Dépouillements

Caregiver perspectives, experiences and service satisfaction, and health service utilization among families of children with developmental disorders at a tertiary center in a low-resource setting / Kirsten A. DONALD in Research in Autism Spectrum Disorders, 110 (February 2024)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 110 (February 2024) . - p.102285 Titre : Caregiver perspectives, experiences and service satisfaction, and health service utilization among families of children with developmental disorders at a tertiary center in a low-resource setting Type de document : Texte imprimé et/ou numérique Auteurs : Kirsten A. DONALD, Auteur Article en page(s) : p.102285 Mots-clés : Neurodevelopmental disorders  Perspectives  Experiences  Satisfaction  Health  Service utilization  Low-resource setting Index. décimale : PER Périodiques Résumé : Background We describe the health perspectives, experiences, and level of service satisfaction among caregivers of children with autism spectrum disorder (ASD) and those with global developmental delays (GDD) attending services at a tertiary paediatric center, and how these influence health services utilization (HSU). Methods In this cross-sectional study, we interviewed caregivers using pre-validated questionnaires to establish their health perspectives, family distress level, healthcare experiences and service satisfaction level. HSU was determined by a review of their medical records in the preceding year. We used descriptive statistics and logistic regression analysis to correlate these variables comparing households with children with ASD versus GDD. Results We enrolled 240 children, 116 had ASD and 124 with GDD, within the age range of 3?8 years, and more males (2:1). Overall, most caregivers believed they had a low understanding of these conditions and that existing treatments were not effective. Both groups reported moderate family distress, mean of 3.3 /10 (SD 1.2), and moderate satisfaction level (68.3%). The mean annual frequency of visits was 12.5, but higher in GDD (13.3 vs 11.5). Overall, households that believed that therapy was able to control the illness recorded higher HSU (p = 0.003). Among families with children with ASD, lower family distress (p = 0.003), and higher general satisfaction (p = 0.06) predicted higher HSU. Conclusion Caregivers hold complex perceptions around these conditions that influence their service usage. There is a need to empower the caregivers, decentralize early intervention services, and adopt family-centered approaches in supporting families, to improve service compliance. En ligne : https://doi.org/10.1016/j.rasd.2023.102285 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=520 [article] Caregiver perspectives, experiences and service satisfaction, and health service utilization among families of children with developmental disorders at a tertiary center in a low-resource setting [Texte imprimé et/ou numérique] / Kirsten A. DONALD, Auteur . - p.102285. in Research in Autism Spectrum Disorders > 110 (February 2024) . - p.102285 Mots-clés : Neurodevelopmental disorders  Perspectives  Experiences  Satisfaction  Health  Service utilization  Low-resource setting Index. décimale : PER Périodiques Résumé : Background We describe the health perspectives, experiences, and level of service satisfaction among caregivers of children with autism spectrum disorder (ASD) and those with global developmental delays (GDD) attending services at a tertiary paediatric center, and how these influence health services utilization (HSU). Methods In this cross-sectional study, we interviewed caregivers using pre-validated questionnaires to establish their health perspectives, family distress level, healthcare experiences and service satisfaction level. HSU was determined by a review of their medical records in the preceding year. We used descriptive statistics and logistic regression analysis to correlate these variables comparing households with children with ASD versus GDD. Results We enrolled 240 children, 116 had ASD and 124 with GDD, within the age range of 3?8 years, and more males (2:1). Overall, most caregivers believed they had a low understanding of these conditions and that existing treatments were not effective. Both groups reported moderate family distress, mean of 3.3 /10 (SD 1.2), and moderate satisfaction level (68.3%). The mean annual frequency of visits was 12.5, but higher in GDD (13.3 vs 11.5). Overall, households that believed that therapy was able to control the illness recorded higher HSU (p = 0.003). Among families with children with ASD, lower family distress (p = 0.003), and higher general satisfaction (p = 0.06) predicted higher HSU. Conclusion Caregivers hold complex perceptions around these conditions that influence their service usage. There is a need to empower the caregivers, decentralize early intervention services, and adopt family-centered approaches in supporting families, to improve service compliance. En ligne : https://doi.org/10.1016/j.rasd.2023.102285 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=520

A social-competence group intervention featuring didactic teaching and practice in play contexts for preschool children with autism spectrum disorders / Yen-Ting YU ; Ming-Hsuan LIU ; Ching-Chiau KUO ; Ching-Lin HSIEH ; Kuan-Lin CHEN in Research in Autism Spectrum Disorders, 110 (February 2024)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 110 (February 2024) . - p.102286 Titre : A social-competence group intervention featuring didactic teaching and practice in play contexts for preschool children with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Yen-Ting YU, Auteur ; Ming-Hsuan LIU, Auteur ; Ching-Chiau KUO, Auteur ; Ching-Lin HSIEH, Auteur ; Kuan-Lin CHEN, Auteur Article en page(s) : p.102286 Mots-clés : Social-competence group intervention  Autism spectrum disorder  Preschool-age children  Randomized control trial Index. décimale : PER Périodiques Résumé : Background Relatively few intervention programs of social competence have been specifically designed for preschool children with autism spectrum disorders (ASD). This randomized controlled trial (RCT) investigated the effectiveness of the social-competence group intervention (SCGI), which features a combination of didactic teaching and practice in play contexts for preschool children with ASD. Methods A single-blind design was used with 34 preschool children with ASD, who were randomly allocated to either the SCGI group (n = 17) or the control group (n = 16). The SCGI group received 16 weekly group-based sessions with specific social topics, while the control group participated in their regular occupational therapy. Outcomes included measures of children?s social competence, children?s adaptive behaviors, and caregivers? parental stress. Results A total of 25 children (12 in the SCGI and 13 in the control groups) completed the intervention and the pre- and post-intervention assessments. Compared with the control group, children in the SCGI group showed significantly greater enhancement of social competence (all p < .05, effect size ?2 = 0.26?0.41). Additionally, caregivers? parental stress decreased in the SCGI group but not in the control group (p < .05, effect size ?2 = 0.25) after the intervention. However, the two groups did not show significant differences in adaptive behaviors (p = .06?.94). Conclusions The SCGI was effective in improving children?s social competence and reducing caregivers? parental stress in preschool children with ASD. This RCT provides evidence of the effectiveness of the SCGI and guidance for clinicians to improve the social competence of preschool children with ASD. En ligne : https://doi.org/10.1016/j.rasd.2023.102286 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=520 [article] A social-competence group intervention featuring didactic teaching and practice in play contexts for preschool children with autism spectrum disorders [Texte imprimé et/ou numérique] / Yen-Ting YU, Auteur ; Ming-Hsuan LIU, Auteur ; Ching-Chiau KUO, Auteur ; Ching-Lin HSIEH, Auteur ; Kuan-Lin CHEN, Auteur . - p.102286. in Research in Autism Spectrum Disorders > 110 (February 2024) . - p.102286 Mots-clés : Social-competence group intervention  Autism spectrum disorder  Preschool-age children  Randomized control trial Index. décimale : PER Périodiques Résumé : Background Relatively few intervention programs of social competence have been specifically designed for preschool children with autism spectrum disorders (ASD). This randomized controlled trial (RCT) investigated the effectiveness of the social-competence group intervention (SCGI), which features a combination of didactic teaching and practice in play contexts for preschool children with ASD. Methods A single-blind design was used with 34 preschool children with ASD, who were randomly allocated to either the SCGI group (n = 17) or the control group (n = 16). The SCGI group received 16 weekly group-based sessions with specific social topics, while the control group participated in their regular occupational therapy. Outcomes included measures of children?s social competence, children?s adaptive behaviors, and caregivers? parental stress. Results A total of 25 children (12 in the SCGI and 13 in the control groups) completed the intervention and the pre- and post-intervention assessments. Compared with the control group, children in the SCGI group showed significantly greater enhancement of social competence (all p < .05, effect size ?2 = 0.26?0.41). Additionally, caregivers? parental stress decreased in the SCGI group but not in the control group (p < .05, effect size ?2 = 0.25) after the intervention. However, the two groups did not show significant differences in adaptive behaviors (p = .06?.94). Conclusions The SCGI was effective in improving children?s social competence and reducing caregivers? parental stress in preschool children with ASD. This RCT provides evidence of the effectiveness of the SCGI and guidance for clinicians to improve the social competence of preschool children with ASD. En ligne : https://doi.org/10.1016/j.rasd.2023.102286 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=520

Trace element levels and autism spectrum disorder in a sample of Algerian children: A case-control study investigation / Belkis STAMBOULI ; Imene KADDOUR-BENKADA ; Ahmed AMZIANE ; Akli Islam CHEBLI ; Mohammed Yacine ACHOURI ; Reda DJIDJIK ; Barkahoum ALAMIR in Research in Autism Spectrum Disorders, 110 (February 2024)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 110 (February 2024) . - p.102287 Titre : Trace element levels and autism spectrum disorder in a sample of Algerian children: A case-control study investigation Type de document : Texte imprimé et/ou numérique Auteurs : Belkis STAMBOULI, Auteur ; Imene KADDOUR-BENKADA, Auteur ; Ahmed AMZIANE, Auteur ; Akli Islam CHEBLI, Auteur ; Mohammed Yacine ACHOURI, Auteur ; Reda DJIDJIK, Auteur ; Barkahoum ALAMIR, Auteur Article en page(s) : p.102287 Mots-clés : ASD  Autism  Metals  Trace elements  ICP-MS Index. décimale : PER Périodiques Résumé : The prevalence of autism has been increasing in recent years due to better screening. diagnosis. and awareness campaigns. Toxic metals are considered to be one of the environmental factors that may contribute to autism spectrum disorders (ASD). This study aimed to investigate the levels of toxic and essential trace elements in autistic children and their connection to autism. The study included 40 autistic children and 41 controls. both aged 4?9 years. The levels of toxic metals and metalloids (Arsenic. Cadmium. Chromium. Mercury. Lead) and trace elements (Copper. Iron. Selenium. Zinc) were measured in whole blood. plasma. and urine using ICP-MS multi-elemental techniques. The results showed that the concentrations of toxic and essential metals were significantly higher in autistic children compared to controls. This was demonstrated by higher levels of Cadmium. Chromium. Copper. Zinc. and Lead in blood. plasma. and urine. while plasma Iron levels were lower in autistic children. The results suggest a possible association between autism and metal exposure. but causality cannot be established. En ligne : https://doi.org/10.1016/j.rasd.2023.102287 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=520 [article] Trace element levels and autism spectrum disorder in a sample of Algerian children: A case-control study investigation [Texte imprimé et/ou numérique] / Belkis STAMBOULI, Auteur ; Imene KADDOUR-BENKADA, Auteur ; Ahmed AMZIANE, Auteur ; Akli Islam CHEBLI, Auteur ; Mohammed Yacine ACHOURI, Auteur ; Reda DJIDJIK, Auteur ; Barkahoum ALAMIR, Auteur . - p.102287. in Research in Autism Spectrum Disorders > 110 (February 2024) . - p.102287 Mots-clés : ASD  Autism  Metals  Trace elements  ICP-MS Index. décimale : PER Périodiques Résumé : The prevalence of autism has been increasing in recent years due to better screening. diagnosis. and awareness campaigns. Toxic metals are considered to be one of the environmental factors that may contribute to autism spectrum disorders (ASD). This study aimed to investigate the levels of toxic and essential trace elements in autistic children and their connection to autism. The study included 40 autistic children and 41 controls. both aged 4?9 years. The levels of toxic metals and metalloids (Arsenic. Cadmium. Chromium. Mercury. Lead) and trace elements (Copper. Iron. Selenium. Zinc) were measured in whole blood. plasma. and urine using ICP-MS multi-elemental techniques. The results showed that the concentrations of toxic and essential metals were significantly higher in autistic children compared to controls. This was demonstrated by higher levels of Cadmium. Chromium. Copper. Zinc. and Lead in blood. plasma. and urine. while plasma Iron levels were lower in autistic children. The results suggest a possible association between autism and metal exposure. but causality cannot be established. En ligne : https://doi.org/10.1016/j.rasd.2023.102287 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=520

Iron, magnesium, zinc and selenium - The most common elemental deficiencies in children with autism spectrum disorder / Ma?gorzata DOBRZY?SKA ; S?awomira DRZYMA?A-CZY? in Research in Autism Spectrum Disorders, 110 (February 2024)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 110 (February 2024) . - p.102288 Titre : Iron, magnesium, zinc and selenium - The most common elemental deficiencies in children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Ma?gorzata DOBRZY?SKA, Auteur ; S?awomira DRZYMA?A-CZY?, Auteur Article en page(s) : p.102288 Mots-clés : Micronutrient deficiencies  Neurodevelopmental processes  Essential element concentrations  Trace elements Index. décimale : PER Périodiques Résumé : Introduction Children with autism spectrum disorder display various deviations in medical tests compared to the neurotypical population including nutritional status, nervous system structure, mothers? pregnancy complications, development of metabolic pathways, and genetic impairment. In this work, we focused on developing a biochemical profile of children with autism spectrum disorder in terms of trends in iron, magnesium, zinc and selenium concentrations, as the most common deficient essential elements. Materials and methods A review of studies determining the content of iron, magnesium, zinc and selenium in the blood, hair and nails of children. A p-value was calculated for articles and in case of no given statistical values, Cohen?s d or Hedges? g was used instead. Results A review of recent studies revealed that children with autism spectrum disorder are more often characterised by reduced blood levels of magnesium, zinc and selenium compared to their neurotypical peers. This prompts further consideration of the metabolic basis of autism and constitutes important data on the worldwide population of children with autism spectrum disorders. Deficiency in either of those elements can contribute to the development of neuro-psychological disorders. En ligne : https://doi.org/10.1016/j.rasd.2023.102288 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=520 [article] Iron, magnesium, zinc and selenium - The most common elemental deficiencies in children with autism spectrum disorder [Texte imprimé et/ou numérique] / Ma?gorzata DOBRZY?SKA, Auteur ; S?awomira DRZYMA?A-CZY?, Auteur . - p.102288. in Research in Autism Spectrum Disorders > 110 (February 2024) . - p.102288 Mots-clés : Micronutrient deficiencies  Neurodevelopmental processes  Essential element concentrations  Trace elements Index. décimale : PER Périodiques Résumé : Introduction Children with autism spectrum disorder display various deviations in medical tests compared to the neurotypical population including nutritional status, nervous system structure, mothers? pregnancy complications, development of metabolic pathways, and genetic impairment. In this work, we focused on developing a biochemical profile of children with autism spectrum disorder in terms of trends in iron, magnesium, zinc and selenium concentrations, as the most common deficient essential elements. Materials and methods A review of studies determining the content of iron, magnesium, zinc and selenium in the blood, hair and nails of children. A p-value was calculated for articles and in case of no given statistical values, Cohen?s d or Hedges? g was used instead. Results A review of recent studies revealed that children with autism spectrum disorder are more often characterised by reduced blood levels of magnesium, zinc and selenium compared to their neurotypical peers. This prompts further consideration of the metabolic basis of autism and constitutes important data on the worldwide population of children with autism spectrum disorders. Deficiency in either of those elements can contribute to the development of neuro-psychological disorders. En ligne : https://doi.org/10.1016/j.rasd.2023.102288 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=520

Predictive validity and cut-off score of the Mealtime Behavior Questionnaire for children with autism spectrum disorder / Kiyomi TATEYAMA ; Takuma YURI ; Shun HARADA ; Shinichi TAKABATAKE in Research in Autism Spectrum Disorders, 110 (February 2024)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 110 (February 2024) . - p.102290 Titre : Predictive validity and cut-off score of the Mealtime Behavior Questionnaire for children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Kiyomi TATEYAMA, Auteur ; Takuma YURI, Auteur ; Shun HARADA, Auteur ; Shinichi TAKABATAKE, Auteur Article en page(s) : p.102290 Mots-clés : Autism spectrum disorder  Mealtime behavior problems  Pediatric feeding  Surveys and questionnaires  Predictive validity Index. décimale : PER Périodiques Résumé : Purpose This study examined the predictive validity of the Autism Spectrum Disorder Mealtime Behavior Questionnaire (ASD-MBQ) and determined the optimal cutoffs to differentiate problematic mealtime behaviors related to autism spectrum disorder (ASD) in children with ASD and non-autistic children in early childhood. Methods The participants were parents/caregivers of children aged 3?6 years. The ASD-MBQ and a demographic data sheet were mailed to parents/caregivers who consented to participate in this study. Descriptive statistics were used to characterize ASD and non-autistic groups. Group differences were calculated using the Mann-Whitney U test. Receiver operating characteristic (ROC) analysis was performed to determine the sensitivity, specificity, and area under the curve (AUC). Results The sample comprised 128 children with ASD and 128 non-autistic children (3?6 years). The mean total and all subdomain scores of the ASD-MBQ obtained from children with ASD were significantly higher than the scores of those non-autistic children (P < 0.001). The total mean score of the ASD-MBQ differentiated children with ASD from non-autistic children with an excellent ROC-AUC of 0.885 (95% CI 0.845?0.942). A total mean score of 2.04, calculated using the Youden score showed the best sensitivity (0.648) and specificity (0.953). Conclusion These results indicate that the ASD-MBQ is a promising tool for identifying problematic mealtime behavior in 3?6 year old children with ASD, in Japan. En ligne : https://doi.org/10.1016/j.rasd.2023.102290 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=520 [article] Predictive validity and cut-off score of the Mealtime Behavior Questionnaire for children with autism spectrum disorder [Texte imprimé et/ou numérique] / Kiyomi TATEYAMA, Auteur ; Takuma YURI, Auteur ; Shun HARADA, Auteur ; Shinichi TAKABATAKE, Auteur . - p.102290. in Research in Autism Spectrum Disorders > 110 (February 2024) . - p.102290 Mots-clés : Autism spectrum disorder  Mealtime behavior problems  Pediatric feeding  Surveys and questionnaires  Predictive validity Index. décimale : PER Périodiques Résumé : Purpose This study examined the predictive validity of the Autism Spectrum Disorder Mealtime Behavior Questionnaire (ASD-MBQ) and determined the optimal cutoffs to differentiate problematic mealtime behaviors related to autism spectrum disorder (ASD) in children with ASD and non-autistic children in early childhood. Methods The participants were parents/caregivers of children aged 3?6 years. The ASD-MBQ and a demographic data sheet were mailed to parents/caregivers who consented to participate in this study. Descriptive statistics were used to characterize ASD and non-autistic groups. Group differences were calculated using the Mann-Whitney U test. Receiver operating characteristic (ROC) analysis was performed to determine the sensitivity, specificity, and area under the curve (AUC). Results The sample comprised 128 children with ASD and 128 non-autistic children (3?6 years). The mean total and all subdomain scores of the ASD-MBQ obtained from children with ASD were significantly higher than the scores of those non-autistic children (P < 0.001). The total mean score of the ASD-MBQ differentiated children with ASD from non-autistic children with an excellent ROC-AUC of 0.885 (95% CI 0.845?0.942). A total mean score of 2.04, calculated using the Youden score showed the best sensitivity (0.648) and specificity (0.953). Conclusion These results indicate that the ASD-MBQ is a promising tool for identifying problematic mealtime behavior in 3?6 year old children with ASD, in Japan. En ligne : https://doi.org/10.1016/j.rasd.2023.102290 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=520

Working together: The role of autistic students? behavioral adjustment in promoting positive parent-teacher relationships / Abbey EISENHOWER ; Cyanea Y. S. POON ; Kohrissa JOSEPH ; Jan BLACHER ; Alice CARTER in Research in Autism Spectrum Disorders, 110 (February 2024)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 110 (February 2024) . - p.102291 Titre : Working together: The role of autistic students? behavioral adjustment in promoting positive parent-teacher relationships Type de document : Texte imprimé et/ou numérique Auteurs : Abbey EISENHOWER, Auteur ; Cyanea Y. S. POON, Auteur ; Kohrissa JOSEPH, Auteur ; Jan BLACHER, Auteur ; Alice CARTER, Auteur Article en page(s) : p.102291 Mots-clés : Autism  Parent-teacher relationships  Internalizing symptoms  Externalizing symptoms Index. décimale : PER Périodiques Résumé : Background Autistic children experience more externalizing and internalizing symptoms relative to non-autistic peers. Higher quality parent-teacher relationships (PTR) may support children?s adjustment. At the same time, higher levels of these mental health difficulties may create a strained relationship between parents and teachers. Therefore, the relation between PTR quality and externalizing or internalizing symptoms may be bidirectional. This study examined the longitudinal associations between PTR quality and externalizing or internalizing symptoms among 192 autistic children (91% boys, ages 4?8 years) across three assessments spanning two academic years. Methods Eight cross-lagged panel analyses were conducted to examine how parent-rated PTR quality and teacher-rated PTR quality relate to parent-rated or teacher-rated externalizing and internalizing symptoms. Results Results showed that (1) parent-rated symptoms appeared to drive changes in PTR quality; this pattern was more consistently shown with parent-rated externalizing symptoms than with internalizing symptoms. (2) Teacher-rated symptoms did not drive changes in PTR quality. Finally, (3) there was no support for a relationship-driven or a reciprocal model; in other words, PTR quality did not contribute to changes in children?s externalizing or internalizing symptoms over time. Conclusion Higher parent-reported child symptoms appeared to predict reduced PTR quality across multiple teachers, school years, and classroom contexts. Addressing children?s elevated mental health problems may take a toll on parents? and teacher?s ability to collaborate effectively over time. The results demonstrate the importance of interventions targeting child internalizing and externalizing symptoms at home, which may indirectly improve PTR quality. En ligne : https://doi.org/10.1016/j.rasd.2023.102291 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=520 [article] Working together: The role of autistic students? behavioral adjustment in promoting positive parent-teacher relationships [Texte imprimé et/ou numérique] / Abbey EISENHOWER, Auteur ; Cyanea Y. S. POON, Auteur ; Kohrissa JOSEPH, Auteur ; Jan BLACHER, Auteur ; Alice CARTER, Auteur . - p.102291. in Research in Autism Spectrum Disorders > 110 (February 2024) . - p.102291 Mots-clés : Autism  Parent-teacher relationships  Internalizing symptoms  Externalizing symptoms Index. décimale : PER Périodiques Résumé : Background Autistic children experience more externalizing and internalizing symptoms relative to non-autistic peers. Higher quality parent-teacher relationships (PTR) may support children?s adjustment. At the same time, higher levels of these mental health difficulties may create a strained relationship between parents and teachers. Therefore, the relation between PTR quality and externalizing or internalizing symptoms may be bidirectional. This study examined the longitudinal associations between PTR quality and externalizing or internalizing symptoms among 192 autistic children (91% boys, ages 4?8 years) across three assessments spanning two academic years. Methods Eight cross-lagged panel analyses were conducted to examine how parent-rated PTR quality and teacher-rated PTR quality relate to parent-rated or teacher-rated externalizing and internalizing symptoms. Results Results showed that (1) parent-rated symptoms appeared to drive changes in PTR quality; this pattern was more consistently shown with parent-rated externalizing symptoms than with internalizing symptoms. (2) Teacher-rated symptoms did not drive changes in PTR quality. Finally, (3) there was no support for a relationship-driven or a reciprocal model; in other words, PTR quality did not contribute to changes in children?s externalizing or internalizing symptoms over time. Conclusion Higher parent-reported child symptoms appeared to predict reduced PTR quality across multiple teachers, school years, and classroom contexts. Addressing children?s elevated mental health problems may take a toll on parents? and teacher?s ability to collaborate effectively over time. The results demonstrate the importance of interventions targeting child internalizing and externalizing symptoms at home, which may indirectly improve PTR quality. En ligne : https://doi.org/10.1016/j.rasd.2023.102291 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=520

Brief report: Temporal distribution of visual attention between the eyes and mouth in young autistic children / Fanny STERCQ ; Mikhail KISSINE in Research in Autism Spectrum Disorders, 110 (February 2024)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 110 (February 2024) . - p.102292 Titre : Brief report: Temporal distribution of visual attention between the eyes and mouth in young autistic children Type de document : Texte imprimé et/ou numérique Auteurs : Fanny STERCQ, Auteur ; Mikhail KISSINE, Auteur Article en page(s) : p.102292 Mots-clés : Eye-tracking  Face scanning  Autism  Generalized additive mixed effects model Index. décimale : PER Périodiques Résumé : Background Face scanning studies in autistic children report mixed results as to attention allocated to the eyes and mouth regions. While face scanning is a dynamic process, the way autistic children distribute their attention between the eyes and mouth of their interlocutor is usually analyzed by averaging the proportion of time spent looking either on the eyes or the mouth over the whole duration of stimulus presentation. Method In this study, instead, we focused on the temporal distribution of visual attention between the eyes and mouth of adult faces in 58 autistic and 61 typically developing (TD) children. Participants? eye movements were recorded as they were freely watching videos of faces of silent and speaking adults. We explored attention to the eyes and mouth with fine-grained analyses of the temporal trajectory of fixations on the two regions using generalized additive mixed effects models. Results These analyses revealed that both groups started their observation of speaking faces on the eyes and shifted to the mouth as the actor started speaking. However, TD, but not autistic children then slowly shifted their attention back to the eyes. Conclusions Rigorous analyses of how autistic children modulate their visual attention between key social features of the face over time may provide more accurate descriptions of their face scanning abilities. En ligne : https://doi.org/10.1016/j.rasd.2023.102292 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=520 [article] Brief report: Temporal distribution of visual attention between the eyes and mouth in young autistic children [Texte imprimé et/ou numérique] / Fanny STERCQ, Auteur ; Mikhail KISSINE, Auteur . - p.102292. in Research in Autism Spectrum Disorders > 110 (February 2024) . - p.102292 Mots-clés : Eye-tracking  Face scanning  Autism  Generalized additive mixed effects model Index. décimale : PER Périodiques Résumé : Background Face scanning studies in autistic children report mixed results as to attention allocated to the eyes and mouth regions. While face scanning is a dynamic process, the way autistic children distribute their attention between the eyes and mouth of their interlocutor is usually analyzed by averaging the proportion of time spent looking either on the eyes or the mouth over the whole duration of stimulus presentation. Method In this study, instead, we focused on the temporal distribution of visual attention between the eyes and mouth of adult faces in 58 autistic and 61 typically developing (TD) children. Participants? eye movements were recorded as they were freely watching videos of faces of silent and speaking adults. We explored attention to the eyes and mouth with fine-grained analyses of the temporal trajectory of fixations on the two regions using generalized additive mixed effects models. Results These analyses revealed that both groups started their observation of speaking faces on the eyes and shifted to the mouth as the actor started speaking. However, TD, but not autistic children then slowly shifted their attention back to the eyes. Conclusions Rigorous analyses of how autistic children modulate their visual attention between key social features of the face over time may provide more accurate descriptions of their face scanning abilities. En ligne : https://doi.org/10.1016/j.rasd.2023.102292 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=520

Examining daily impact of mood and quality of social support for caregivers of children on the autism spectrum / Katey HAYES ; Kristina Rossetti SHEKOUH ; Erica AHLICH ; Kimberly ZLOMKE in Research in Autism Spectrum Disorders, 110 (February 2024)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 110 (February 2024) . - p.102293 Titre : Examining daily impact of mood and quality of social support for caregivers of children on the autism spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Katey HAYES, Auteur ; Kristina Rossetti SHEKOUH, Auteur ; Erica AHLICH, Auteur ; Kimberly ZLOMKE, Auteur Article en page(s) : p.102293 Mots-clés : Autism spectrum  Perceived stress  Quality of life  Mood  Social support  Caregiver daily experiences Index. décimale : PER Périodiques Résumé : Background Caregivers of children on the autism spectrum often report elevated levels of perceived stress which may lead to poorer ratings of quality of life (QOL), though this relation has not yet been investigated at the daily level. Caregiver daily mood and quality of social support may buffer the relation of perceived stress to QOL. Method The current study utilizes mobile ecological momentary assessment (mEMA) to capture daily experiences to examine relations between perceived stress and QOL and the role of mood and quality of social support as mediators on the daily level specifically for caregivers of children on the autism spectrum (n = 52). Results Results suggest that there is a significant relation between perceived stress and QOL within and across individuals. Further, positive mood buffered this relation across and within individuals, while better quality of social support buffered this relation only across individuals. Conclusions Mood and quality of social support serve as buffers in the relation between perceived stress and QOL for caregivers of children on the autism spectrum. Interventions addressing perceived stress would benefit from specifically targeting daily mood and quality of social support to bolster caregiver QOL and well-being. En ligne : https://doi.org/10.1016/j.rasd.2023.102293 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=520 [article] Examining daily impact of mood and quality of social support for caregivers of children on the autism spectrum [Texte imprimé et/ou numérique] / Katey HAYES, Auteur ; Kristina Rossetti SHEKOUH, Auteur ; Erica AHLICH, Auteur ; Kimberly ZLOMKE, Auteur . - p.102293. in Research in Autism Spectrum Disorders > 110 (February 2024) . - p.102293 Mots-clés : Autism spectrum  Perceived stress  Quality of life  Mood  Social support  Caregiver daily experiences Index. décimale : PER Périodiques Résumé : Background Caregivers of children on the autism spectrum often report elevated levels of perceived stress which may lead to poorer ratings of quality of life (QOL), though this relation has not yet been investigated at the daily level. Caregiver daily mood and quality of social support may buffer the relation of perceived stress to QOL. Method The current study utilizes mobile ecological momentary assessment (mEMA) to capture daily experiences to examine relations between perceived stress and QOL and the role of mood and quality of social support as mediators on the daily level specifically for caregivers of children on the autism spectrum (n = 52). Results Results suggest that there is a significant relation between perceived stress and QOL within and across individuals. Further, positive mood buffered this relation across and within individuals, while better quality of social support buffered this relation only across individuals. Conclusions Mood and quality of social support serve as buffers in the relation between perceived stress and QOL for caregivers of children on the autism spectrum. Interventions addressing perceived stress would benefit from specifically targeting daily mood and quality of social support to bolster caregiver QOL and well-being. En ligne : https://doi.org/10.1016/j.rasd.2023.102293 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=520

A meta-analysis of self-management interventions for students with ASD / Lauren M. ZAESKE ; Elisabeth J. MALONE ; Kathleen N. ZIMMERMAN in Research in Autism Spectrum Disorders, 110 (February 2024)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 110 (February 2024) . - p.102294 Titre : A meta-analysis of self-management interventions for students with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Lauren M. ZAESKE, Auteur ; Elisabeth J. MALONE, Auteur ; Kathleen N. ZIMMERMAN, Auteur Article en page(s) : p.102294 Mots-clés : Autism spectrum disorders  Self-management interventions  Self-monitoring  Evidence-based practices  Translational research Index. décimale : PER Périodiques Résumé : Background Self-management interventions (SMI) are a broad class of interventions used to teach students to assess, monitor, and adjust their own behavior without direct intervention from an educator. SMI support students with autism spectrum disorder (ASD) to learn valuable self-awareness and self-determination skills for better outcomes in adulthood. Methods A systematic review and meta-analysis were employed to examine the students with ASD who are likely to benefit from SMIs in educational settings, the conditions these interventions are effective under, and identify the discrete intervention packages, social validity, and anticipated effects of the intervention. Results This review examined 62 single case designs with adequate quality and rigor in 18 studies, including 34 cases and 53 students with ASD. Findings indicating limited participant and intervention condition reporting within the evidence-base. Conclusions Lack of translational reporting of ASD characteristics, implementation conditions, and training methods limited conclusions about for whom and under what conditions. Further, the majority of studies in the evidence base focused exclusively on self-monitoring interventions to address engagement behaviors, indicating a need for further examination of other self-management components. Future directions of translational research of SMI for students with ASD are discussed. En ligne : https://doi.org/10.1016/j.rasd.2023.102294 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=520 [article] A meta-analysis of self-management interventions for students with ASD [Texte imprimé et/ou numérique] / Lauren M. ZAESKE, Auteur ; Elisabeth J. MALONE, Auteur ; Kathleen N. ZIMMERMAN, Auteur . - p.102294. in Research in Autism Spectrum Disorders > 110 (February 2024) . - p.102294 Mots-clés : Autism spectrum disorders  Self-management interventions  Self-monitoring  Evidence-based practices  Translational research Index. décimale : PER Périodiques Résumé : Background Self-management interventions (SMI) are a broad class of interventions used to teach students to assess, monitor, and adjust their own behavior without direct intervention from an educator. SMI support students with autism spectrum disorder (ASD) to learn valuable self-awareness and self-determination skills for better outcomes in adulthood. Methods A systematic review and meta-analysis were employed to examine the students with ASD who are likely to benefit from SMIs in educational settings, the conditions these interventions are effective under, and identify the discrete intervention packages, social validity, and anticipated effects of the intervention. Results This review examined 62 single case designs with adequate quality and rigor in 18 studies, including 34 cases and 53 students with ASD. Findings indicating limited participant and intervention condition reporting within the evidence-base. Conclusions Lack of translational reporting of ASD characteristics, implementation conditions, and training methods limited conclusions about for whom and under what conditions. Further, the majority of studies in the evidence base focused exclusively on self-monitoring interventions to address engagement behaviors, indicating a need for further examination of other self-management components. Future directions of translational research of SMI for students with ASD are discussed. En ligne : https://doi.org/10.1016/j.rasd.2023.102294 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=520

Social validity of telepractice in families with children with autism / Gabriel MARTÍNEZ-RICO ; Margarita CAÑADAS ; Rómulo J. GONZÁLEZ-GARCÍA in Research in Autism Spectrum Disorders, 110 (February 2024)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 110 (February 2024) . - p.102295 Titre : Social validity of telepractice in families with children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Gabriel MARTÍNEZ-RICO, Auteur ; Margarita CAÑADAS, Auteur ; Rómulo J. GONZÁLEZ-GARCÍA, Auteur Article en page(s) : p.102295 Mots-clés : Autism  Telepractice  Social validity  Service characteristics  Usefulness  Usability Index. décimale : PER Périodiques Résumé : This research evaluates the social validity (SV) of Telepractice as an intervention modality in families with children with ASD. The study analyzed the SV perceived by families according to the characteristics of the intervention and service delivery. A total of 168 Spanish families with a child with ASD or developmental delay at risk for ASD receiving support services from 45 centers in 44 cities around Spain. Structural equation modeling was used to study the impact of service characteristics on families? perception of SV of telepractice in terms of effectiveness, feasibility, usefulness, caregiver confidence and competence, and future intentions. Results showed that families with children with ASD had an overall positive social validity of telepractice. Videoconference combined with phone calls and email was the modality with higher social validity scores, and the perceived technology skills was directly related to SV scores. Families receiving multiple telepractice sessions per week during longer periods of time tend to show a more passive role and lower perceptions of social validity. Implications for practice are presented, such as weekly videoconferencing sessions with an active family role in order to allow specialists observe the family's interactions with the child, monitor progress, and build caregiver capacity. En ligne : https://doi.org/10.1016/j.rasd.2023.102295 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=520 [article] Social validity of telepractice in families with children with autism [Texte imprimé et/ou numérique] / Gabriel MARTÍNEZ-RICO, Auteur ; Margarita CAÑADAS, Auteur ; Rómulo J. GONZÁLEZ-GARCÍA, Auteur . - p.102295. in Research in Autism Spectrum Disorders > 110 (February 2024) . - p.102295 Mots-clés : Autism  Telepractice  Social validity  Service characteristics  Usefulness  Usability Index. décimale : PER Périodiques Résumé : This research evaluates the social validity (SV) of Telepractice as an intervention modality in families with children with ASD. The study analyzed the SV perceived by families according to the characteristics of the intervention and service delivery. A total of 168 Spanish families with a child with ASD or developmental delay at risk for ASD receiving support services from 45 centers in 44 cities around Spain. Structural equation modeling was used to study the impact of service characteristics on families? perception of SV of telepractice in terms of effectiveness, feasibility, usefulness, caregiver confidence and competence, and future intentions. Results showed that families with children with ASD had an overall positive social validity of telepractice. Videoconference combined with phone calls and email was the modality with higher social validity scores, and the perceived technology skills was directly related to SV scores. Families receiving multiple telepractice sessions per week during longer periods of time tend to show a more passive role and lower perceptions of social validity. Implications for practice are presented, such as weekly videoconferencing sessions with an active family role in order to allow specialists observe the family's interactions with the child, monitor progress, and build caregiver capacity. En ligne : https://doi.org/10.1016/j.rasd.2023.102295 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=520

Relationships between autistic traits, motor skills and socioeconomic status / Dee MULLER ; Chloe DAFKIN in Research in Autism Spectrum Disorders, 110 (February 2024)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 110 (February 2024) . - p.102296 Titre : Relationships between autistic traits, motor skills and socioeconomic status Type de document : Texte imprimé et/ou numérique Auteurs : Dee MULLER, Auteur ; Chloe DAFKIN, Auteur Article en page(s) : p.102296 Mots-clés : Autism  Socioeconomic status  Autistic traits  Motor skills Index. décimale : PER Périodiques Résumé : Background Autism is a neurodevelopmental condition that presents with social and communicative difficulties as well as restricted or repetitive behaviors. Previous research has highlighted the ubiquity of motor impairments in autistic children, but the relationship between the severity of motor impairment and the degree of autistic traits has not yet been adequately researched. The role of socioeconomic status in the development of autism is also poorly understood. Method We used the Autism Treatment Evaluation Checklist (ATEC) to assess social and behavioral autistic traits and the Bruininks-Oseretsky Motor Proficiency Test (Second Edition) to assess motor skills in a cohort of 50 children from the central Johannesburg region. A short questionnaire was used to assess socioeconomic status of the family of each participant. Results Significant correlations were found between many motor skill domains and the domains of the ATEC specifically pertaining to sociability, communication and sensory awareness (p < 0.05), but no relationships between autistic traits and socioeconomic status were observed. Conclusions Our findings support a possible relationship in the aetiology of social and communicative autistic traits, and impairment of motor skills. Therefore, motor interventions could potentially be used to improve social and communicative difficulties, as well as perseverative behaviors in autism. En ligne : https://doi.org/10.1016/j.rasd.2023.102296 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=520 [article] Relationships between autistic traits, motor skills and socioeconomic status [Texte imprimé et/ou numérique] / Dee MULLER, Auteur ; Chloe DAFKIN, Auteur . - p.102296. in Research in Autism Spectrum Disorders > 110 (February 2024) . - p.102296 Mots-clés : Autism  Socioeconomic status  Autistic traits  Motor skills Index. décimale : PER Périodiques Résumé : Background Autism is a neurodevelopmental condition that presents with social and communicative difficulties as well as restricted or repetitive behaviors. Previous research has highlighted the ubiquity of motor impairments in autistic children, but the relationship between the severity of motor impairment and the degree of autistic traits has not yet been adequately researched. The role of socioeconomic status in the development of autism is also poorly understood. Method We used the Autism Treatment Evaluation Checklist (ATEC) to assess social and behavioral autistic traits and the Bruininks-Oseretsky Motor Proficiency Test (Second Edition) to assess motor skills in a cohort of 50 children from the central Johannesburg region. A short questionnaire was used to assess socioeconomic status of the family of each participant. Results Significant correlations were found between many motor skill domains and the domains of the ATEC specifically pertaining to sociability, communication and sensory awareness (p < 0.05), but no relationships between autistic traits and socioeconomic status were observed. Conclusions Our findings support a possible relationship in the aetiology of social and communicative autistic traits, and impairment of motor skills. Therefore, motor interventions could potentially be used to improve social and communicative difficulties, as well as perseverative behaviors in autism. En ligne : https://doi.org/10.1016/j.rasd.2023.102296 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=520

Interaction between XRN2 mutation and gut microbiota on the risks of autism spectrum disorder / Quan ZHANG ; Yanlin CHEN ; Fang HOU ; Kaiheng ZHU ; Qi JIANG ; Pei XIAO ; Zhen XIANG ; Xvfang WU ; Yixi FAN ; Xinyan XIE ; Li LI ; Ranran SONG in Research in Autism Spectrum Disorders, 110 (February 2024)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 110 (February 2024) . - p.102297 Titre : Interaction between XRN2 mutation and gut microbiota on the risks of autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Quan ZHANG, Auteur ; Yanlin CHEN, Auteur ; Fang HOU, Auteur ; Kaiheng ZHU, Auteur ; Qi JIANG, Auteur ; Pei XIAO, Auteur ; Zhen XIANG, Auteur ; Xvfang WU, Auteur ; Yixi FAN, Auteur ; Xinyan XIE, Auteur ; Li LI, Auteur ; Ranran SONG, Auteur Article en page(s) : p.102297 Mots-clés : Autism spectrum disorder  Gut microbiota  School children  Genetic variant Index. décimale : PER Périodiques Résumé : Background The intestinal dysbiosis can be observed in patients with autism spectrum disorder (ASD), partly explained by the alteration in gut microbiota composition. Our study aims to screen ASD causal variants and explore the potential interaction between variants and gut microbiota. Methods We conducted the expression quantitative trait loci (eQTL) analysis to identify variations that regulated the expression of the ASD risk gene XRN2, and then validated genetic susceptibility to ASD risk in the case-control study among 627 ASD children and 606 healthy controls. The fecal samples were analyzed by 16S rRNA sequencing. Logistic regression model analysis was conducted to examine the interaction. Results We identified that rs2295412 was a cis-eQTL of XRN2 in brain tissues (P < 0.0005), And individuals with rs2295412 TC genotypes had decreased ASD risks compared to the TT genotype (OR = 0.42, 95% CI: 0.19?0.94, P = 0.036). And rs2295412 genotypes and the abundance of f__Monoglobaceae showed the interaction on the ASD risks (Pmul = 0.049). Compared to the children with a higher abundance of f__Monoglobaceae and rs2295412 CT+CC genotype, the children with a lower abundance and TT genotype might have higher ASD risks. Conclusions These findings suggested the potential interaction between genetic variation and gut microbiota on ASD risks, which enhanced the understanding of pathogenic mechanisms and the underlying etiology of ASD, and provided clues for future investigations. En ligne : https://doi.org/10.1016/j.rasd.2023.102297 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=520 [article] Interaction between XRN2 mutation and gut microbiota on the risks of autism spectrum disorder [Texte imprimé et/ou numérique] / Quan ZHANG, Auteur ; Yanlin CHEN, Auteur ; Fang HOU, Auteur ; Kaiheng ZHU, Auteur ; Qi JIANG, Auteur ; Pei XIAO, Auteur ; Zhen XIANG, Auteur ; Xvfang WU, Auteur ; Yixi FAN, Auteur ; Xinyan XIE, Auteur ; Li LI, Auteur ; Ranran SONG, Auteur . - p.102297. in Research in Autism Spectrum Disorders > 110 (February 2024) . - p.102297 Mots-clés : Autism spectrum disorder  Gut microbiota  School children  Genetic variant Index. décimale : PER Périodiques Résumé : Background The intestinal dysbiosis can be observed in patients with autism spectrum disorder (ASD), partly explained by the alteration in gut microbiota composition. Our study aims to screen ASD causal variants and explore the potential interaction between variants and gut microbiota. Methods We conducted the expression quantitative trait loci (eQTL) analysis to identify variations that regulated the expression of the ASD risk gene XRN2, and then validated genetic susceptibility to ASD risk in the case-control study among 627 ASD children and 606 healthy controls. The fecal samples were analyzed by 16S rRNA sequencing. Logistic regression model analysis was conducted to examine the interaction. Results We identified that rs2295412 was a cis-eQTL of XRN2 in brain tissues (P < 0.0005), And individuals with rs2295412 TC genotypes had decreased ASD risks compared to the TT genotype (OR = 0.42, 95% CI: 0.19?0.94, P = 0.036). And rs2295412 genotypes and the abundance of f__Monoglobaceae showed the interaction on the ASD risks (Pmul = 0.049). Compared to the children with a higher abundance of f__Monoglobaceae and rs2295412 CT+CC genotype, the children with a lower abundance and TT genotype might have higher ASD risks. Conclusions These findings suggested the potential interaction between genetic variation and gut microbiota on ASD risks, which enhanced the understanding of pathogenic mechanisms and the underlying etiology of ASD, and provided clues for future investigations. En ligne : https://doi.org/10.1016/j.rasd.2023.102297 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=520

Use of standardized motor assessments in children with autism spectrum disorder: A meta-analysis and systematic review / Perman GOCHYYEV ; Devashish TIWARI in Research in Autism Spectrum Disorders, 110 (February 2024)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 110 (February 2024) . - p.102298 Titre : Use of standardized motor assessments in children with autism spectrum disorder: A meta-analysis and systematic review Type de document : Texte imprimé et/ou numérique Auteurs : Perman GOCHYYEV, Auteur ; Devashish TIWARI, Auteur Article en page(s) : p.102298 Mots-clés : Autism  Motor  Review  Standardized assessments  Accommodations  Test reporting Index. décimale : PER Périodiques Résumé : Background To summarize and appraise the existing literature on the use of standardized motor assessments in children with Autism Spectrum Disorder (ASD), with a special focus on the trends for administering and reporting standardized results in this population. Methods A thorough literature search was conducted for studies published from 2000 to 2023 on the motor skills of children with ASD using standardized motor assessments, followed by screening and data extraction. Results A total of 22 studies were included in the review. With respect to the administration of standardized tests, six studies did not report on accommodations, five studies indicated no use of accommodations, and 11 studies used a variety of accommodations (visuals, repeated demonstrations, etc.). Large effect sizes obtained from 18 out of the total 22 studies indicated poor overall, gross, and fine motor skills of children with ASD compared to typically developing (TD) peers. With respect to prevalence, only eight studies reported on the prevalence of motor impairments in the ASD sample with values ranging from 16% to 88% of ASD sample. Similarly, only eight studies reported on specific motor domains/subtests impaired in children with ASD such as balance, ball skills, manual dexterity, and strength. Conclusions Although there is significant evidence for the presence of motor deficits in children with ASD, there is still uncertainty related to the prevalence, nature, and specificity of motor deficits, largely attributed to the variability in the study samples and designs. En ligne : https://doi.org/10.1016/j.rasd.2023.102298 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=520 [article] Use of standardized motor assessments in children with autism spectrum disorder: A meta-analysis and systematic review [Texte imprimé et/ou numérique] / Perman GOCHYYEV, Auteur ; Devashish TIWARI, Auteur . - p.102298. in Research in Autism Spectrum Disorders > 110 (February 2024) . - p.102298 Mots-clés : Autism  Motor  Review  Standardized assessments  Accommodations  Test reporting Index. décimale : PER Périodiques Résumé : Background To summarize and appraise the existing literature on the use of standardized motor assessments in children with Autism Spectrum Disorder (ASD), with a special focus on the trends for administering and reporting standardized results in this population. Methods A thorough literature search was conducted for studies published from 2000 to 2023 on the motor skills of children with ASD using standardized motor assessments, followed by screening and data extraction. Results A total of 22 studies were included in the review. With respect to the administration of standardized tests, six studies did not report on accommodations, five studies indicated no use of accommodations, and 11 studies used a variety of accommodations (visuals, repeated demonstrations, etc.). Large effect sizes obtained from 18 out of the total 22 studies indicated poor overall, gross, and fine motor skills of children with ASD compared to typically developing (TD) peers. With respect to prevalence, only eight studies reported on the prevalence of motor impairments in the ASD sample with values ranging from 16% to 88% of ASD sample. Similarly, only eight studies reported on specific motor domains/subtests impaired in children with ASD such as balance, ball skills, manual dexterity, and strength. Conclusions Although there is significant evidence for the presence of motor deficits in children with ASD, there is still uncertainty related to the prevalence, nature, and specificity of motor deficits, largely attributed to the variability in the study samples and designs. En ligne : https://doi.org/10.1016/j.rasd.2023.102298 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=520

Psychometric properties of the 10-item Autism Quotient in an acute psychiatric sample / Harris E. BAJWA ; Courtney BEARD ; Thröstur BJÖRGVINSSON in Research in Autism Spectrum Disorders, 110 (February 2024)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 110 (February 2024) . - p.102299 Titre : Psychometric properties of the 10-item Autism Quotient in an acute psychiatric sample Type de document : Texte imprimé et/ou numérique Auteurs : Harris E. BAJWA, Auteur ; Courtney BEARD, Auteur ; Thröstur BJÖRGVINSSON, Auteur Article en page(s) : p.102299 Mots-clés : Autism  AQ  Factor structure  Reliability  Validity Index. décimale : PER Périodiques Résumé : Purpose Diagnoses of autism spectrum disorder (ASD) are commonly missed among psychiatric patients. As such, a brief screening tool that reliably captures ASD symptoms could help to facilitate access to diagnosis. We evaluated the factor structure, internal consistency, and convergent validity of the 10-item Autism Spectrum Quotient (AQ-10; Allison et al., 2012) in a diagnostically diverse sample of patients with acute mental illness. Methods Participants (n = 305) were patients with a variety of mood, anxiety, personality, and psychotic-spectrum disorders seeking treatment at a cognitive-behavioral therapy partial hospital program. They completed the AQ-10 on their second day of the treatment program. Results Results suggests that a unifactorial structure of the AQ-10 had poor model fit and internal consistency. A modified, 5-item version (AQ-5) demonstrated acceptable unidimensional model fit and internal consistency; however, the items exclusively assess the social aspects of ASD and neglect restricted, repetitive patterns of behaviors, interests, or activity, therefore limiting validity. Indeed, while the AQ-5 and the AQ-10 demonstrated similar convergent validity with measures of social functioning, the AQ-5 demonstrated poor convergent validity with overall functional impairment relative to the AQ-10. Conclusion Our findings highlight that the AQ-10 may not be well suited to assess ASD symptoms among patients with acute mental illness. En ligne : https://doi.org/10.1016/j.rasd.2023.102299 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=520 [article] Psychometric properties of the 10-item Autism Quotient in an acute psychiatric sample [Texte imprimé et/ou numérique] / Harris E. BAJWA, Auteur ; Courtney BEARD, Auteur ; Thröstur BJÖRGVINSSON, Auteur . - p.102299. in Research in Autism Spectrum Disorders > 110 (February 2024) . - p.102299 Mots-clés : Autism  AQ  Factor structure  Reliability  Validity Index. décimale : PER Périodiques Résumé : Purpose Diagnoses of autism spectrum disorder (ASD) are commonly missed among psychiatric patients. As such, a brief screening tool that reliably captures ASD symptoms could help to facilitate access to diagnosis. We evaluated the factor structure, internal consistency, and convergent validity of the 10-item Autism Spectrum Quotient (AQ-10; Allison et al., 2012) in a diagnostically diverse sample of patients with acute mental illness. Methods Participants (n = 305) were patients with a variety of mood, anxiety, personality, and psychotic-spectrum disorders seeking treatment at a cognitive-behavioral therapy partial hospital program. They completed the AQ-10 on their second day of the treatment program. Results Results suggests that a unifactorial structure of the AQ-10 had poor model fit and internal consistency. A modified, 5-item version (AQ-5) demonstrated acceptable unidimensional model fit and internal consistency; however, the items exclusively assess the social aspects of ASD and neglect restricted, repetitive patterns of behaviors, interests, or activity, therefore limiting validity. Indeed, while the AQ-5 and the AQ-10 demonstrated similar convergent validity with measures of social functioning, the AQ-5 demonstrated poor convergent validity with overall functional impairment relative to the AQ-10. Conclusion Our findings highlight that the AQ-10 may not be well suited to assess ASD symptoms among patients with acute mental illness. En ligne : https://doi.org/10.1016/j.rasd.2023.102299 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=520

Heart rate variability biofeedback as an anxiety intervention for college students with autism spectrum disorder / Kayla TRITES ; Brandon PARKER ; Nicholas BENSON in Research in Autism Spectrum Disorders, 110 (February 2024)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 110 (February 2024) . - p.102300 Titre : Heart rate variability biofeedback as an anxiety intervention for college students with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Kayla TRITES, Auteur ; Brandon PARKER, Auteur ; Nicholas BENSON, Auteur Article en page(s) : p.102300 Mots-clés : Autism  Anxiety  Biofeedback  Higher education  Heart rate variability Index. décimale : PER Périodiques Résumé : Background Students with Autism Spectrum Disorder (ASD) attending higher education face an increased risk for the development of anxiety disorders. This can lead to poor academic outcomes, social difficulties, health problems, economic struggles, and other lifelong challenges. Heart Rate Variability Biofeedback Therapy (HRVBT) is a technique with preliminary positive results for the treatment of anxiety in individuals with ASD, although there is a need for more research. Method This pilot study explores the effect of using HRVBT to reduce anxiety for a cohort of autistic college students (N = 4) using a multiple baseline across participants design. Participants received 20-minute HRVBT sessions weekly over the span of a ten-week period. Heart rate variability (HRV) and self-reported ?state? (transitory) anxiety were measured to gauge both psychophysiological and perceived levels of anxiety. Results Measures of psychophysiological anxiety indicated improvements in HRV that are typically associated with improvement in anxiety level. Participants saw reductions in sub-optimal levels of HRV and improvements in optimal levels of HRV as the study progressed. However, participants did not report lower levels of state anxiety. Conclusions As expected, all participants in the study experienced statistically significant improvements in their HRV after receiving the intervention. Contrary to expectations, HRVBT increased variability in self-reports and did not produce an appreciable decrease in perceived state anxiety. En ligne : https://doi.org/10.1016/j.rasd.2023.102300 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=521 [article] Heart rate variability biofeedback as an anxiety intervention for college students with autism spectrum disorder [Texte imprimé et/ou numérique] / Kayla TRITES, Auteur ; Brandon PARKER, Auteur ; Nicholas BENSON, Auteur . - p.102300. in Research in Autism Spectrum Disorders > 110 (February 2024) . - p.102300 Mots-clés : Autism  Anxiety  Biofeedback  Higher education  Heart rate variability Index. décimale : PER Périodiques Résumé : Background Students with Autism Spectrum Disorder (ASD) attending higher education face an increased risk for the development of anxiety disorders. This can lead to poor academic outcomes, social difficulties, health problems, economic struggles, and other lifelong challenges. Heart Rate Variability Biofeedback Therapy (HRVBT) is a technique with preliminary positive results for the treatment of anxiety in individuals with ASD, although there is a need for more research. Method This pilot study explores the effect of using HRVBT to reduce anxiety for a cohort of autistic college students (N = 4) using a multiple baseline across participants design. Participants received 20-minute HRVBT sessions weekly over the span of a ten-week period. Heart rate variability (HRV) and self-reported ?state? (transitory) anxiety were measured to gauge both psychophysiological and perceived levels of anxiety. Results Measures of psychophysiological anxiety indicated improvements in HRV that are typically associated with improvement in anxiety level. Participants saw reductions in sub-optimal levels of HRV and improvements in optimal levels of HRV as the study progressed. However, participants did not report lower levels of state anxiety. Conclusions As expected, all participants in the study experienced statistically significant improvements in their HRV after receiving the intervention. Contrary to expectations, HRVBT increased variability in self-reports and did not produce an appreciable decrease in perceived state anxiety. En ligne : https://doi.org/10.1016/j.rasd.2023.102300 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=521

Qualitative and quantitative pretend play and their predictors in children with autism spectrum disorder: A path-analysis study / Hsiu-Man CHIU ; Chien-Ho LIN ; Ching-Lin HSIEH ; Kuan-Lin CHEN in Research in Autism Spectrum Disorders, 110 (February 2024)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 110 (February 2024) . - p.102307 Titre : Qualitative and quantitative pretend play and their predictors in children with autism spectrum disorder: A path-analysis study Type de document : Texte imprimé et/ou numérique Auteurs : Hsiu-Man CHIU, Auteur ; Chien-Ho LIN, Auteur ; Ching-Lin HSIEH, Auteur ; Kuan-Lin CHEN, Auteur Article en page(s) : p.102307 Mots-clés : Autism spectrum disorder  Path analysis  Pretend play  Theory of mind Index. décimale : PER Périodiques Résumé : Children with autistic spectrum disorder (ASD) often have difficulties in both qualitive and quantitative pretend play. Theory of mind (ToM), symptom severity, and verbal comprehension appear to be potential correlates of pretend play. However, the underlying relationships of these correlates to pretend play remain unclear. Therefore, we applied path analysis to explore the relationships among these variables in children with ASD. A total of 151 children with ASD aged 3 to 12 years and their caregivers participated in this study. Children?s pretend play, ToM, verbal comprehension, and symptom severity were respectively assessed with Child Initiated Pretend Play Assessment, Theory of Mind Task Battery, The verbal comprehension index of Wechsler Intelligence Scale for children?Fourth Edition or Wechsler Preschool and Primary Scale of Intelligence?Fourth Edition, and Childhood Autism Rating Scale. The results showed that the SEM model fit well. The quality and quantity of pretend play were correlated to each other. ToM was positively related to qualitive and quantitative pretend play. Moreover, symptom severity was directly related to quality of pretend play; verbal comprehension was indirectly linked to quantity and quality of pretend play through ToM and symptom severity. In conclusion, our study reveals the underlying relationships of ToM, symptom severity, and verbal comprehension to quantitative and qualitative pretend play in children with ASD. This study both clarifies the important factors of qualitative and quantitative pretend play and provides suggestions to improve pretend play in children with ASD. En ligne : https://doi.org/10.1016/j.rasd.2023.102307 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=521 [article] Qualitative and quantitative pretend play and their predictors in children with autism spectrum disorder: A path-analysis study [Texte imprimé et/ou numérique] / Hsiu-Man CHIU, Auteur ; Chien-Ho LIN, Auteur ; Ching-Lin HSIEH, Auteur ; Kuan-Lin CHEN, Auteur . - p.102307. in Research in Autism Spectrum Disorders > 110 (February 2024) . - p.102307 Mots-clés : Autism spectrum disorder  Path analysis  Pretend play  Theory of mind Index. décimale : PER Périodiques Résumé : Children with autistic spectrum disorder (ASD) often have difficulties in both qualitive and quantitative pretend play. Theory of mind (ToM), symptom severity, and verbal comprehension appear to be potential correlates of pretend play. However, the underlying relationships of these correlates to pretend play remain unclear. Therefore, we applied path analysis to explore the relationships among these variables in children with ASD. A total of 151 children with ASD aged 3 to 12 years and their caregivers participated in this study. Children?s pretend play, ToM, verbal comprehension, and symptom severity were respectively assessed with Child Initiated Pretend Play Assessment, Theory of Mind Task Battery, The verbal comprehension index of Wechsler Intelligence Scale for children?Fourth Edition or Wechsler Preschool and Primary Scale of Intelligence?Fourth Edition, and Childhood Autism Rating Scale. The results showed that the SEM model fit well. The quality and quantity of pretend play were correlated to each other. ToM was positively related to qualitive and quantitative pretend play. Moreover, symptom severity was directly related to quality of pretend play; verbal comprehension was indirectly linked to quantity and quality of pretend play through ToM and symptom severity. In conclusion, our study reveals the underlying relationships of ToM, symptom severity, and verbal comprehension to quantitative and qualitative pretend play in children with ASD. This study both clarifies the important factors of qualitative and quantitative pretend play and provides suggestions to improve pretend play in children with ASD. En ligne : https://doi.org/10.1016/j.rasd.2023.102307 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=521