doi.org/10.1016/j.rasd.2023.102243 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=514 [article] Parental psychological control and child anxiety in a multiethnic sample of youth with autism spectrum disorder [Texte imprimé et/ou numérique] / R. Enrique VARELA, Auteur ; Gabriela SPIZALE, Auteur ; Jodi KAMPS, Auteur . - p.102243. in Research in Autism Spectrum Disorders > 108 (October 2023) . - p.102243 Mots-clés : Psychological control  Anxiety  Autism  ASD  Ethnicity  IQ Index. décimale : PER Périodiques Résumé : Background This study examined the relation between parental psychological control (PC) and child anxiety in a sample of white non-Latin American (WNLA), Hispanic/Latin American (H/LA), and African American (AA) youth with autism spectrum disorder (ASD). It was hypothesized that for youth with higher IQs, PC would be positively associated with anxiety for the WNLA group, but not for the H/LA and AA groups. Methods Archival data from 603 youth diagnosed with ASD were used to test hypotheses. PC was measured by summing responses to items on an intake form indicative of parenting practices reflecting PC. Results Results of a hierarchical regression predicting child anxiety indicated a significant three-way interaction between PC, ethnicity (WNLA vs AA), and IQ. The graph of the interaction and tests of slopes showed that in the high IQ group, PC was positively associated with anxiety for the WNLA group and negatively associated with anxiety for the AA group. In the low IQ group, PC was positively associated with anxiety for the WNLA and AA groups. Conclusions These findings indicate that cultural variations in the relation between PC and child anxiety found in typically developing youth are applicable to youth with ASD but only for those with higher IQs. En ligne : https://doi.org/10.1016/j.rasd.2023.102243 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=514

Associations of age, anxiety, cognitive functioning, and social impairment with aggression in youth with autism / Ethan RINALDO in Research in Autism Spectrum Disorders, 108 (October 2023)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 108 (October 2023) . - p.102246 Titre : Associations of age, anxiety, cognitive functioning, and social impairment with aggression in youth with autism Type de document : Texte imprimé et/ou numérique Auteurs : Ethan RINALDO, Auteur ; Adrienne PERRY, Auteur Article en page(s) : p.102246 Mots-clés : Autism  Aggression  Anxiety  Social impairment  Cognitive functioning Index. décimale : PER Périodiques Résumé : Background Previous research has indicated that aggression in children with autism is associated with cognitive functioning, age, anxiety, and social functioning, although most samples only include parent-report measures and participants without intellectual disability. Furthermore, there is a lack of research investigating how different aspects of social impairment are associated with aggressive behaviour in youth with autism while anxiety is included in the analyses. The aim of this study was to clarify the relationships of these variables with aggression in a large sample, diverse in age and cognitive level, using both parent- and teacher-report measures. Method Participants were 1179 youth (age 4-18) with a diagnosis of autism spectrum disorder, from the SFARI database. Parent- and teacher-report measures were obtained for aggression, anxiety, and social impairment. Univariate statistics were calculated to determine how each variable was associated with aggression and hierarchical regressions were conducted with all variables together. Results Age and intellectual disability presence/severity had small positive relationships with teacher-measured aggression while anxiety and social impairment severity had strong relationships with aggression when rated by both parents and teachers. In a regression analysis, anxiety and social communication problems had the strongest positive relationships with aggression while social motivation problems had a negative relationship with aggression. Conclusion These results indicate the importance of anxiety and social problems, particularly in social communication and motivation, when studying and treating aggression in youth with autism. En ligne : https://doi.org/10.1016/j.rasd.2023.102246 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=514 [article] Associations of age, anxiety, cognitive functioning, and social impairment with aggression in youth with autism [Texte imprimé et/ou numérique] / Ethan RINALDO, Auteur ; Adrienne PERRY, Auteur . - p.102246. in Research in Autism Spectrum Disorders > 108 (October 2023) . - p.102246 Mots-clés : Autism  Aggression  Anxiety  Social impairment  Cognitive functioning Index. décimale : PER Périodiques Résumé : Background Previous research has indicated that aggression in children with autism is associated with cognitive functioning, age, anxiety, and social functioning, although most samples only include parent-report measures and participants without intellectual disability. Furthermore, there is a lack of research investigating how different aspects of social impairment are associated with aggressive behaviour in youth with autism while anxiety is included in the analyses. The aim of this study was to clarify the relationships of these variables with aggression in a large sample, diverse in age and cognitive level, using both parent- and teacher-report measures. Method Participants were 1179 youth (age 4-18) with a diagnosis of autism spectrum disorder, from the SFARI database. Parent- and teacher-report measures were obtained for aggression, anxiety, and social impairment. Univariate statistics were calculated to determine how each variable was associated with aggression and hierarchical regressions were conducted with all variables together. Results Age and intellectual disability presence/severity had small positive relationships with teacher-measured aggression while anxiety and social impairment severity had strong relationships with aggression when rated by both parents and teachers. In a regression analysis, anxiety and social communication problems had the strongest positive relationships with aggression while social motivation problems had a negative relationship with aggression. Conclusion These results indicate the importance of anxiety and social problems, particularly in social communication and motivation, when studying and treating aggression in youth with autism. En ligne : https://doi.org/10.1016/j.rasd.2023.102246 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=514

Autism spectrum disorder: Where does the Gulf Region stand? An overview of ASD in the Arab Gulf Region: The UAE as a regional model / Omniah ALQAHTANI in Research in Autism Spectrum Disorders, 108 (October 2023)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 108 (October 2023) . - p.102247 Titre : Autism spectrum disorder: Where does the Gulf Region stand? An overview of ASD in the Arab Gulf Region: The UAE as a regional model Type de document : Texte imprimé et/ou numérique Auteurs : Omniah ALQAHTANI, Auteur Article en page(s) : p.102247 Mots-clés : Autism Spectrum Disorder  ASD  Preschool  Teachers  Assessment  Gulf  GCC Index. décimale : PER Périodiques Résumé : Early identification of children with Autism Spectrum Disorder (ASD) significantly impacts their academic performance and future life as it provides them with the opportunity to receive the required early intervention. The early signs of ASD usually become visible in the first two years of life whereas many ASD children do not get officially diagnosed until 40 months. Preschool teachers spend considerable time with students at the age of 3-5 years, which allows them to be valuable informants to indicate the early ASD symptoms observed in school settings. However, there is a lack of tools that preschool teachers can use to assess children with possible early signs of ASD. Most ASD assessment tools are created in the Western part of the world, so other countries have to culturally adapt and translate them to use them. In the Gulf Cooperation Council countries (GCC) specifically, there is a lack of research discussing the ASD diagnosis age and diagnostic practices. This literature mainstream aims to (1) discuss the ASD situation, including ASD prevalence, diagnosis, and treatment practices in the GCC countries, (2) examines the barriers to having ASD early diagnosis, the ASD assessment tools used in the GCC region, and the need to develop a checklist that meets the GCC region?s unique social and cultural characteristics to assess ASD symptoms in children at an early age, (3) provides a summary of 31 papers that discussed ASD situations in the GCC region and some parts of the GCC region since 2010. There is a need for a valid and reliable assessment tools designed for the GCC region. Further researches is needed to cover the ASD situation in the GCC countries. En ligne : https://doi.org/10.1016/j.rasd.2023.102247 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=514 [article] Autism spectrum disorder: Where does the Gulf Region stand? An overview of ASD in the Arab Gulf Region: The UAE as a regional model [Texte imprimé et/ou numérique] / Omniah ALQAHTANI, Auteur . - p.102247. in Research in Autism Spectrum Disorders > 108 (October 2023) . - p.102247 Mots-clés : Autism Spectrum Disorder  ASD  Preschool  Teachers  Assessment  Gulf  GCC Index. décimale : PER Périodiques Résumé : Early identification of children with Autism Spectrum Disorder (ASD) significantly impacts their academic performance and future life as it provides them with the opportunity to receive the required early intervention. The early signs of ASD usually become visible in the first two years of life whereas many ASD children do not get officially diagnosed until 40 months. Preschool teachers spend considerable time with students at the age of 3-5 years, which allows them to be valuable informants to indicate the early ASD symptoms observed in school settings. However, there is a lack of tools that preschool teachers can use to assess children with possible early signs of ASD. Most ASD assessment tools are created in the Western part of the world, so other countries have to culturally adapt and translate them to use them. In the Gulf Cooperation Council countries (GCC) specifically, there is a lack of research discussing the ASD diagnosis age and diagnostic practices. This literature mainstream aims to (1) discuss the ASD situation, including ASD prevalence, diagnosis, and treatment practices in the GCC countries, (2) examines the barriers to having ASD early diagnosis, the ASD assessment tools used in the GCC region, and the need to develop a checklist that meets the GCC region?s unique social and cultural characteristics to assess ASD symptoms in children at an early age, (3) provides a summary of 31 papers that discussed ASD situations in the GCC region and some parts of the GCC region since 2010. There is a need for a valid and reliable assessment tools designed for the GCC region. Further researches is needed to cover the ASD situation in the GCC countries. En ligne : https://doi.org/10.1016/j.rasd.2023.102247 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=514

Ironic, isn't it!? A review on irony comprehension in children and adolescents with ASD / Julia FUCHS in Research in Autism Spectrum Disorders, 108 (October 2023)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 108 (October 2023) . - p.102248 Titre : Ironic, isn't it!? A review on irony comprehension in children and adolescents with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Julia FUCHS, Auteur Article en page(s) : p.102248 Mots-clés : ASD  Irony comprehension  Pragmatic development  Childhood  Adolescence Index. décimale : PER Périodiques Résumé : Background There is a widespread assumption that children and adolescents with autism spectrum disorder (ASD) have more difficulty understanding ironic utterances than their typically developing (TD) peers do. This supposed deficit is often explained by impairments in the former?s Theory of Mind skills. The present review article examines the validity of this hypothesis, on the basis of existing empirical studies. Method A systematic literature search of three relevant databases revealed 14 studies that fulfilled the inclusion criteria (peer-reviewed studies written in English, focusing on the comprehension of verbal irony in children and adolescents with ASD, in comparison to TD controls using behavioural data. They must report irony comprehension results separately, and directly involve the participants in the experiments, and the participants must be without intellectual disability, without severe visual impairments, and with verbal abilities). Care was taken to include in the review only those studies whose participants could be distinguished solely in the characteristic "ASD versus TD". Results The findings are inconclusive: some studies found (significant) group differences, others did not, regardless of the irony comprehension tasks used and the matching strategies applied. Regarding the irony comprehension components investigated, children with ASD performed as well as TD children in understanding speaker belief in ironic criticism and speaker attitude in ironic criticism and ironic compliment. Conclusions The assumption that children and adolescents with ASD have more difficulty understanding irony than TD peers cannot be conclusively or indisputably confirmed. Further research is needed. Specific recommendations are made for future studies. It is noted that irony training sessions seem to boost irony comprehension. Preliminary approaches to such training exist, but further development and broader implementation are needed. En ligne : https://doi.org/10.1016/j.rasd.2023.102248 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=514 [article] Ironic, isn't it!? A review on irony comprehension in children and adolescents with ASD [Texte imprimé et/ou numérique] / Julia FUCHS, Auteur . - p.102248. in Research in Autism Spectrum Disorders > 108 (October 2023) . - p.102248 Mots-clés : ASD  Irony comprehension  Pragmatic development  Childhood  Adolescence Index. décimale : PER Périodiques Résumé : Background There is a widespread assumption that children and adolescents with autism spectrum disorder (ASD) have more difficulty understanding ironic utterances than their typically developing (TD) peers do. This supposed deficit is often explained by impairments in the former?s Theory of Mind skills. The present review article examines the validity of this hypothesis, on the basis of existing empirical studies. Method A systematic literature search of three relevant databases revealed 14 studies that fulfilled the inclusion criteria (peer-reviewed studies written in English, focusing on the comprehension of verbal irony in children and adolescents with ASD, in comparison to TD controls using behavioural data. They must report irony comprehension results separately, and directly involve the participants in the experiments, and the participants must be without intellectual disability, without severe visual impairments, and with verbal abilities). Care was taken to include in the review only those studies whose participants could be distinguished solely in the characteristic "ASD versus TD". Results The findings are inconclusive: some studies found (significant) group differences, others did not, regardless of the irony comprehension tasks used and the matching strategies applied. Regarding the irony comprehension components investigated, children with ASD performed as well as TD children in understanding speaker belief in ironic criticism and speaker attitude in ironic criticism and ironic compliment. Conclusions The assumption that children and adolescents with ASD have more difficulty understanding irony than TD peers cannot be conclusively or indisputably confirmed. Further research is needed. Specific recommendations are made for future studies. It is noted that irony training sessions seem to boost irony comprehension. Preliminary approaches to such training exist, but further development and broader implementation are needed. En ligne : https://doi.org/10.1016/j.rasd.2023.102248 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=514

Measurement invariance of Child Behavior Checklist internalizing and externalizing factors between non-speaking/partially verbal and speaking autistic children / Megan FOK in Research in Autism Spectrum Disorders, 108 (October 2023)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 108 (October 2023) . - p.102249 Titre : Measurement invariance of Child Behavior Checklist internalizing and externalizing factors between non-speaking/partially verbal and speaking autistic children Type de document : Texte imprimé et/ou numérique Auteurs : Megan FOK, Auteur ; Elizabeth A. DELUCIA, Auteur ; Theresa ANDRZEJEWSKI, Auteur ; Christina G. MCDONNELL, Auteur ; Angela SCARPA, Auteur Article en page(s) : p.102249 Mots-clés : CBCL  Measurement invariance  Non-speaking  Partially verbal  Language  Emotional behavioral concerns Index. décimale : PER Périodiques Résumé : Background The Child Behavior Checklist (CBCL) is commonly used to screen for emotional and behavioral concerns (EBC) in autistic children; however, few studies have tested the measurement invariance across language groups. Method The current study conducted a multi-group confirmatory factor analysis to examine the factorial invariance of the broadband internalizing and externalizing factor structure between 311 speaking and 1778 non-speaking/partially verbal (NSPV) autistic children using the Simons Simplex Collection (N = 2089), which represents a specific phenotypic presentation of autism. Results The two-factor structure achieved configural and metric but not scalar invariance, suggesting that, while the CBCL appears useful as a measure of EBC in autistic youth within language groups in our sample, the Internalizing and Externalizing domain scores might not be comparable between language groups due to measurement bias. Conclusions While EBC in autistic children can be measured using the CBCL, comparisons between NSPV and speaking children should be approached with caution. Measures that demonstrate invariance across language groups are a critical research priority in understanding how EBC manifest across ability levels, particularly in the development of appropriate mental health interventions. Considerations for practical implications of scalar non-invariance are discussed. En ligne : https://doi.org/10.1016/j.rasd.2023.102249 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=514 [article] Measurement invariance of Child Behavior Checklist internalizing and externalizing factors between non-speaking/partially verbal and speaking autistic children [Texte imprimé et/ou numérique] / Megan FOK, Auteur ; Elizabeth A. DELUCIA, Auteur ; Theresa ANDRZEJEWSKI, Auteur ; Christina G. MCDONNELL, Auteur ; Angela SCARPA, Auteur . - p.102249. in Research in Autism Spectrum Disorders > 108 (October 2023) . - p.102249 Mots-clés : CBCL  Measurement invariance  Non-speaking  Partially verbal  Language  Emotional behavioral concerns Index. décimale : PER Périodiques Résumé : Background The Child Behavior Checklist (CBCL) is commonly used to screen for emotional and behavioral concerns (EBC) in autistic children; however, few studies have tested the measurement invariance across language groups. Method The current study conducted a multi-group confirmatory factor analysis to examine the factorial invariance of the broadband internalizing and externalizing factor structure between 311 speaking and 1778 non-speaking/partially verbal (NSPV) autistic children using the Simons Simplex Collection (N = 2089), which represents a specific phenotypic presentation of autism. Results The two-factor structure achieved configural and metric but not scalar invariance, suggesting that, while the CBCL appears useful as a measure of EBC in autistic youth within language groups in our sample, the Internalizing and Externalizing domain scores might not be comparable between language groups due to measurement bias. Conclusions While EBC in autistic children can be measured using the CBCL, comparisons between NSPV and speaking children should be approached with caution. Measures that demonstrate invariance across language groups are a critical research priority in understanding how EBC manifest across ability levels, particularly in the development of appropriate mental health interventions. Considerations for practical implications of scalar non-invariance are discussed. En ligne : https://doi.org/10.1016/j.rasd.2023.102249 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=514

Relationship between cognitive disengagement syndrome (CDS) (formerly sluggish cognitive tempo) and social functioning in child autism, ADHD, and elementary school samples / Susan D. MAYES in Research in Autism Spectrum Disorders, 108 (October 2023)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 108 (October 2023) . - p.102250 Titre : Relationship between cognitive disengagement syndrome (CDS) (formerly sluggish cognitive tempo) and social functioning in child autism, ADHD, and elementary school samples Type de document : Texte imprimé et/ou numérique Auteurs : Susan D. MAYES, Auteur ; Susan L. CALHOUN, Auteur ; Daniel A. WASCHBUSCH, Auteur Article en page(s) : p.102250 Mots-clés : Sluggish cognitive tempo (SCT)  Cognitive disengagement syndrome (CDS)  Autism  ADHD  Social withdrawal  Peer rejection  Low prosocial behavior Index. décimale : PER Périodiques Résumé : Background and aims No studies have compared relationships between specific social functioning deficits and cognitive disengagement syndrome/CDS (formerly sluggish cognitive tempo) in autism, ADHD, and general population child samples. Methods Mothers rated 1177 children with autism, 725 with ADHD-Combined, and 307 with ADHD-Inattentive (4-17 years) and 665 elementary school children (6-12 years) on the Pediatric Behavior Scale. Results In all four groups, children with CDS had significantly greater frequencies of rejection by peers than children without CDS, and in the three clinical groups, withdrawn/shy behavior was significantly more prevalent in children with CDS. Low prosocial behavior did not differ between children with and without CDS. CDS contributed significantly and independently to predicting withdrawn/shy behavior and peer rejection, although its contribution was small compared with some other psychological problems. Overall, autism symptoms were the most powerful predictors of withdrawn/shy behavior and peer rejection. Conclusions and implications CDS studies sometimes control for ADHD and other psychopathology in multivariate analyses, but autism is usually overlooked. This is a critical oversight because CDS is as common in autism as in ADHD and because social problems, autism symptoms, and CDS are significantly interrelated. En ligne : https://doi.org/10.1016/j.rasd.2023.102250 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=514 [article] Relationship between cognitive disengagement syndrome (CDS) (formerly sluggish cognitive tempo) and social functioning in child autism, ADHD, and elementary school samples [Texte imprimé et/ou numérique] / Susan D. MAYES, Auteur ; Susan L. CALHOUN, Auteur ; Daniel A. WASCHBUSCH, Auteur . - p.102250. in Research in Autism Spectrum Disorders > 108 (October 2023) . - p.102250 Mots-clés : Sluggish cognitive tempo (SCT)  Cognitive disengagement syndrome (CDS)  Autism  ADHD  Social withdrawal  Peer rejection  Low prosocial behavior Index. décimale : PER Périodiques Résumé : Background and aims No studies have compared relationships between specific social functioning deficits and cognitive disengagement syndrome/CDS (formerly sluggish cognitive tempo) in autism, ADHD, and general population child samples. Methods Mothers rated 1177 children with autism, 725 with ADHD-Combined, and 307 with ADHD-Inattentive (4-17 years) and 665 elementary school children (6-12 years) on the Pediatric Behavior Scale. Results In all four groups, children with CDS had significantly greater frequencies of rejection by peers than children without CDS, and in the three clinical groups, withdrawn/shy behavior was significantly more prevalent in children with CDS. Low prosocial behavior did not differ between children with and without CDS. CDS contributed significantly and independently to predicting withdrawn/shy behavior and peer rejection, although its contribution was small compared with some other psychological problems. Overall, autism symptoms were the most powerful predictors of withdrawn/shy behavior and peer rejection. Conclusions and implications CDS studies sometimes control for ADHD and other psychopathology in multivariate analyses, but autism is usually overlooked. This is a critical oversight because CDS is as common in autism as in ADHD and because social problems, autism symptoms, and CDS are significantly interrelated. En ligne : https://doi.org/10.1016/j.rasd.2023.102250 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=514

Social workers' knowledge of autism and self-efficacy in its diagnosis and interventions / Yael KARNI-VISEL in Research in Autism Spectrum Disorders, 108 (October 2023)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 108 (October 2023) . - p.102251 Titre : Social workers' knowledge of autism and self-efficacy in its diagnosis and interventions Type de document : Texte imprimé et/ou numérique Auteurs : Yael KARNI-VISEL, Auteur ; Osnat ATUN-EINY, Auteur ; Ayelet BEN-SASSON, Auteur Article en page(s) : p.102251 Mots-clés : Autism  Social work  Knowledge  Clinical self-efficacy  Multidisciplinary Index. décimale : PER Périodiques Résumé : Background Early detection of autism spectrum disorder (ASD) and adequate care provision depend upon competent community service providers. Social workers are well positioned to detect ASD, especially in marginalized populations. This study assessed social workers' ASD knowledge and clinical self-efficacy in ASD care. Method Social workers (N = 229, M = 13.97 years of experience, SD = 8.59) completed the ASD Knowledge and Self-Efficacy Questionnaire and a demographic and professional background questionnaire. Results Participants displayed a fair level of knowledge regarding ASD etiology and interventions and a low rate of lack of ASD knowledge. Social workers who worked in multidisciplinary settings showed significantly broader knowledge of ASD?s early clinical signs and diagnostic criteria and declared less lack of knowledge than those from welfare agencies. Using multiple regression analysis, self-efficacy was positively predicted by professional and knowledge parameters. The model explained 47.1% of the variance. Conclusions A multidisciplinary setting enhances social workers' theoretical and practical ASD knowledge, enabling them to face detection and intervention challenges. An in-depth understanding of knowledge gaps will assist in planning specialized training for social workers and promoting their self-efficacy in assessing and supporting children with ASD and their families. En ligne : https://doi.org/10.1016/j.rasd.2023.102251 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=514 [article] Social workers' knowledge of autism and self-efficacy in its diagnosis and interventions [Texte imprimé et/ou numérique] / Yael KARNI-VISEL, Auteur ; Osnat ATUN-EINY, Auteur ; Ayelet BEN-SASSON, Auteur . - p.102251. in Research in Autism Spectrum Disorders > 108 (October 2023) . - p.102251 Mots-clés : Autism  Social work  Knowledge  Clinical self-efficacy  Multidisciplinary Index. décimale : PER Périodiques Résumé : Background Early detection of autism spectrum disorder (ASD) and adequate care provision depend upon competent community service providers. Social workers are well positioned to detect ASD, especially in marginalized populations. This study assessed social workers' ASD knowledge and clinical self-efficacy in ASD care. Method Social workers (N = 229, M = 13.97 years of experience, SD = 8.59) completed the ASD Knowledge and Self-Efficacy Questionnaire and a demographic and professional background questionnaire. Results Participants displayed a fair level of knowledge regarding ASD etiology and interventions and a low rate of lack of ASD knowledge. Social workers who worked in multidisciplinary settings showed significantly broader knowledge of ASD?s early clinical signs and diagnostic criteria and declared less lack of knowledge than those from welfare agencies. Using multiple regression analysis, self-efficacy was positively predicted by professional and knowledge parameters. The model explained 47.1% of the variance. Conclusions A multidisciplinary setting enhances social workers' theoretical and practical ASD knowledge, enabling them to face detection and intervention challenges. An in-depth understanding of knowledge gaps will assist in planning specialized training for social workers and promoting their self-efficacy in assessing and supporting children with ASD and their families. En ligne : https://doi.org/10.1016/j.rasd.2023.102251 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=514

Pragmatic language and associations with externalizing behaviors in autistic individuals and those who have lost the autism diagnosis / Jason CRUTCHER in Research in Autism Spectrum Disorders, 108 (October 2023)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 108 (October 2023) . - p.102252 Titre : Pragmatic language and associations with externalizing behaviors in autistic individuals and those who have lost the autism diagnosis Type de document : Texte imprimé et/ou numérique Auteurs : Jason CRUTCHER, Auteur ; Emilie BUTLER, Auteur ; Jeffrey D. BURKE, Auteur ; Letitia NAIGLES, Auteur ; Deborah A. FEIN, Auteur ; Inge-Marie EIGSTI, Auteur Article en page(s) : p.102252 Mots-clés : Autism  Pragmatic language  ADHD  Oppositional defiant disorder  Conduct disorder  Social communication  Loss of ASD Diagnosis (LAD) Index. décimale : PER Périodiques Résumé : Background Pragmatic language weaknesses, a core feature of autism spectrum disorder (ASD), are implicated in externalizing behavior disorders (Gremillion & Martel, 2014). Particularly in a clinical setting, these co-occurring externalizing disorders are very common in autism; rates of Attentional Deficit-Hyperactive Disorder (ADHD) and Oppositional Defiant Disorder (ODD) are as high as 83% (ADHD) and 73% (ODD; Joshi et al., 2010). It is possible that pragmatic language weaknesses impact the ability to effectively communicate one?s needs, which may lead autistic children to utilize externalizing behaviors in order to achieve a desired outcome (Ketelaars et al., 2010; Rodas et al., 2017). Methods The aim of the current study is to investigate the relationship between pragmatic language, assessed via multiple modalities, and externalizing behaviors, assessed by parent interview, in youth with autistic (n = 33) or neurotypical (NT; n = 34) developmental histories, along with youth diagnosed with autism, who lost the diagnosis (LAD) by adolescence (n = 31). Results The autism group had significantly more pragmatic language difficulties, and more externalizing behaviors and disorders; ADHD symptoms were particularly more prevalent, while LAD and NT groups did not differ. Challenges in pragmatic language abilities were associated with more externalizing symptoms when controlling for other facts that typically influence such symptoms, including nonverbal cognition, structural language, executive functioning, and autistic characteristics, but did not remain when age was included in the model. Conclusions We discuss the mechanisms underlying difficult-to-manage externalizing behaviors and implications for interventions and long-term outcomes for youth with and without a history of autism. En ligne : https://doi.org/10.1016/j.rasd.2023.102252 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=514 [article] Pragmatic language and associations with externalizing behaviors in autistic individuals and those who have lost the autism diagnosis [Texte imprimé et/ou numérique] / Jason CRUTCHER, Auteur ; Emilie BUTLER, Auteur ; Jeffrey D. BURKE, Auteur ; Letitia NAIGLES, Auteur ; Deborah A. FEIN, Auteur ; Inge-Marie EIGSTI, Auteur . - p.102252. in Research in Autism Spectrum Disorders > 108 (October 2023) . - p.102252 Mots-clés : Autism  Pragmatic language  ADHD  Oppositional defiant disorder  Conduct disorder  Social communication  Loss of ASD Diagnosis (LAD) Index. décimale : PER Périodiques Résumé : Background Pragmatic language weaknesses, a core feature of autism spectrum disorder (ASD), are implicated in externalizing behavior disorders (Gremillion & Martel, 2014). Particularly in a clinical setting, these co-occurring externalizing disorders are very common in autism; rates of Attentional Deficit-Hyperactive Disorder (ADHD) and Oppositional Defiant Disorder (ODD) are as high as 83% (ADHD) and 73% (ODD; Joshi et al., 2010). It is possible that pragmatic language weaknesses impact the ability to effectively communicate one?s needs, which may lead autistic children to utilize externalizing behaviors in order to achieve a desired outcome (Ketelaars et al., 2010; Rodas et al., 2017). Methods The aim of the current study is to investigate the relationship between pragmatic language, assessed via multiple modalities, and externalizing behaviors, assessed by parent interview, in youth with autistic (n = 33) or neurotypical (NT; n = 34) developmental histories, along with youth diagnosed with autism, who lost the diagnosis (LAD) by adolescence (n = 31). Results The autism group had significantly more pragmatic language difficulties, and more externalizing behaviors and disorders; ADHD symptoms were particularly more prevalent, while LAD and NT groups did not differ. Challenges in pragmatic language abilities were associated with more externalizing symptoms when controlling for other facts that typically influence such symptoms, including nonverbal cognition, structural language, executive functioning, and autistic characteristics, but did not remain when age was included in the model. Conclusions We discuss the mechanisms underlying difficult-to-manage externalizing behaviors and implications for interventions and long-term outcomes for youth with and without a history of autism. En ligne : https://doi.org/10.1016/j.rasd.2023.102252 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=514

Patterns and impact of technology use in autistic children / Robyn CARDY in Research in Autism Spectrum Disorders, 108 (October 2023)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 108 (October 2023) . - p.102253 Titre : Patterns and impact of technology use in autistic children Type de document : Texte imprimé et/ou numérique Auteurs : Robyn CARDY, Auteur ; Corinna SMITH, Auteur ; Hamshi SUGANTHAN, Auteur ; Zhuoran JIANG, Auteur ; Baiyu WANG, Auteur ; Mahan MALIHI, Auteur ; Evdokia ANAGNOSTOU, Auteur ; Azadeh KUSHKI, Auteur Article en page(s) : p.102253 Mots-clés : Autism  Children  Technology  Screen time Index. décimale : PER Périodiques Résumé : Background Autistic children and youth spend a significant amount of their time interacting with technology, however, the characterization of use remains sparse. The objectives of this study were to 1) characterise the patterns and purpose of technology use among autistic children compared to non-autistic children, 2) explore the impact of how technology use affects child and family well-being, and 3) examine parents' attitudes towards childrens' technology use. Methods A 44-question anonymous parent-report survey developed in consultation with families of autistic children and clinicians was available online for 22 months, from April 2018 through February 2020. Parents and caregivers of children 19-years-old and younger were eligible to complete the survey. Results 611 survey responses were collected (autism group = 407; community group = 204). The autism group exhibited greater technology use across all time points of interest, with tablets being the most frequently used device type. The autism group was also more likely to use technology for therapeutic and recreational activities. The autism group experienced more positive impacts on quality of life and benefited more in areas of social, motor, language, and emotion regulation skills from technology use than the community group. Parents of older children, males, and those in the autism group were more likely to report displaced socialising with technology use. Positive attitudes were more likely to be reported by parents of autistic children and younger children, whereas negative feelings were more likely to be reported by parents of older and male children. Limitations The study findings must be interpreted within the context of several limitations, including the size and representativeness of the sample, potential for bias from parent-report, and limitations in the survey design (closed-ended questions). Conclusions Autistic children exhibited more technology use than non-autistic children. Parental perceptions of impact were highly mixed, and included potential benefits for recreation and supports. Implications for technology developers and clinical practitioners are discussed. En ligne : https://doi.org/10.1016/j.rasd.2023.102253 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=514 [article] Patterns and impact of technology use in autistic children [Texte imprimé et/ou numérique] / Robyn CARDY, Auteur ; Corinna SMITH, Auteur ; Hamshi SUGANTHAN, Auteur ; Zhuoran JIANG, Auteur ; Baiyu WANG, Auteur ; Mahan MALIHI, Auteur ; Evdokia ANAGNOSTOU, Auteur ; Azadeh KUSHKI, Auteur . - p.102253. in Research in Autism Spectrum Disorders > 108 (October 2023) . - p.102253 Mots-clés : Autism  Children  Technology  Screen time Index. décimale : PER Périodiques Résumé : Background Autistic children and youth spend a significant amount of their time interacting with technology, however, the characterization of use remains sparse. The objectives of this study were to 1) characterise the patterns and purpose of technology use among autistic children compared to non-autistic children, 2) explore the impact of how technology use affects child and family well-being, and 3) examine parents' attitudes towards childrens' technology use. Methods A 44-question anonymous parent-report survey developed in consultation with families of autistic children and clinicians was available online for 22 months, from April 2018 through February 2020. Parents and caregivers of children 19-years-old and younger were eligible to complete the survey. Results 611 survey responses were collected (autism group = 407; community group = 204). The autism group exhibited greater technology use across all time points of interest, with tablets being the most frequently used device type. The autism group was also more likely to use technology for therapeutic and recreational activities. The autism group experienced more positive impacts on quality of life and benefited more in areas of social, motor, language, and emotion regulation skills from technology use than the community group. Parents of older children, males, and those in the autism group were more likely to report displaced socialising with technology use. Positive attitudes were more likely to be reported by parents of autistic children and younger children, whereas negative feelings were more likely to be reported by parents of older and male children. Limitations The study findings must be interpreted within the context of several limitations, including the size and representativeness of the sample, potential for bias from parent-report, and limitations in the survey design (closed-ended questions). Conclusions Autistic children exhibited more technology use than non-autistic children. Parental perceptions of impact were highly mixed, and included potential benefits for recreation and supports. Implications for technology developers and clinical practitioners are discussed. En ligne : https://doi.org/10.1016/j.rasd.2023.102253 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=514

State-Trait Anxiety Inventory for Children - Parent-reported Trait-version; a psychometric analysis of the measure in children on the autism spectrum / Rebecca JOLLIFFE in Research in Autism Spectrum Disorders, 108 (October 2023)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 108 (October 2023) . - p.102254 Titre : State-Trait Anxiety Inventory for Children - Parent-reported Trait-version; a psychometric analysis of the measure in children on the autism spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Rebecca JOLLIFFE, Auteur ; Dawn ADAMS, Auteur ; Kate SIMPSON, Auteur Article en page(s) : p.102254 Mots-clés : Autistic  Child  Mental health  Mood  Trait anxiety Index. décimale : PER Périodiques Résumé : Background Trait anxiety, a person?s general tendency to experience anxiety, has been widely researched in neurotypical populations resulting in standardised measures being well established for reliability and validity. However, the psychometrics of these measures have rarely been explored for children on the autism spectrum. Method This study used an online questionnaire to investigate the item response profile and psychometric properties of the State-Trait Anxiety Inventory for Children - Parent reported Trait subscale (STAIC-P-T) in a sample of 105 parents of children with an autism diagnosis (mean age 10y5m; SD 2y10m). Results STAIC-P-T items with the highest mean score related to the child?s feelings of worry or upset. Items related to physiological symptoms had the lowest mean score. The STAIC-P-T showed good internal consistency (? = 0.84), evidence of divergent validity through very weak correlation with a measure of autism characteristics (rs =.06, p = .58), and convergent validity through strong positive correlation with an established measure of anxiety (rs =.65, p < .001). However, confirmatory factor analysis did not support the unidimensional model of trait anxiety established in the studies with neurotypical participants. Conclusions Despite evidence supporting the validity and reliability of the STAIC-P-T, factor analysis indicates the need for further research to explore the suitability of this measure to assess trait anxiety in autism. En ligne : https://doi.org/10.1016/j.rasd.2023.102254 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=514 [article] State-Trait Anxiety Inventory for Children - Parent-reported Trait-version; a psychometric analysis of the measure in children on the autism spectrum [Texte imprimé et/ou numérique] / Rebecca JOLLIFFE, Auteur ; Dawn ADAMS, Auteur ; Kate SIMPSON, Auteur . - p.102254. in Research in Autism Spectrum Disorders > 108 (October 2023) . - p.102254 Mots-clés : Autistic  Child  Mental health  Mood  Trait anxiety Index. décimale : PER Périodiques Résumé : Background Trait anxiety, a person?s general tendency to experience anxiety, has been widely researched in neurotypical populations resulting in standardised measures being well established for reliability and validity. However, the psychometrics of these measures have rarely been explored for children on the autism spectrum. Method This study used an online questionnaire to investigate the item response profile and psychometric properties of the State-Trait Anxiety Inventory for Children - Parent reported Trait subscale (STAIC-P-T) in a sample of 105 parents of children with an autism diagnosis (mean age 10y5m; SD 2y10m). Results STAIC-P-T items with the highest mean score related to the child?s feelings of worry or upset. Items related to physiological symptoms had the lowest mean score. The STAIC-P-T showed good internal consistency (? = 0.84), evidence of divergent validity through very weak correlation with a measure of autism characteristics (rs =.06, p = .58), and convergent validity through strong positive correlation with an established measure of anxiety (rs =.65, p < .001). However, confirmatory factor analysis did not support the unidimensional model of trait anxiety established in the studies with neurotypical participants. Conclusions Despite evidence supporting the validity and reliability of the STAIC-P-T, factor analysis indicates the need for further research to explore the suitability of this measure to assess trait anxiety in autism. En ligne : https://doi.org/10.1016/j.rasd.2023.102254 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=514

The health care costs of caring for children and adolescents with autism spectrum disorder: A population-based analysis / Claire DE OLIVEIRA in Research in Autism Spectrum Disorders, 108 (October 2023)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 108 (October 2023) . - p.102255 Titre : The health care costs of caring for children and adolescents with autism spectrum disorder: A population-based analysis Type de document : Texte imprimé et/ou numérique Auteurs : Claire DE OLIVEIRA, Auteur ; Bryan TANNER, Auteur Article en page(s) : p.102255 Mots-clés : Autism  Autism spectrum disorder  Health care costs  Administrative health care data Index. décimale : PER Périodiques Résumé : Purpose Population-based data are required to obtain a comprehensive estimate of the health care costs associated with autism spectrum disorder (ASD) to ensure scarce resources are distributed equitably. Moreover, it is important to understand how the health care costs associated with ASD have changed over time. Methods Using health records from Ontario, Canada, this analysis estimated the prevalence-based health care costs associated with ASD among children and adolescents in 2015, overall, by sex and age group, compared to a random sample of children and adolescents without ASD, and examined how these costs changed from 2015 to 2021. Results Children and adolescents with ASD had mean health care costs of $3003.65, 95% CI [$2870.38-$3136.92], while those without ASD had mean health care costs of $814.74, 95% CI [$772.83-$856.64]. Costs were mostly due to home care and physician services, were higher for females, and increased with age. Total mean costs were relatively stable from 2015 to 2019 at about $3000 but then decreased to $2597.53 in 2020 and increased to $2723.61 in 2021. Conclusion These estimates will be important for decision makers to inform resource allocation and may serve as useful inputs for future economic evaluations of ASD-related health care interventions. En ligne : https://doi.org/10.1016/j.rasd.2023.102255 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=514 [article] The health care costs of caring for children and adolescents with autism spectrum disorder: A population-based analysis [Texte imprimé et/ou numérique] / Claire DE OLIVEIRA, Auteur ; Bryan TANNER, Auteur . - p.102255. in Research in Autism Spectrum Disorders > 108 (October 2023) . - p.102255 Mots-clés : Autism  Autism spectrum disorder  Health care costs  Administrative health care data Index. décimale : PER Périodiques Résumé : Purpose Population-based data are required to obtain a comprehensive estimate of the health care costs associated with autism spectrum disorder (ASD) to ensure scarce resources are distributed equitably. Moreover, it is important to understand how the health care costs associated with ASD have changed over time. Methods Using health records from Ontario, Canada, this analysis estimated the prevalence-based health care costs associated with ASD among children and adolescents in 2015, overall, by sex and age group, compared to a random sample of children and adolescents without ASD, and examined how these costs changed from 2015 to 2021. Results Children and adolescents with ASD had mean health care costs of $3003.65, 95% CI [$2870.38-$3136.92], while those without ASD had mean health care costs of $814.74, 95% CI [$772.83-$856.64]. Costs were mostly due to home care and physician services, were higher for females, and increased with age. Total mean costs were relatively stable from 2015 to 2019 at about $3000 but then decreased to $2597.53 in 2020 and increased to $2723.61 in 2021. Conclusion These estimates will be important for decision makers to inform resource allocation and may serve as useful inputs for future economic evaluations of ASD-related health care interventions. En ligne : https://doi.org/10.1016/j.rasd.2023.102255 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=514

Early childhood interventions in educational settings that promote school readiness for children with autism and other developmental disabilities: Systematic review / Zuyi FANG in Research in Autism Spectrum Disorders, 108 (October 2023)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 108 (October 2023) . - p.102257 Titre : Early childhood interventions in educational settings that promote school readiness for children with autism and other developmental disabilities: Systematic review Type de document : Texte imprimé et/ou numérique Auteurs : Zuyi FANG, Auteur ; Xinran LIU, Auteur ; Cheng ZHANG, Auteur ; Dongping QIAO, Auteur Article en page(s) : p.102257 Mots-clés : Autism  Developmental disability  School readiness  Education  Early Childhood Development  Meta-analysis Index. décimale : PER Périodiques Résumé : Background Promoting school readiness is a vital strategy to close the learning gaps and reach children?s full potential. This systematic review aims to examine the effectiveness of early childhood interventions delivered in educational settings for children with autism and other developmental disabilities aged 3-6 years in improving six developmental outcome domains. Methods Sensitive searches were conducted in seven international databases and three Chinese regional databases, as well as seven grey literature repositories, for all available studies published in English or Chinese language. All records were double screened. Two bilingual reviewers were involved in extraction and quality appraisal. Effect sizes were synthesised using robust variance estimation. Results Twenty-eight studies were included in the statistical analyses. Findings provided tentative evidence of social and communication trainings in improving social and communication skills (d = 1.22, 95% CI [0.68, 1.76]) and language interventions in increasing language abilities (d = 0.55, 95% CI [0.33, 0.76]). Treatment effects varied by diagnosis and context. There was substantial heterogeneity across studies. Conclusion We call for intersectional partnerships to promote the inclusion of children with autism and other developmental disabilities in early childhood service and education, as well as more robust research, especially in low- and middle-income countries and involving more types of developmental disabilities. En ligne : https://doi.org/10.1016/j.rasd.2023.102257 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=514 [article] Early childhood interventions in educational settings that promote school readiness for children with autism and other developmental disabilities: Systematic review [Texte imprimé et/ou numérique] / Zuyi FANG, Auteur ; Xinran LIU, Auteur ; Cheng ZHANG, Auteur ; Dongping QIAO, Auteur . - p.102257. in Research in Autism Spectrum Disorders > 108 (October 2023) . - p.102257 Mots-clés : Autism  Developmental disability  School readiness  Education  Early Childhood Development  Meta-analysis Index. décimale : PER Périodiques Résumé : Background Promoting school readiness is a vital strategy to close the learning gaps and reach children?s full potential. This systematic review aims to examine the effectiveness of early childhood interventions delivered in educational settings for children with autism and other developmental disabilities aged 3-6 years in improving six developmental outcome domains. Methods Sensitive searches were conducted in seven international databases and three Chinese regional databases, as well as seven grey literature repositories, for all available studies published in English or Chinese language. All records were double screened. Two bilingual reviewers were involved in extraction and quality appraisal. Effect sizes were synthesised using robust variance estimation. Results Twenty-eight studies were included in the statistical analyses. Findings provided tentative evidence of social and communication trainings in improving social and communication skills (d = 1.22, 95% CI [0.68, 1.76]) and language interventions in increasing language abilities (d = 0.55, 95% CI [0.33, 0.76]). Treatment effects varied by diagnosis and context. There was substantial heterogeneity across studies. Conclusion We call for intersectional partnerships to promote the inclusion of children with autism and other developmental disabilities in early childhood service and education, as well as more robust research, especially in low- and middle-income countries and involving more types of developmental disabilities. En ligne : https://doi.org/10.1016/j.rasd.2023.102257 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=514