Easing the transition to secondary education for children with autism spectrum disorder: An evaluation of the Systemic Transition in Education Programme for Autism Spectrum Disorder (STEP-ASD) / William MANDY in Autism, 20-5 (July 2016)  

Public ISBD [article]  inAutism > 20-5 (July 2016) . - p.580-590 Titre : Easing the transition to secondary education for children with autism spectrum disorder: An evaluation of the Systemic Transition in Education Programme for Autism Spectrum Disorder (STEP-ASD) Type de document : Texte imprimé et/ou numérique Auteurs : William MANDY, Auteur ; Marianna MURIN, Auteur ; Ozlem BAYKANER, Auteur ; Sara STAUNTON, Auteur ; Robert COBB, Auteur ; Josselyn HELLRIEGEL, Auteur ; Seonaid ANDERSON, Auteur ; David SKUSE, Auteur Article en page(s) : p.580-590 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  clinical trial  education  intervention  school transition Index. décimale : PER Périodiques Résumé : In mainstream education, the transition from primary to secondary school (‘school transition’) is difficult for children with autism spectrum disorder, being marked by high levels of emotional and behavioural difficulties. The Systemic Transition in Education Programme for Autism Spectrum Disorder (STEP-ASD) is a new, manualised school transition intervention. We investigated its feasibility and efficacy for children diagnosed with autism spectrum disorder (N?=?37; mean age?=?11.47?years; mean IQ?=?85.24) using an unblinded, non-randomised, controlled design. Teachers found the intervention feasible and acceptable. Children receiving STEP-ASD (n?=?17) showed a large (Cohen’s d?=?0.88) reduction in school-reported emotional and behavioural difficulties, whereas controls (n?=?20) showed a slight increase (d?=??0.1) (p?=?0.010). These encouraging findings suggest the value of STEP-ASD as a low-intensity intervention for reducing problem behaviours and distress in children with autism spectrum disorder as they transition to mainstream secondary school. En ligne : http://dx.doi.org/10.1177/1362361315598892 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=290 [article] Easing the transition to secondary education for children with autism spectrum disorder: An evaluation of the Systemic Transition in Education Programme for Autism Spectrum Disorder (STEP-ASD) [Texte imprimé et/ou numérique] / William MANDY, Auteur ; Marianna MURIN, Auteur ; Ozlem BAYKANER, Auteur ; Sara STAUNTON, Auteur ; Robert COBB, Auteur ; Josselyn HELLRIEGEL, Auteur ; Seonaid ANDERSON, Auteur ; David SKUSE, Auteur . - p.580-590. Langues : Anglais (eng) in Autism > 20-5 (July 2016) . - p.580-590 Mots-clés : autism spectrum disorder  clinical trial  education  intervention  school transition Index. décimale : PER Périodiques Résumé : In mainstream education, the transition from primary to secondary school (‘school transition’) is difficult for children with autism spectrum disorder, being marked by high levels of emotional and behavioural difficulties. The Systemic Transition in Education Programme for Autism Spectrum Disorder (STEP-ASD) is a new, manualised school transition intervention. We investigated its feasibility and efficacy for children diagnosed with autism spectrum disorder (N?=?37; mean age?=?11.47?years; mean IQ?=?85.24) using an unblinded, non-randomised, controlled design. Teachers found the intervention feasible and acceptable. Children receiving STEP-ASD (n?=?17) showed a large (Cohen’s d?=?0.88) reduction in school-reported emotional and behavioural difficulties, whereas controls (n?=?20) showed a slight increase (d?=??0.1) (p?=?0.010). These encouraging findings suggest the value of STEP-ASD as a low-intensity intervention for reducing problem behaviours and distress in children with autism spectrum disorder as they transition to mainstream secondary school. En ligne : http://dx.doi.org/10.1177/1362361315598892 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=290

Evaluating social (pragmatic) communication disorder / William MANDY in Journal of Child Psychology and Psychiatry, 58-10 (October 2017)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 58-10 (October 2017) . - p.1166-1175 Titre : Evaluating social (pragmatic) communication disorder Type de document : Texte imprimé et/ou numérique Auteurs : William MANDY, Auteur ; Adele WANG, Auteur ; Irene LEE, Auteur ; David SKUSE, Auteur Article en page(s) : p.1166-1175 Langues : Anglais (eng) Mots-clés : Social (pragmatic) communication disorder  autism spectrum disorder  diagnostic and statistical manual  fifth edition (DSM-5)  pervasive developmental disorder – not otherwise specified  nosology Index. décimale : PER Périodiques Résumé : Background Social (pragmatic) communication disorder (SPCD) is a new diagnosis introduced by DSM-5, characterised by problems with verbal and nonverbal social communication. It is currently unclear whether SPCD is a valid diagnostic category, because little is known about the characteristics of those who meet its criteria. We sought to identify and describe cases of SPCD, to contribute to debates about its validity. We investigated whether the symptoms of SPCD cluster together to form a coherent syndrome that is distinct from autism spectrum disorder (ASD) in terms of its core and associated features. Methods Participants were young people (N = 1,081, age range = 4–18 years) who had attended a specialist social communication disorders clinic for children with fluent language and normal-range intelligence. Standardised parent-report data were collected using the Developmental, Dimensional and Diagnostic Interview (3Di), Child Communication Checklist (CCC) and Strengths and Difficulties Questionnaire (SDQ). An algorithm was designed using 3Di and CCC items to implement DSM-5 SPCD criteria. Results Eighty-eight young people met our criteria for SPCD, with 801 meeting DSM-5 ASD criteria and the remaining 192 having neither SPCD nor ASD (‘clinical comparison group’). The core symptoms of SPCD co-occurred to a moderate degree (average interitem correlation = .22). SPCD cases had autistic social difficulties that were intermediate between ASD and the clinical comparison group. SPCD was associated with high rates of nonautistic psychopathology, with 63.5% scoring in the abnormal range of the SDQ's Total Problems scale. Conclusions We did not find evidence that SPCD is qualitatively distinct from ASD. Rather, it appears to lie on the borderlands of the autism spectrum, describing those with autistic traits that fall just below the threshold for an ASD diagnosis. SPCD may have clinical utility for identifying people with autistic traits that are insufficiently severe for ASD diagnosis, but who nevertheless require support. En ligne : http://dx.doi.org/10.1111/jcpp.12785 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=321 [article] Evaluating social (pragmatic) communication disorder [Texte imprimé et/ou numérique] / William MANDY, Auteur ; Adele WANG, Auteur ; Irene LEE, Auteur ; David SKUSE, Auteur . - p.1166-1175. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 58-10 (October 2017) . - p.1166-1175 Mots-clés : Social (pragmatic) communication disorder  autism spectrum disorder  diagnostic and statistical manual  fifth edition (DSM-5)  pervasive developmental disorder – not otherwise specified  nosology Index. décimale : PER Périodiques Résumé : Background Social (pragmatic) communication disorder (SPCD) is a new diagnosis introduced by DSM-5, characterised by problems with verbal and nonverbal social communication. It is currently unclear whether SPCD is a valid diagnostic category, because little is known about the characteristics of those who meet its criteria. We sought to identify and describe cases of SPCD, to contribute to debates about its validity. We investigated whether the symptoms of SPCD cluster together to form a coherent syndrome that is distinct from autism spectrum disorder (ASD) in terms of its core and associated features. Methods Participants were young people (N = 1,081, age range = 4–18 years) who had attended a specialist social communication disorders clinic for children with fluent language and normal-range intelligence. Standardised parent-report data were collected using the Developmental, Dimensional and Diagnostic Interview (3Di), Child Communication Checklist (CCC) and Strengths and Difficulties Questionnaire (SDQ). An algorithm was designed using 3Di and CCC items to implement DSM-5 SPCD criteria. Results Eighty-eight young people met our criteria for SPCD, with 801 meeting DSM-5 ASD criteria and the remaining 192 having neither SPCD nor ASD (‘clinical comparison group’). The core symptoms of SPCD co-occurred to a moderate degree (average interitem correlation = .22). SPCD cases had autistic social difficulties that were intermediate between ASD and the clinical comparison group. SPCD was associated with high rates of nonautistic psychopathology, with 63.5% scoring in the abnormal range of the SDQ's Total Problems scale. Conclusions We did not find evidence that SPCD is qualitatively distinct from ASD. Rather, it appears to lie on the borderlands of the autism spectrum, describing those with autistic traits that fall just below the threshold for an ASD diagnosis. SPCD may have clinical utility for identifying people with autistic traits that are insufficiently severe for ASD diagnosis, but who nevertheless require support. En ligne : http://dx.doi.org/10.1111/jcpp.12785 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=321

Factor associated with the occurrence of epilepsy in autism: a systematic review / Eleni ZARAKOVITI in Journal of Autism and Developmental Disorders, 53-10 (October 2023)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 53-10 (October 2023) . - p.3873-3890 Titre : Factor associated with the occurrence of epilepsy in autism: a systematic review Type de document : Texte imprimé et/ou numérique Auteurs : Eleni ZARAKOVITI, Auteur ; Roz SHAFRAN, Auteur ; David SKUSE, Auteur ; Amy MCTAGUE, Auteur ; Neha BATURA, Auteur ; Tom PALMER, Auteur ; Emma DALRYMPLE, Auteur ; Sophie D. BENNETT, Auteur ; Colin REILLY, Auteur Article en page(s) : p.3873-3890 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This systematic review aimed to identify factors significantly associated with the occurrence of epilepsy in autistic individuals and to consider the impact of study quality on findings. Electronic databases were systematically searched on October 2nd, 2020 and records retrieved were limited to those published from 2000 onwards. Study quality was categorised as 'good', 'moderate' or 'weak'. Fifty-three studies were included and in studies where the prevalence of epilepsy was reported (n=257,892), 18,254 (7%) had co-occurring epilepsy. Intellectual disability/cognitive impairment was the most commonly reported risk factor associated with occurrence of epilepsy in autistic individuals. The evidence supporting other, potentially relevant factors was weak and inconsistent and requires further evaluation. Only 9/53 studies were considered 'good' quality. En ligne : https://doi.org/10.1007/s10803-022-05672-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=511 [article] Factor associated with the occurrence of epilepsy in autism: a systematic review [Texte imprimé et/ou numérique] / Eleni ZARAKOVITI, Auteur ; Roz SHAFRAN, Auteur ; David SKUSE, Auteur ; Amy MCTAGUE, Auteur ; Neha BATURA, Auteur ; Tom PALMER, Auteur ; Emma DALRYMPLE, Auteur ; Sophie D. BENNETT, Auteur ; Colin REILLY, Auteur . - p.3873-3890. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 53-10 (October 2023) . - p.3873-3890 Index. décimale : PER Périodiques Résumé : This systematic review aimed to identify factors significantly associated with the occurrence of epilepsy in autistic individuals and to consider the impact of study quality on findings. Electronic databases were systematically searched on October 2nd, 2020 and records retrieved were limited to those published from 2000 onwards. Study quality was categorised as 'good', 'moderate' or 'weak'. Fifty-three studies were included and in studies where the prevalence of epilepsy was reported (n=257,892), 18,254 (7%) had co-occurring epilepsy. Intellectual disability/cognitive impairment was the most commonly reported risk factor associated with occurrence of epilepsy in autistic individuals. The evidence supporting other, potentially relevant factors was weak and inconsistent and requires further evaluation. Only 9/53 studies were considered 'good' quality. En ligne : https://doi.org/10.1007/s10803-022-05672-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=511

Investigating the cross-cultural validity of DSM-5 autism spectrum disorder: Evidence from Finnish and UK samples / William MANDY in Autism, 18-1 (January 2014)  

Public ISBD [article]  inAutism > 18-1 (January 2014) . - p.45-54 Titre : Investigating the cross-cultural validity of DSM-5 autism spectrum disorder: Evidence from Finnish and UK samples Type de document : Texte imprimé et/ou numérique Auteurs : William MANDY, Auteur ; Tony CHARMAN, Auteur ; Kaija PUURA, Auteur ; David SKUSE, Auteur Article en page(s) : p.45-54 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  confirmatory factor analysis  cross-cultural  Diagnostic and Statistical Manual of Mental Disorders–Fifth Edition  International Classification of Diseases–11th Edition Index. décimale : PER Périodiques Résumé : The recent Diagnostic and Statistical Manual of Mental Disorders–Fifth Edition (DSM-5) reformulation of autism spectrum disorder has received empirical support from North American and UK samples. Autism spectrum disorder is an increasingly global diagnosis, and research is needed to discover how well it generalises beyond North America and the United Kingdom. We tested the applicability of the DSM-5 model to a sample of Finnish young people with autism spectrum disorder (n = 130) or the broader autism phenotype (n = 110). Confirmatory factor analysis tested the DSM-5 model in Finland and compared the fit of this model between Finnish and UK participants (autism spectrum disorder, n = 488; broader autism phenotype, n = 220). In both countries, autistic symptoms were measured using the Developmental, Diagnostic and Dimensional Interview. Replicating findings from English-speaking samples, the DSM-5 model fitted well in Finnish autism spectrum disorder participants, outperforming a Diagnostic and Statistical Manual of Mental Disorders–Fourth Edition (DSM-IV) model. The DSM-5 model fitted equally well in Finnish and UK autism spectrum disorder samples. Among broader autism phenotype participants, this model fitted well in the United Kingdom but poorly in Finland, suggesting that cross-cultural variability may be greatest for milder autistic characteristics. We encourage researchers with data from other cultures to emulate our methodological approach, to map any cultural variability in the manifestation of autism spectrum disorder and the broader autism phenotype. This would be especially valuable given the ongoing revision of the International Classification of Diseases–11th Edition, the most global of the diagnostic manuals. En ligne : http://dx.doi.org/10.1177/1362361313508026 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=221 [article] Investigating the cross-cultural validity of DSM-5 autism spectrum disorder: Evidence from Finnish and UK samples [Texte imprimé et/ou numérique] / William MANDY, Auteur ; Tony CHARMAN, Auteur ; Kaija PUURA, Auteur ; David SKUSE, Auteur . - p.45-54. Langues : Anglais (eng) in Autism > 18-1 (January 2014) . - p.45-54 Mots-clés : autism spectrum disorder  confirmatory factor analysis  cross-cultural  Diagnostic and Statistical Manual of Mental Disorders–Fifth Edition  International Classification of Diseases–11th Edition Index. décimale : PER Périodiques Résumé : The recent Diagnostic and Statistical Manual of Mental Disorders–Fifth Edition (DSM-5) reformulation of autism spectrum disorder has received empirical support from North American and UK samples. Autism spectrum disorder is an increasingly global diagnosis, and research is needed to discover how well it generalises beyond North America and the United Kingdom. We tested the applicability of the DSM-5 model to a sample of Finnish young people with autism spectrum disorder (n = 130) or the broader autism phenotype (n = 110). Confirmatory factor analysis tested the DSM-5 model in Finland and compared the fit of this model between Finnish and UK participants (autism spectrum disorder, n = 488; broader autism phenotype, n = 220). In both countries, autistic symptoms were measured using the Developmental, Diagnostic and Dimensional Interview. Replicating findings from English-speaking samples, the DSM-5 model fitted well in Finnish autism spectrum disorder participants, outperforming a Diagnostic and Statistical Manual of Mental Disorders–Fourth Edition (DSM-IV) model. The DSM-5 model fitted equally well in Finnish and UK autism spectrum disorder samples. Among broader autism phenotype participants, this model fitted well in the United Kingdom but poorly in Finland, suggesting that cross-cultural variability may be greatest for milder autistic characteristics. We encourage researchers with data from other cultures to emulate our methodological approach, to map any cultural variability in the manifestation of autism spectrum disorder and the broader autism phenotype. This would be especially valuable given the ongoing revision of the International Classification of Diseases–11th Edition, the most global of the diagnostic manuals. En ligne : http://dx.doi.org/10.1177/1362361313508026 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=221

New approaches to social skills training: Blended group interventions for girls with social communication difficulties / Jeanne WOLSTENCROFT in Autism Research, 14-5 (May 2021)  

Public ISBD [article]  inAutism Research > 14-5 (May 2021) . - p.1061-1072 Titre : New approaches to social skills training: Blended group interventions for girls with social communication difficulties Type de document : Texte imprimé et/ou numérique Auteurs : Jeanne WOLSTENCROFT, Auteur ; Eleanor KERRY, Auteur ; Hayley DENYER, Auteur ; Alice WATKINS, Auteur ; William MANDY, Auteur ; David SKUSE, Auteur Article en page(s) : p.1061-1072 Langues : Anglais (eng) Mots-clés : autism  e-health  girls  intervention  online treatment  social skills training Index. décimale : PER Périodiques Résumé : Social skills group interventions are increasing popular for children with social communication disorders but there is little evidence of their acceptability or effectiveness when delivered online. We report a feasibility study that adapted the Program for Education and Enrichment of Relational Skills (PEERS) to provide an intensive 8 week online delivery to female adolescents, blended with some face-to-face group meetings. A systematic multiple-case series design with case tracking was developed, comprising a 3-month baseline, a 2-month intervention and a 3-month follow-up period. Seven adolescents with Turner Syndrome and social communication difficulties (17-20?years) took part, together with their parents. Acceptability and feasibility were assessed by means of qualitative feedback and attendance rates. Changes in social adaptation were tracked using measures of social knowledge, social behaviour and autistic symptoms, plus anxiety and self-esteem. Attendance rates were consistently high and there were no dropouts. Qualitative feedback indicated the online format was acceptable to both the participants and their families. Objective outcome measures showed significant gains in social knowledge and improved social initiations from measures made during the pre-intervention baseline. This proof-of-principle pilot study demonstrated blended social skills interventions are both feasible and acceptable to adolescent females with social communication difficulties. LAY SUMMARY: Social skills groups are increasingly popular for children with social communication disorders, but there is little evidence for their use online. Psychological treatments that require weekly face-to-face sessions for both children and their parents are associated with practical difficulties, disrupting family life and school commitments. Our study, is the first to use a blended online and face-to-face social skills training program for adolescent girls with social communication difficulties. We showed that this new approach to treatment was acceptable to families and has a positive and significant impact on participant's social performance and social knowledge. This new treatment approach may increase the accessibility of treatment for adolescents and young adults, especially those with social communication difficulties. Autism Res 2021, 14: 1061-1072. © 2021 The Authors. Autism Research published by International Society for Autism Research published by Wiley Periodicals LLC. En ligne : http://dx.doi.org/10.1002/aur.2495 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444 [article] New approaches to social skills training: Blended group interventions for girls with social communication difficulties [Texte imprimé et/ou numérique] / Jeanne WOLSTENCROFT, Auteur ; Eleanor KERRY, Auteur ; Hayley DENYER, Auteur ; Alice WATKINS, Auteur ; William MANDY, Auteur ; David SKUSE, Auteur . - p.1061-1072. Langues : Anglais (eng) in Autism Research > 14-5 (May 2021) . - p.1061-1072 Mots-clés : autism  e-health  girls  intervention  online treatment  social skills training Index. décimale : PER Périodiques Résumé : Social skills group interventions are increasing popular for children with social communication disorders but there is little evidence of their acceptability or effectiveness when delivered online. We report a feasibility study that adapted the Program for Education and Enrichment of Relational Skills (PEERS) to provide an intensive 8 week online delivery to female adolescents, blended with some face-to-face group meetings. A systematic multiple-case series design with case tracking was developed, comprising a 3-month baseline, a 2-month intervention and a 3-month follow-up period. Seven adolescents with Turner Syndrome and social communication difficulties (17-20?years) took part, together with their parents. Acceptability and feasibility were assessed by means of qualitative feedback and attendance rates. Changes in social adaptation were tracked using measures of social knowledge, social behaviour and autistic symptoms, plus anxiety and self-esteem. Attendance rates were consistently high and there were no dropouts. Qualitative feedback indicated the online format was acceptable to both the participants and their families. Objective outcome measures showed significant gains in social knowledge and improved social initiations from measures made during the pre-intervention baseline. This proof-of-principle pilot study demonstrated blended social skills interventions are both feasible and acceptable to adolescent females with social communication difficulties. LAY SUMMARY: Social skills groups are increasingly popular for children with social communication disorders, but there is little evidence for their use online. Psychological treatments that require weekly face-to-face sessions for both children and their parents are associated with practical difficulties, disrupting family life and school commitments. Our study, is the first to use a blended online and face-to-face social skills training program for adolescent girls with social communication difficulties. We showed that this new approach to treatment was acceptable to families and has a positive and significant impact on participant's social performance and social knowledge. This new treatment approach may increase the accessibility of treatment for adolescents and young adults, especially those with social communication difficulties. Autism Res 2021, 14: 1061-1072. © 2021 The Authors. Autism Research published by International Society for Autism Research published by Wiley Periodicals LLC. En ligne : http://dx.doi.org/10.1002/aur.2495 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444

A randomised controlled trial of PEGASUS, a psychoeducational programme for young people with high-functioning autism spectrum disorder / Kate GORDON in Journal of Child Psychology and Psychiatry, 56-4 (April 2015)  

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Social communication and emotion difficulties and second to fourth digit ratio in a large community-based sample / Manuela BARONA in Molecular Autism, (December 2015)  

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The Cognitive Profile in Autism Spectrum Disorders / William MANDY in Key Issues in Mental Health, 180 (2015)

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The transition from primary to secondary school in mainstream education for children with autism spectrum disorder / William MANDY in Autism, 20-1 (January 2016)  

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Trajectories of autistic social traits in childhood and adolescence and disordered eating behaviours at age 14 years: A UK general population cohort study / Francesca SOLMI in Journal of Child Psychology and Psychiatry, 62-1 (January 2021)  

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Utility of the 3Di Short Version for the Diagnostic Assessment of Autism Spectrum Disorder and Compatibility with DSM-5 / Geerte SLAPPENDEL in Journal of Autism and Developmental Disorders, 46-5 (May 2016)  

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Validation of the Developmental, Dimensional and Diagnostic Interview (3Di) Among Chinese Children in a Child Psychiatry Clinic in Hong Kong / Kelly Y. C. LAI in Journal of Autism and Developmental Disorders, 45-5 (May 2015)  

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Variability in the common genetic architecture of social-communication spectrum phenotypes during childhood and adolescence / Beate ST POURCAIN in Molecular Autism, (February 2014)  

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