Dépouillements

Profiles of structural language and nonverbal intellectual abilities in verbal autistic adults / Sandrine FERRE ; Laurice TULLER ; Emmanuelle HOUY-DURAND ; Frédérique BONNET-BRILHAULT ; Philippe PREVOST in Research in Autism Spectrum Disorders, 114 (June 2024)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 114 (June 2024) . - p.102361 Titre : Profiles of structural language and nonverbal intellectual abilities in verbal autistic adults Type de document : Texte imprimé et/ou numérique Auteurs : Sandrine FERRE, Auteur ; Laurice TULLER, Auteur ; Emmanuelle HOUY-DURAND, Auteur ; Frédérique BONNET-BRILHAULT, Auteur ; Philippe PREVOST, Auteur Année de publication : 2024 Article en page(s) : p.102361 Langues : Anglais (eng) Mots-clés : Autism  Adulthood  Profiles  Structural language  Nonverbal intelligence  Cluster analysis Index. décimale : PER Périodiques Résumé : Background A diagnosis of autism includes the specification of any accompanying language impairment (LI) and Disorders of Intellectual Development (DID). The International Classification of Diseases (ICD-11) mentions the existence of four different profiles for verbal autistic individuals, resulting from the logical combinations of presence and absence of LI and DID. While these profiles have been identified in autistic children, equivalent evidence is lacking for adults, as studies on this population are quantitatively and qualitatively limited. Language tasks are generally ill-adapted to autistic adults and individuals with DID are rarely integrated into experimental cohorts. This study means to fill this gap by proposing a systematic investigation of structural language and nonverbal intellectual abilities (NVIQ) in autistic adults across the whole verbal spectrum based on explicitly motivated measures. Methods For structural language, the adult adaptation of autism-friendly nonword and sentence repetition tasks shown to be sensitive to LI were selected; for NVIQ, Block Design and Matrix Reasoning of the WAIS-IV were employed. These tasks were administered to 48 autistic adults aged 18-56 years and to 50 age-matched controls. Results Cluster analysis revealed three distinct profiles: two homogeneous (intact language with high NVIQ and LI with low NVIQ) and one displaying discrepant abilities, including normal language with low NVIQ. Conversely, the LI with average/high NVIQ profile was not found. Conclusions Profiles in adulthood seem more homogeneous than in childhood. One hypothesis is that cognitive changes occur during development that reduce ability discrepancy, such as severe LI contributing to decreasing nonverbal abilities over time. En ligne : https://doi.org/10.1016/j.rasd.2024.102361 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=529 [article] Profiles of structural language and nonverbal intellectual abilities in verbal autistic adults [Texte imprimé et/ou numérique] / Sandrine FERRE, Auteur ; Laurice TULLER, Auteur ; Emmanuelle HOUY-DURAND, Auteur ; Frédérique BONNET-BRILHAULT, Auteur ; Philippe PREVOST, Auteur . - 2024 . - p.102361. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 114 (June 2024) . - p.102361 Mots-clés : Autism  Adulthood  Profiles  Structural language  Nonverbal intelligence  Cluster analysis Index. décimale : PER Périodiques Résumé : Background A diagnosis of autism includes the specification of any accompanying language impairment (LI) and Disorders of Intellectual Development (DID). The International Classification of Diseases (ICD-11) mentions the existence of four different profiles for verbal autistic individuals, resulting from the logical combinations of presence and absence of LI and DID. While these profiles have been identified in autistic children, equivalent evidence is lacking for adults, as studies on this population are quantitatively and qualitatively limited. Language tasks are generally ill-adapted to autistic adults and individuals with DID are rarely integrated into experimental cohorts. This study means to fill this gap by proposing a systematic investigation of structural language and nonverbal intellectual abilities (NVIQ) in autistic adults across the whole verbal spectrum based on explicitly motivated measures. Methods For structural language, the adult adaptation of autism-friendly nonword and sentence repetition tasks shown to be sensitive to LI were selected; for NVIQ, Block Design and Matrix Reasoning of the WAIS-IV were employed. These tasks were administered to 48 autistic adults aged 18-56 years and to 50 age-matched controls. Results Cluster analysis revealed three distinct profiles: two homogeneous (intact language with high NVIQ and LI with low NVIQ) and one displaying discrepant abilities, including normal language with low NVIQ. Conversely, the LI with average/high NVIQ profile was not found. Conclusions Profiles in adulthood seem more homogeneous than in childhood. One hypothesis is that cognitive changes occur during development that reduce ability discrepancy, such as severe LI contributing to decreasing nonverbal abilities over time. En ligne : https://doi.org/10.1016/j.rasd.2024.102361 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=529

Use of sensory adaptive environments with autistic children: A scoping review / Rachel L. DUMONT ; Natalie R. SCHIANO ; Kathleen F. LAWLOR ; Kathleen GREANEY ; Rachel KIM ; Emma DURYEA ; Lady RIOS-VEGA ; Kadria D. SIMMS ; Roseann C. SCHAAF in Research in Autism Spectrum Disorders, 114 (June 2024)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 114 (June 2024) . - p.102362 Titre : Use of sensory adaptive environments with autistic children: A scoping review Type de document : Texte imprimé et/ou numérique Auteurs : Rachel L. DUMONT, Auteur ; Natalie R. SCHIANO, Auteur ; Kathleen F. LAWLOR, Auteur ; Kathleen GREANEY, Auteur ; Rachel KIM, Auteur ; Emma DURYEA, Auteur ; Lady RIOS-VEGA, Auteur ; Kadria D. SIMMS, Auteur ; Roseann C. SCHAAF, Auteur Année de publication : 2024 Article en page(s) : p.102362 Langues : Anglais (eng) Mots-clés : Sensory Adaptive Environment  Snoezelen  Multisensory Environment  ASD  Autism Index. décimale : PER Périodiques Résumé : Background Sensory differences in autistic children can impact their ability to have positive experiences in certain environments. Sensory adaptive environments (SAEs) are being increasingly used to reduce distress, increase enjoyment, and support opportunities for interaction. However, despite the increased prevalence of SAEs, there is little guidance in the literature indicating how to effectively create and use these spaces, including the components, equipment, and activities that are to be performed. Method A scoping review was conducted to address the following research question: What are the sensory experiences, equipment, and outcomes related to the use of sensory adaptive environments for autistic children? Thirteen studies met inclusion criteria and were categorized in terms of their study design, setting, sensory equipment, and outcome measures. Results A wide range of countries and study designs were represented. Sensory equipment spanned visual, auditory, tactile/deep pressure, olfactory, and vestibular domains. Six out of thirteen studies included safety and/or training protocols for using the SAE. The most represented environments were schools and healthcare settings. SAEs also varied in terms of their design purpose and level of technology. Conclusion As SAEs are becoming increasingly prevalent, there is a need to understand the evidence for their design. Current evidence is mixed, with the need for more research and more robust study designs. En ligne : https://doi.org/10.1016/j.rasd.2024.102362 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=529 [article] Use of sensory adaptive environments with autistic children: A scoping review [Texte imprimé et/ou numérique] / Rachel L. DUMONT, Auteur ; Natalie R. SCHIANO, Auteur ; Kathleen F. LAWLOR, Auteur ; Kathleen GREANEY, Auteur ; Rachel KIM, Auteur ; Emma DURYEA, Auteur ; Lady RIOS-VEGA, Auteur ; Kadria D. SIMMS, Auteur ; Roseann C. SCHAAF, Auteur . - 2024 . - p.102362. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 114 (June 2024) . - p.102362 Mots-clés : Sensory Adaptive Environment  Snoezelen  Multisensory Environment  ASD  Autism Index. décimale : PER Périodiques Résumé : Background Sensory differences in autistic children can impact their ability to have positive experiences in certain environments. Sensory adaptive environments (SAEs) are being increasingly used to reduce distress, increase enjoyment, and support opportunities for interaction. However, despite the increased prevalence of SAEs, there is little guidance in the literature indicating how to effectively create and use these spaces, including the components, equipment, and activities that are to be performed. Method A scoping review was conducted to address the following research question: What are the sensory experiences, equipment, and outcomes related to the use of sensory adaptive environments for autistic children? Thirteen studies met inclusion criteria and were categorized in terms of their study design, setting, sensory equipment, and outcome measures. Results A wide range of countries and study designs were represented. Sensory equipment spanned visual, auditory, tactile/deep pressure, olfactory, and vestibular domains. Six out of thirteen studies included safety and/or training protocols for using the SAE. The most represented environments were schools and healthcare settings. SAEs also varied in terms of their design purpose and level of technology. Conclusion As SAEs are becoming increasingly prevalent, there is a need to understand the evidence for their design. Current evidence is mixed, with the need for more research and more robust study designs. En ligne : https://doi.org/10.1016/j.rasd.2024.102362 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=529

Can bumetanide be a miraculous medicine for autism spectrum disorder: Meta-analysis evidence from randomized controlled trials / Han ZHU ; Jia-Qi JING ; Si-Jia JIA ; Su-Hong YU ; Chang-Jiang YANG in Research in Autism Spectrum Disorders, 114 (June 2024)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 114 (June 2024) . - p.102363 Titre : Can bumetanide be a miraculous medicine for autism spectrum disorder: Meta-analysis evidence from randomized controlled trials Type de document : Texte imprimé et/ou numérique Auteurs : Han ZHU, Auteur ; Jia-Qi JING, Auteur ; Si-Jia JIA, Auteur ; Su-Hong YU, Auteur ; Chang-Jiang YANG, Auteur Année de publication : 2024 Article en page(s) : p.102363 Langues : Anglais (eng) Mots-clés : Bumetanide  Autism spectrum disorder  Overall core symptoms  Meta-analysis  Randomized controlled trials Index. décimale : PER Périodiques Résumé : Background The efficacy of bumetanide on autism spectrum disorders (ASD) has been extensively studied, but the results remain inconclusive, necessitating a critical examination to determine its therapeutic role. Therefore, this study conducted a meta-analysis of bumetanide treatments for ASD to explore its efficacy and identify subpopulation that responded positively. Methods A systematic search was conducted on PubMed, EMBASE, MEDLINE, PsyclNFO, Web of Science, Clinical Trials.gov, and references in reviews from the earliest available date to September 2023. Randomized controlled trials (RCTs) were identified that evaluated the efficacy of bumetanide in improving overall core symptoms (OCS) of ASD. Therefore, nine studies with 1036 participants were included in the study. Results Bumetanide showed significant effects on OCS of ASD (WMD = ? 1.91, p = 0.006), particularly in sub-domains including relation to inanimate objects, adaption to environment changes, auditory response, near sensory responses, anxiety and hyperactivity. Moderating analysis indicated that a significant effect size of bumetanide on OCS of ASD was observed in specific subgroup, including 3-6 years old (WMD = ?1.08, p = 0.008), the tablet (WMD = ?2.80, p = 0.003), 3-month intervention (WMD = ?2.54, p = 0.003), and the single-center studies (WMD = ?2.80, p = 0.003). Conclusions Bumetanide has a large and significant impact on the OCS of ASD. Given the limited number and quality of included RCTs, future research should prioritize conducting large-scale trials focusing on sub-parameters or specific clinical features to comprehensively evaluate the efficacy of bumetanide in subpopulations of children with ASD. En ligne : https://doi.org/10.1016/j.rasd.2024.102363 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=529 [article] Can bumetanide be a miraculous medicine for autism spectrum disorder: Meta-analysis evidence from randomized controlled trials [Texte imprimé et/ou numérique] / Han ZHU, Auteur ; Jia-Qi JING, Auteur ; Si-Jia JIA, Auteur ; Su-Hong YU, Auteur ; Chang-Jiang YANG, Auteur . - 2024 . - p.102363. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 114 (June 2024) . - p.102363 Mots-clés : Bumetanide  Autism spectrum disorder  Overall core symptoms  Meta-analysis  Randomized controlled trials Index. décimale : PER Périodiques Résumé : Background The efficacy of bumetanide on autism spectrum disorders (ASD) has been extensively studied, but the results remain inconclusive, necessitating a critical examination to determine its therapeutic role. Therefore, this study conducted a meta-analysis of bumetanide treatments for ASD to explore its efficacy and identify subpopulation that responded positively. Methods A systematic search was conducted on PubMed, EMBASE, MEDLINE, PsyclNFO, Web of Science, Clinical Trials.gov, and references in reviews from the earliest available date to September 2023. Randomized controlled trials (RCTs) were identified that evaluated the efficacy of bumetanide in improving overall core symptoms (OCS) of ASD. Therefore, nine studies with 1036 participants were included in the study. Results Bumetanide showed significant effects on OCS of ASD (WMD = ? 1.91, p = 0.006), particularly in sub-domains including relation to inanimate objects, adaption to environment changes, auditory response, near sensory responses, anxiety and hyperactivity. Moderating analysis indicated that a significant effect size of bumetanide on OCS of ASD was observed in specific subgroup, including 3-6 years old (WMD = ?1.08, p = 0.008), the tablet (WMD = ?2.80, p = 0.003), 3-month intervention (WMD = ?2.54, p = 0.003), and the single-center studies (WMD = ?2.80, p = 0.003). Conclusions Bumetanide has a large and significant impact on the OCS of ASD. Given the limited number and quality of included RCTs, future research should prioritize conducting large-scale trials focusing on sub-parameters or specific clinical features to comprehensively evaluate the efficacy of bumetanide in subpopulations of children with ASD. En ligne : https://doi.org/10.1016/j.rasd.2024.102363 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=529

Maternal preconception and prenatal stressful life events in association with child neurodevelopmental outcome in MARBLES: A high familial likelihood cohort / Daniel J. TANCREDI ; Rebecca J. SCHMIDT in Research in Autism Spectrum Disorders, 114 (June 2024)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 114 (June 2024) . - p.102364 Titre : Maternal preconception and prenatal stressful life events in association with child neurodevelopmental outcome in MARBLES: A high familial likelihood cohort Type de document : Texte imprimé et/ou numérique Auteurs : Daniel J. TANCREDI, Auteur ; Rebecca J. SCHMIDT, Auteur Année de publication : 2024 Article en page(s) : p.102364 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Stressful life events  Pregnancy  Prenatal maternal stress  Developmental delay  Autistic disorder Index. décimale : PER Périodiques Résumé : Background Prenatal stressful life events (SLEs) have been inconsistently associated with autism spectrum disorder (ASD). Mothers who are already raising a child with ASD could experience compounding effects of prenatal SLEs. This study prospectively examined prenatal SLEs in association with child neurodevelopmental outcomes in a high familial likelihood cohort. Methods Participants were 317 mother-child pairs from the Markers of Autism Risk in Babies: Learning Early Signs (MARBLES) Study, where pregnant women have previously had at least one other child with ASD. Mothers were interviewed during and at the end of pregnancy about whether they had experienced any of 7 SLE categories relating to finance, marriage, death, and more. Child neurodevelopment at three years old was classified as typically developing (TD), Non-TD, or ASD using an algorithm applied to Autism Diagnostic Observation Schedule (ADOS) and the Mullen Scales of Early Learning (MSEL) scores. Relative risk ratios (RRR) with TD as the reference outcome were estimated using multinomial logistic regression. Results Experiencing legal problems was significantly associated with an increased relative risk of child Non-TD (RRR 3.75; 95% CI: 1.15, 12.22). However, this finding was based on a small sample size (n = 6) and should be interpreted with caution. All other associations with Non-TD and ASD were non-significant. Conclusions Findings agree with previous literature suggesting prenatal SLEs might not increase likelihood for ASD and most were not associated with Non-TD. Future studies measuring perceived stress or stress biomarkers are warranted to further understand the true association of prenatal stress and likelihood of ASD. En ligne : https://doi.org/10.1016/j.rasd.2024.102364 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=529 [article] Maternal preconception and prenatal stressful life events in association with child neurodevelopmental outcome in MARBLES: A high familial likelihood cohort [Texte imprimé et/ou numérique] / Daniel J. TANCREDI, Auteur ; Rebecca J. SCHMIDT, Auteur . - 2024 . - p.102364. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 114 (June 2024) . - p.102364 Mots-clés : Autism spectrum disorder  Stressful life events  Pregnancy  Prenatal maternal stress  Developmental delay  Autistic disorder Index. décimale : PER Périodiques Résumé : Background Prenatal stressful life events (SLEs) have been inconsistently associated with autism spectrum disorder (ASD). Mothers who are already raising a child with ASD could experience compounding effects of prenatal SLEs. This study prospectively examined prenatal SLEs in association with child neurodevelopmental outcomes in a high familial likelihood cohort. Methods Participants were 317 mother-child pairs from the Markers of Autism Risk in Babies: Learning Early Signs (MARBLES) Study, where pregnant women have previously had at least one other child with ASD. Mothers were interviewed during and at the end of pregnancy about whether they had experienced any of 7 SLE categories relating to finance, marriage, death, and more. Child neurodevelopment at three years old was classified as typically developing (TD), Non-TD, or ASD using an algorithm applied to Autism Diagnostic Observation Schedule (ADOS) and the Mullen Scales of Early Learning (MSEL) scores. Relative risk ratios (RRR) with TD as the reference outcome were estimated using multinomial logistic regression. Results Experiencing legal problems was significantly associated with an increased relative risk of child Non-TD (RRR 3.75; 95% CI: 1.15, 12.22). However, this finding was based on a small sample size (n = 6) and should be interpreted with caution. All other associations with Non-TD and ASD were non-significant. Conclusions Findings agree with previous literature suggesting prenatal SLEs might not increase likelihood for ASD and most were not associated with Non-TD. Future studies measuring perceived stress or stress biomarkers are warranted to further understand the true association of prenatal stress and likelihood of ASD. En ligne : https://doi.org/10.1016/j.rasd.2024.102364 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=529

An exploratory study of resilience to stressful life events in autistic children / Jennifer M. Putney ; Emily HICKEY ; Marcia A. WINTER ; Sigan L. HARTLEY in Research in Autism Spectrum Disorders, 114 (June 2024)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 114 (June 2024) . - p.102371 Titre : An exploratory study of resilience to stressful life events in autistic children Type de document : Texte imprimé et/ou numérique Auteurs : Jennifer M. Putney, Auteur ; Emily HICKEY, Auteur ; Marcia A. WINTER, Auteur ; Sigan L. HARTLEY, Auteur Année de publication : 2024 Article en page(s) : p.102371 Langues : Anglais (eng) Mots-clés : Autism  Resilience  Mental health  Stressful life events  Stress Index. décimale : PER Périodiques Résumé : Background Autistic children experience more stressful life events (SLEs) than their neurotypical peers, which are related to poor mental health outcomes in both neurotypical and autistic individuals. However, there is a lack of longitudinal research assessing the perceived impact of stressful life events on autistic children?s mental health. Method Utilizing a novel statistical technique (Ratcliff et al., 2019), called 'area of resilience to stress events' or ARSE in R, we aimed to quantify aspects of resilience, growth, and non-resilience for 67 autistic children (6-13 years old) enrolled in a larger longitudinal study who experienced a SLE. Parents reported demographic information (e.g., child age, biological sex, household income) as well as the child?s internalizing and externalizing symptoms and autism characteristics across multiple time points spaced one year apart (baseline, T2, T3, T4). Results There was substantial variability in the resilience process within the sample. Older children exhibited a less adaptive resilience process (i.e., higher total scaled scores or arsets). Perceived stress of the disruptive event was not correlated with resilience; however, there was a significant child age x stress severity interaction, suggesting that younger children in households that perceived the disruptive event as highly stressful exhibited more efficient resilience, or lower arsets scores, compared to other children. Conclusions This study introduces an innovative methodological approach to understanding the effects of stressful life events on the mental health of autistic children. Results have implications for family-based policy and practice and highlight for whom services may be most beneficial. En ligne : https://doi.org/10.1016/j.rasd.2024.102371 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=529 [article] An exploratory study of resilience to stressful life events in autistic children [Texte imprimé et/ou numérique] / Jennifer M. Putney, Auteur ; Emily HICKEY, Auteur ; Marcia A. WINTER, Auteur ; Sigan L. HARTLEY, Auteur . - 2024 . - p.102371. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 114 (June 2024) . - p.102371 Mots-clés : Autism  Resilience  Mental health  Stressful life events  Stress Index. décimale : PER Périodiques Résumé : Background Autistic children experience more stressful life events (SLEs) than their neurotypical peers, which are related to poor mental health outcomes in both neurotypical and autistic individuals. However, there is a lack of longitudinal research assessing the perceived impact of stressful life events on autistic children?s mental health. Method Utilizing a novel statistical technique (Ratcliff et al., 2019), called 'area of resilience to stress events' or ARSE in R, we aimed to quantify aspects of resilience, growth, and non-resilience for 67 autistic children (6-13 years old) enrolled in a larger longitudinal study who experienced a SLE. Parents reported demographic information (e.g., child age, biological sex, household income) as well as the child?s internalizing and externalizing symptoms and autism characteristics across multiple time points spaced one year apart (baseline, T2, T3, T4). Results There was substantial variability in the resilience process within the sample. Older children exhibited a less adaptive resilience process (i.e., higher total scaled scores or arsets). Perceived stress of the disruptive event was not correlated with resilience; however, there was a significant child age x stress severity interaction, suggesting that younger children in households that perceived the disruptive event as highly stressful exhibited more efficient resilience, or lower arsets scores, compared to other children. Conclusions This study introduces an innovative methodological approach to understanding the effects of stressful life events on the mental health of autistic children. Results have implications for family-based policy and practice and highlight for whom services may be most beneficial. En ligne : https://doi.org/10.1016/j.rasd.2024.102371 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=529

Characterizing goal-directed whole-body movements in autistic children and children with developmental coordination disorder / Stacey B. HIRSCH ; Priscila M. TAMPLAIN ; Tylan N. TEMPLIN ; Gabriela M. SHERROD ; Nicoleta L. BUGNARIU ; Rita PATTERSON ; Haylie L. MILLER in Research in Autism Spectrum Disorders, 114 (June 2024)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 114 (June 2024) . - p.102374 Titre : Characterizing goal-directed whole-body movements in autistic children and children with developmental coordination disorder Type de document : Texte imprimé et/ou numérique Auteurs : Stacey B. HIRSCH, Auteur ; Priscila M. TAMPLAIN, Auteur ; Tylan N. TEMPLIN, Auteur ; Gabriela M. SHERROD, Auteur ; Nicoleta L. BUGNARIU, Auteur ; Rita PATTERSON, Auteur ; Haylie L. MILLER, Auteur Année de publication : 2024 Article en page(s) : p.102374 Langues : Anglais (eng) Mots-clés : Autism  Developmental coordination disorder  Dyspraxia  Postural control  Virtual reality  Kinematics Index. décimale : PER Périodiques Résumé : Background Motor difficulties are highly prevalent in neurodevelopmental conditions. Both autistic children and children with developmental coordination disorder exhibit clinically-significant motor difficulties with substantial differences in postural control. Postural control has been examined extensively in these groups independently, but there has been little research comparing them in the same study. Methods We examined dynamic postural control in autistic children, children with developmental coordination disorder, and neurotypical children using an immersive virtual reality task. Children moved a user-controlled ball to a static target using whole-body movements. Results Children in all three groups were able to move their ball to the target successfully, but there were significant differences in their movement characteristics (e.g., trial duration, path efficiency, log dimensionless jerk, movement types). There was a similar trend for each of the movement characteristics: autistic children performed significantly worse than neurotypical children, and children with developmental coordination disorder had varied performance compared to neurotypical and autistic children. Conclusion These findings provide clear support for our hypotheses that autistic children have difficulty with goal-directed whole-body movements, and that these movements are similarly different from neurotypical children?s movements. They provide mixed support for our hypothesis that children with developmental coordination disorder differ in their goal-directed body movements. By understanding the similarities and differences in motor difficulties across neurodevelopmental conditions, we can begin to develop motor interventions specifically targeted to the unique motor profiles of these populations. En ligne : https://doi.org/10.1016/j.rasd.2024.102374 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=529 [article] Characterizing goal-directed whole-body movements in autistic children and children with developmental coordination disorder [Texte imprimé et/ou numérique] / Stacey B. HIRSCH, Auteur ; Priscila M. TAMPLAIN, Auteur ; Tylan N. TEMPLIN, Auteur ; Gabriela M. SHERROD, Auteur ; Nicoleta L. BUGNARIU, Auteur ; Rita PATTERSON, Auteur ; Haylie L. MILLER, Auteur . - 2024 . - p.102374. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 114 (June 2024) . - p.102374 Mots-clés : Autism  Developmental coordination disorder  Dyspraxia  Postural control  Virtual reality  Kinematics Index. décimale : PER Périodiques Résumé : Background Motor difficulties are highly prevalent in neurodevelopmental conditions. Both autistic children and children with developmental coordination disorder exhibit clinically-significant motor difficulties with substantial differences in postural control. Postural control has been examined extensively in these groups independently, but there has been little research comparing them in the same study. Methods We examined dynamic postural control in autistic children, children with developmental coordination disorder, and neurotypical children using an immersive virtual reality task. Children moved a user-controlled ball to a static target using whole-body movements. Results Children in all three groups were able to move their ball to the target successfully, but there were significant differences in their movement characteristics (e.g., trial duration, path efficiency, log dimensionless jerk, movement types). There was a similar trend for each of the movement characteristics: autistic children performed significantly worse than neurotypical children, and children with developmental coordination disorder had varied performance compared to neurotypical and autistic children. Conclusion These findings provide clear support for our hypotheses that autistic children have difficulty with goal-directed whole-body movements, and that these movements are similarly different from neurotypical children?s movements. They provide mixed support for our hypothesis that children with developmental coordination disorder differ in their goal-directed body movements. By understanding the similarities and differences in motor difficulties across neurodevelopmental conditions, we can begin to develop motor interventions specifically targeted to the unique motor profiles of these populations. En ligne : https://doi.org/10.1016/j.rasd.2024.102374 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=529

Clinical pathways from the perception of the first signs to the diagnosis of autism spectrum disorder in Portugal: A brief report of a survey of parents / Daniela FOLHAS ; Tatiana PEREIRA ; Marisa LOUSADA in Research in Autism Spectrum Disorders, 114 (June 2024)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 114 (June 2024) . - p.102382 Titre : Clinical pathways from the perception of the first signs to the diagnosis of autism spectrum disorder in Portugal: A brief report of a survey of parents Type de document : Texte imprimé et/ou numérique Auteurs : Daniela FOLHAS, Auteur ; Tatiana PEREIRA, Auteur ; Marisa LOUSADA, Auteur Année de publication : 2024 Article en page(s) : p.102382 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  First signs  Diagnosis  Clinical pathways  Parents Index. décimale : PER Périodiques Résumé : Background Data from prevalence studies indicate an increase in the number of children diagnosed with autism spectrum disorder (ASD). Despite this, there are few studies analysing the clinical pathways from the first signs to diagnosis. This study aims (1) to identify the most common first perceived signs of children with ASD, the persons who perceived them, and the age at which they were perceived, and (2) to analyse the clinical pathways from the first signs to diagnosis, based on parents' information. Method A self-administered questionnaire purposefully created for this study was used to collect data from parents of children with ASD, between April and June 2023, in Portugal. Results A total of 26 parents of children with ASD completed the questionnaire. Many signs were identified but the most common among the respondents was speech and language delay (n = 23; 88.5%). This sign was mostly perceived by parents (n = 24; 88.9%), between one and two years of age (n = 17; 65.4%). Fifteen (57.7%) of the respondents revealed that it took up to six months to seek help from a health professional and mostly two (n = 9; 34.6%) to three (n = 8; 30.8%) professionals were consulted before diagnosis. Conclusions This study reinforced the divergent paths across the ASD population, highlighting the heterogeneity of the condition from a very early stage. Future studies should analyse whether variables such as socioeconomic status, and the service where the children were followed (public or private) could influence the clinical pathway. En ligne : https://doi.org/10.1016/j.rasd.2024.102382 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=529 [article] Clinical pathways from the perception of the first signs to the diagnosis of autism spectrum disorder in Portugal: A brief report of a survey of parents [Texte imprimé et/ou numérique] / Daniela FOLHAS, Auteur ; Tatiana PEREIRA, Auteur ; Marisa LOUSADA, Auteur . - 2024 . - p.102382. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 114 (June 2024) . - p.102382 Mots-clés : Autism spectrum disorder  First signs  Diagnosis  Clinical pathways  Parents Index. décimale : PER Périodiques Résumé : Background Data from prevalence studies indicate an increase in the number of children diagnosed with autism spectrum disorder (ASD). Despite this, there are few studies analysing the clinical pathways from the first signs to diagnosis. This study aims (1) to identify the most common first perceived signs of children with ASD, the persons who perceived them, and the age at which they were perceived, and (2) to analyse the clinical pathways from the first signs to diagnosis, based on parents' information. Method A self-administered questionnaire purposefully created for this study was used to collect data from parents of children with ASD, between April and June 2023, in Portugal. Results A total of 26 parents of children with ASD completed the questionnaire. Many signs were identified but the most common among the respondents was speech and language delay (n = 23; 88.5%). This sign was mostly perceived by parents (n = 24; 88.9%), between one and two years of age (n = 17; 65.4%). Fifteen (57.7%) of the respondents revealed that it took up to six months to seek help from a health professional and mostly two (n = 9; 34.6%) to three (n = 8; 30.8%) professionals were consulted before diagnosis. Conclusions This study reinforced the divergent paths across the ASD population, highlighting the heterogeneity of the condition from a very early stage. Future studies should analyse whether variables such as socioeconomic status, and the service where the children were followed (public or private) could influence the clinical pathway. En ligne : https://doi.org/10.1016/j.rasd.2024.102382 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=529

Interventions for challenging behavior of autistic students in general education settings: A systematic literature review / Emily GREGORI ; Stephanie HUFF ; Ramella LEE ; Nate RENDON in Research in Autism Spectrum Disorders, 114 (June 2024)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 114 (June 2024) . - p.102385 Titre : Interventions for challenging behavior of autistic students in general education settings: A systematic literature review Type de document : Texte imprimé et/ou numérique Auteurs : Emily GREGORI, Auteur ; Stephanie HUFF, Auteur ; Ramella LEE, Auteur ; Nate RENDON, Auteur Année de publication : 2024 Article en page(s) : p.102385 Langues : Anglais (eng) Mots-clés : Autism  Inclusion  Challenging behavior  Problem behavior  Behavioral intervention  Systematic review Index. décimale : PER Périodiques Résumé : Background As the prevalence of autism spectrum disorder (ASD) increases, the number of students with ASD receiving their education in general education settings continues to rise. Yet, teachers are often underprepared to address the behavioral needs of autistic students in inclusive settings, which often leads to negative school outcomes. Currently, no review has systematically examined the characteristics and effects of behavioral interventions specifically for autistic students in general education settings. The purpose of this systematic literature review was to identify and synthesize empirical studies of interventions aimed at reducing the challenging behavior of students with ASD in general education settings. Method A literature search was conducted across three academic databases, yielding 9561 articles that were screened for eligibility against a set of inclusion criteria. Additionally, an ancestral search of included articles and a pearling search of recent systematic reviews and meta-analyses on similar topics were conducted. Finally, 12 articles were descriptively synthesized. Results A lack of participant diversity in relation to disability, age, and race was found across the studies. Majority of the interventions were effective and interventions informed by functional behavioral assessments consistently yielded strong effects. Joint implementation of interventions was the most common form of researcher-practitioner collaboration, with a relative lack of studies involving practitioners in designing interventions. Conclusions Findings of this review imply a broader issue of restrictive educational placement policies for autistic students who engage in challenging behavior and a critical need to support educators to implement more inclusive educational and behavior management practices. En ligne : https://doi.org/10.1016/j.rasd.2024.102385 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=529 [article] Interventions for challenging behavior of autistic students in general education settings: A systematic literature review [Texte imprimé et/ou numérique] / Emily GREGORI, Auteur ; Stephanie HUFF, Auteur ; Ramella LEE, Auteur ; Nate RENDON, Auteur . - 2024 . - p.102385. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 114 (June 2024) . - p.102385 Mots-clés : Autism  Inclusion  Challenging behavior  Problem behavior  Behavioral intervention  Systematic review Index. décimale : PER Périodiques Résumé : Background As the prevalence of autism spectrum disorder (ASD) increases, the number of students with ASD receiving their education in general education settings continues to rise. Yet, teachers are often underprepared to address the behavioral needs of autistic students in inclusive settings, which often leads to negative school outcomes. Currently, no review has systematically examined the characteristics and effects of behavioral interventions specifically for autistic students in general education settings. The purpose of this systematic literature review was to identify and synthesize empirical studies of interventions aimed at reducing the challenging behavior of students with ASD in general education settings. Method A literature search was conducted across three academic databases, yielding 9561 articles that were screened for eligibility against a set of inclusion criteria. Additionally, an ancestral search of included articles and a pearling search of recent systematic reviews and meta-analyses on similar topics were conducted. Finally, 12 articles were descriptively synthesized. Results A lack of participant diversity in relation to disability, age, and race was found across the studies. Majority of the interventions were effective and interventions informed by functional behavioral assessments consistently yielded strong effects. Joint implementation of interventions was the most common form of researcher-practitioner collaboration, with a relative lack of studies involving practitioners in designing interventions. Conclusions Findings of this review imply a broader issue of restrictive educational placement policies for autistic students who engage in challenging behavior and a critical need to support educators to implement more inclusive educational and behavior management practices. En ligne : https://doi.org/10.1016/j.rasd.2024.102385 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=529

Omega-3 and omega-6 polyunsaturated fatty acid intake and aberrant behaviors in Jordanian children with autism spectrum disorders (ASD): A pilot study / Sondos M. FLIEH ; Muhammad AL-U'DATT ; Sana GAMMOH ; Ghazi MAGABLEH ; Tha'er AJOULY ; Ali ALMAJWAL ; Numan AL-RAYYAN in Research in Autism Spectrum Disorders, 114 (June 2024)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 114 (June 2024) . - p.102386 Titre : Omega-3 and omega-6 polyunsaturated fatty acid intake and aberrant behaviors in Jordanian children with autism spectrum disorders (ASD): A pilot study Type de document : Texte imprimé et/ou numérique Auteurs : Sondos M. FLIEH, Auteur ; Muhammad AL-U'DATT, Auteur ; Sana GAMMOH, Auteur ; Ghazi MAGABLEH, Auteur ; Tha'er AJOULY, Auteur ; Ali ALMAJWAL, Auteur ; Numan AL-RAYYAN, Auteur Année de publication : 2024 Article en page(s) : p.102386 Langues : Anglais (eng) Mots-clés : Autism  Omega-3  Omega-6  Polyunsaturated fatty acids (PUFA) Index. décimale : PER Périodiques Résumé : Background This study aimed to investigate the relationship between the daily intake of omega-3 polyunsaturated fatty acids (PUFA) and omega-6 PUFA, and aberrant symptoms in Jordanian children and adolescents. Method A sample of 37 children and adolescents aged between, 3-18 y, (76% males) diagnosed with autism spectrum disorders (ASD) were included in this study. Behavior and mental development were assessed using the Aberrant Behavior Checklist (ABC) questionnaire. Food frequency questionnaires were used to assess omega-3 PUFA and omega-6 PUFA intake. Food items were analyzed using gas chromatography to measure their omega fatty acid content. A Chi-square test was conducted to determine the difference between autism rating scale items and omega-3 PUFA, omega-6 PUFA, and the ratio of omega-3 PUFA: omega-6 PUFA intake. Results Omega-3 PUFA and omega-6 PUFA mean intakes were 0.31 + 0.29 g/day and 5.15 + 2.91 g/day, respectively. The results indicate that there is no significant difference in most autism scale items with omega-3 PUFA intake. Omega-6 PUFA was found to have a significant association with several scale items (p-value < 0.05). Moreover, we found that foods high in omega-3 PUFA (g/100 g) were walnuts (9.20), tuna (0.92), and sardine (0.90). Foods high in omega-6 PUFA were sunflower oil (63.3), corn oil (56.0), and soybean oil (53.0). Conclusion The results indicated that omega-3 PUFA and omega-6 PUFA mean intake were found to be lower than the recommended values in children with autism. This information will be useful for healthcare providers to consider omega-3 PUFA and omega-6 PUFA when planning dietary meals for individuals with autism. En ligne : https://doi.org/10.1016/j.rasd.2024.102386 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=529 [article] Omega-3 and omega-6 polyunsaturated fatty acid intake and aberrant behaviors in Jordanian children with autism spectrum disorders (ASD): A pilot study [Texte imprimé et/ou numérique] / Sondos M. FLIEH, Auteur ; Muhammad AL-U'DATT, Auteur ; Sana GAMMOH, Auteur ; Ghazi MAGABLEH, Auteur ; Tha'er AJOULY, Auteur ; Ali ALMAJWAL, Auteur ; Numan AL-RAYYAN, Auteur . - 2024 . - p.102386. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 114 (June 2024) . - p.102386 Mots-clés : Autism  Omega-3  Omega-6  Polyunsaturated fatty acids (PUFA) Index. décimale : PER Périodiques Résumé : Background This study aimed to investigate the relationship between the daily intake of omega-3 polyunsaturated fatty acids (PUFA) and omega-6 PUFA, and aberrant symptoms in Jordanian children and adolescents. Method A sample of 37 children and adolescents aged between, 3-18 y, (76% males) diagnosed with autism spectrum disorders (ASD) were included in this study. Behavior and mental development were assessed using the Aberrant Behavior Checklist (ABC) questionnaire. Food frequency questionnaires were used to assess omega-3 PUFA and omega-6 PUFA intake. Food items were analyzed using gas chromatography to measure their omega fatty acid content. A Chi-square test was conducted to determine the difference between autism rating scale items and omega-3 PUFA, omega-6 PUFA, and the ratio of omega-3 PUFA: omega-6 PUFA intake. Results Omega-3 PUFA and omega-6 PUFA mean intakes were 0.31 + 0.29 g/day and 5.15 + 2.91 g/day, respectively. The results indicate that there is no significant difference in most autism scale items with omega-3 PUFA intake. Omega-6 PUFA was found to have a significant association with several scale items (p-value < 0.05). Moreover, we found that foods high in omega-3 PUFA (g/100 g) were walnuts (9.20), tuna (0.92), and sardine (0.90). Foods high in omega-6 PUFA were sunflower oil (63.3), corn oil (56.0), and soybean oil (53.0). Conclusion The results indicated that omega-3 PUFA and omega-6 PUFA mean intake were found to be lower than the recommended values in children with autism. This information will be useful for healthcare providers to consider omega-3 PUFA and omega-6 PUFA when planning dietary meals for individuals with autism. En ligne : https://doi.org/10.1016/j.rasd.2024.102386 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=529

Heterogeneity in autism spectrum disorder explained by social-communicative and restricted repetitive behavior balance subgroups / Manisha UDHNANI ; Luc LECAVALIER in Research in Autism Spectrum Disorders, 114 (June 2024)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 114 (June 2024) . - p.102387 Titre : Heterogeneity in autism spectrum disorder explained by social-communicative and restricted repetitive behavior balance subgroups Type de document : Texte imprimé et/ou numérique Auteurs : Manisha UDHNANI, Auteur ; Luc LECAVALIER, Auteur Année de publication : 2024 Article en page(s) : p.102387 Langues : Anglais (eng) Mots-clés : Autism  ASD  Social communication  Restricted repetitive behavior  Subgroup  Heterogeneity Index. décimale : PER Périodiques Résumé : Background Autism spectrum disorder (ASD) is characterized by phenotypic heterogeneity when it comes to the symptom profiles in the social communication (SC) and restricted repetitive behaviors (RRB) domain. To date, a two-factor (i.e., SC and RRB)/three-class model has been empirically shown to be the best fit in explaining the variability. The purpose of the study is to confirm the potential of previously introduced model, the SC-RRB balance subgroups, and investigate the phenotypic characteristics of these subgroups using a large well-characterized sample of autistic youth. Method The final sample extracted from the Simons Simplex Collection (SSC) consisted of 2744 autistic youth aged 4 - 18 years. We adopted the SC-RRB balance modeling used in Bertelsen et al. (2021) where subgroups were labeled based on the within-person difference between SC difficulties and level of RRB. A latent profile analysis (LPA) was conducted to validate the presence of the SC-RRB balance subgroups. Results Data revealed similar SC and RRB scores to previous research. Significant differences in the demographic variables and core autism symptoms across SC-RRB balance subgroups were identified. The LPA indicated presence of three profiles with similar patterns. Conclusions We confirmed the potential of SC-RRB balance modeling in discriminating relatively homogeneous ASD subgroups. In addition to replicating previous findings in an independent sample, our data showed novel findings regarding sex, IQ, and specific ASD symptoms. Stratifying ASD into homogenous groups in a top-down approach could direct future research into unraveling differential pathogenesis and response to treatment. En ligne : https://doi.org/10.1016/j.rasd.2024.102387 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=529 [article] Heterogeneity in autism spectrum disorder explained by social-communicative and restricted repetitive behavior balance subgroups [Texte imprimé et/ou numérique] / Manisha UDHNANI, Auteur ; Luc LECAVALIER, Auteur . - 2024 . - p.102387. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 114 (June 2024) . - p.102387 Mots-clés : Autism  ASD  Social communication  Restricted repetitive behavior  Subgroup  Heterogeneity Index. décimale : PER Périodiques Résumé : Background Autism spectrum disorder (ASD) is characterized by phenotypic heterogeneity when it comes to the symptom profiles in the social communication (SC) and restricted repetitive behaviors (RRB) domain. To date, a two-factor (i.e., SC and RRB)/three-class model has been empirically shown to be the best fit in explaining the variability. The purpose of the study is to confirm the potential of previously introduced model, the SC-RRB balance subgroups, and investigate the phenotypic characteristics of these subgroups using a large well-characterized sample of autistic youth. Method The final sample extracted from the Simons Simplex Collection (SSC) consisted of 2744 autistic youth aged 4 - 18 years. We adopted the SC-RRB balance modeling used in Bertelsen et al. (2021) where subgroups were labeled based on the within-person difference between SC difficulties and level of RRB. A latent profile analysis (LPA) was conducted to validate the presence of the SC-RRB balance subgroups. Results Data revealed similar SC and RRB scores to previous research. Significant differences in the demographic variables and core autism symptoms across SC-RRB balance subgroups were identified. The LPA indicated presence of three profiles with similar patterns. Conclusions We confirmed the potential of SC-RRB balance modeling in discriminating relatively homogeneous ASD subgroups. In addition to replicating previous findings in an independent sample, our data showed novel findings regarding sex, IQ, and specific ASD symptoms. Stratifying ASD into homogenous groups in a top-down approach could direct future research into unraveling differential pathogenesis and response to treatment. En ligne : https://doi.org/10.1016/j.rasd.2024.102387 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=529

Psychosocial adjustment in mothers of children with autism spectrum disorder with intellectual disability and attention deficit hyperactivity disorder comorbidities / Kenji TSUNODA ; Kumi FUJITA in Research in Autism Spectrum Disorders, 114 (June 2024)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 114 (June 2024) . - p.102388 Titre : Psychosocial adjustment in mothers of children with autism spectrum disorder with intellectual disability and attention deficit hyperactivity disorder comorbidities Type de document : Texte imprimé et/ou numérique Auteurs : Kenji TSUNODA, Auteur ; Kumi FUJITA, Auteur Année de publication : 2024 Article en page(s) : p.102388 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Intellectual disability  Attention deficit hyperactivity disorder  Mothers  Psychological adjustment  Social adjustment Index. décimale : PER Périodiques Résumé : Background Mothers raising children with autism spectrum disorder (ASD) experience more stress than those raising typically developing children or children with other disorders. The stress experienced by mothers raising children with ASD comorbid with other neurodevelopmental disorders such as intellectual disability (ID) and attention deficit hyperactivity disorder (ADHD) has not been adequately studied. This study aimed to examine differences in psychological and social adjustment among mothers of children with ASD, ASD/ID, ASD/ADHD, ASD/ID/ADHD, and other disorders in Japan. Method Six hundred and one mothers (pooled mean age, 44.77 years) parenting children with disorders participated in this study. Participants responded to a questionnaire consisting of the six-item Kessler Psychological Distress Scale (K6) to capture psychological distress, the Subjective Happiness Scale to capture subjective well-being, and the Japanese version of the Lubben Social Networks Scale (LSNS-6) to capture social isolation. Results Mothers of children with ASD had marginally higher K6 scores than did mothers of children with other disorders. Mothers of children with ASD/ID/ADHD had lower LSNS-6 scores than did mothers of children with ASD. Mothers raising children with ASD/ADHD and ASD/ID/ADHD were more likely to have clinical problems with psychological and social adjustment than were mothers of children with other disorders. Conclusions Mothers of children with ASD/ADHD or ASD/ID/ADHD may have significant problems with psychosocial adjustment. Such mothers may need support at the time of the child?s diagnosis. A support system for mothers of children with ASD is urgently required in Japan. En ligne : https://doi.org/10.1016/j.rasd.2024.102388 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=529 [article] Psychosocial adjustment in mothers of children with autism spectrum disorder with intellectual disability and attention deficit hyperactivity disorder comorbidities [Texte imprimé et/ou numérique] / Kenji TSUNODA, Auteur ; Kumi FUJITA, Auteur . - 2024 . - p.102388. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 114 (June 2024) . - p.102388 Mots-clés : Autism spectrum disorder  Intellectual disability  Attention deficit hyperactivity disorder  Mothers  Psychological adjustment  Social adjustment Index. décimale : PER Périodiques Résumé : Background Mothers raising children with autism spectrum disorder (ASD) experience more stress than those raising typically developing children or children with other disorders. The stress experienced by mothers raising children with ASD comorbid with other neurodevelopmental disorders such as intellectual disability (ID) and attention deficit hyperactivity disorder (ADHD) has not been adequately studied. This study aimed to examine differences in psychological and social adjustment among mothers of children with ASD, ASD/ID, ASD/ADHD, ASD/ID/ADHD, and other disorders in Japan. Method Six hundred and one mothers (pooled mean age, 44.77 years) parenting children with disorders participated in this study. Participants responded to a questionnaire consisting of the six-item Kessler Psychological Distress Scale (K6) to capture psychological distress, the Subjective Happiness Scale to capture subjective well-being, and the Japanese version of the Lubben Social Networks Scale (LSNS-6) to capture social isolation. Results Mothers of children with ASD had marginally higher K6 scores than did mothers of children with other disorders. Mothers of children with ASD/ID/ADHD had lower LSNS-6 scores than did mothers of children with ASD. Mothers raising children with ASD/ADHD and ASD/ID/ADHD were more likely to have clinical problems with psychological and social adjustment than were mothers of children with other disorders. Conclusions Mothers of children with ASD/ADHD or ASD/ID/ADHD may have significant problems with psychosocial adjustment. Such mothers may need support at the time of the child?s diagnosis. A support system for mothers of children with ASD is urgently required in Japan. En ligne : https://doi.org/10.1016/j.rasd.2024.102388 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=529

Effectiveness of parent-focused interventions for improving the mental health of parents and their children with autism spectrum disorder: A systematic review and meta-analysis / Wai Tong CHIEN ; Stanley Kam Ki LAM ; Zeng Yu CHEN ; Xing MA in Research in Autism Spectrum Disorders, 114 (June 2024)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 114 (June 2024) . - p.102389 Titre : Effectiveness of parent-focused interventions for improving the mental health of parents and their children with autism spectrum disorder: A systematic review and meta-analysis Type de document : Texte imprimé et/ou numérique Auteurs : Wai Tong CHIEN, Auteur ; Stanley Kam Ki LAM, Auteur ; Zeng Yu CHEN, Auteur ; Xing MA, Auteur Année de publication : 2024 Article en page(s) : p.102389 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Parent-focused interventions  Mental health  Psychosocial well-being  Systematic review Index. décimale : PER Périodiques Résumé : Background Parenting a child with autism spectrum disorder (ASD) is a major life challenge that leads to negative emotional distress and heavy parent duties. Parent-focused interventions have recently been developed to improve parents' psychosocial well-being in caring for their children with ASD. This study aimed to evaluate the effectiveness of parent-focused interventions on improving psychological health in parents of children with ASD, when compared with active/inactive controls, and investigate the optimal features of the effective interventions found. Methods Comprehensive and systematic searches of articles was conducted in PubMed, Embase, PsycINFO, CINAHL, Cochrane Central Register, ProQuest, and CNKI, from their inceptions to 31 December 2022. Results A total of 21 eligible randomized controlled trials (RCTs) were included. The results indicated that the parent-focused intervention group showed reduced stress (Hedge?s g=?1.26), depressive symptoms (g=?0.71), and distress (g=?0.44) in parents and problem behaviours in children (g=?0.21) and improved parentchild relationships (g=0.51) compared with the active/inactive control group post-intervention, with moderate to high certainty of evidence. Moreover, subgroup analyses revealed that mindfulness-based interventions/acceptance commitment therapy (ACT) were the optimal intervention approach for reducing parental stress and depressive symptoms. The optimal intervention duration (five to eight weeks) and target participants (involving only parents) were also identified. Conclusion As mindfulness-based interventions/ACT were identified as the potentially best approach, future well-designed RCTs are recommended to further examine their effects on both parents and their children with ASD and explore the factors and mechanisms of action influencing the effectiveness of these interventions. En ligne : https://doi.org/10.1016/j.rasd.2024.102389 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=529 [article] Effectiveness of parent-focused interventions for improving the mental health of parents and their children with autism spectrum disorder: A systematic review and meta-analysis [Texte imprimé et/ou numérique] / Wai Tong CHIEN, Auteur ; Stanley Kam Ki LAM, Auteur ; Zeng Yu CHEN, Auteur ; Xing MA, Auteur . - 2024 . - p.102389. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 114 (June 2024) . - p.102389 Mots-clés : Autism spectrum disorder  Parent-focused interventions  Mental health  Psychosocial well-being  Systematic review Index. décimale : PER Périodiques Résumé : Background Parenting a child with autism spectrum disorder (ASD) is a major life challenge that leads to negative emotional distress and heavy parent duties. Parent-focused interventions have recently been developed to improve parents' psychosocial well-being in caring for their children with ASD. This study aimed to evaluate the effectiveness of parent-focused interventions on improving psychological health in parents of children with ASD, when compared with active/inactive controls, and investigate the optimal features of the effective interventions found. Methods Comprehensive and systematic searches of articles was conducted in PubMed, Embase, PsycINFO, CINAHL, Cochrane Central Register, ProQuest, and CNKI, from their inceptions to 31 December 2022. Results A total of 21 eligible randomized controlled trials (RCTs) were included. The results indicated that the parent-focused intervention group showed reduced stress (Hedge?s g=?1.26), depressive symptoms (g=?0.71), and distress (g=?0.44) in parents and problem behaviours in children (g=?0.21) and improved parentchild relationships (g=0.51) compared with the active/inactive control group post-intervention, with moderate to high certainty of evidence. Moreover, subgroup analyses revealed that mindfulness-based interventions/acceptance commitment therapy (ACT) were the optimal intervention approach for reducing parental stress and depressive symptoms. The optimal intervention duration (five to eight weeks) and target participants (involving only parents) were also identified. Conclusion As mindfulness-based interventions/ACT were identified as the potentially best approach, future well-designed RCTs are recommended to further examine their effects on both parents and their children with ASD and explore the factors and mechanisms of action influencing the effectiveness of these interventions. En ligne : https://doi.org/10.1016/j.rasd.2024.102389 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=529

Autism and risk of precocious puberty: A cohort study of 22,208 children / Yen-Wei LUE ; Chuan-Hsun YU ; Tzeng-Ji CHEN ; Mu-Hong CHEN in Research in Autism Spectrum Disorders, 114 (June 2024)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 114 (June 2024) . - p.102390 Titre : Autism and risk of precocious puberty: A cohort study of 22,208 children Type de document : Texte imprimé et/ou numérique Auteurs : Yen-Wei LUE, Auteur ; Chuan-Hsun YU, Auteur ; Tzeng-Ji CHEN, Auteur ; Mu-Hong CHEN, Auteur Année de publication : 2024 Article en page(s) : p.102390 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Precocious puberty  Sex  Taiwan National Health Insurance Research Database Index. décimale : PER Périodiques Résumé : Background Autism is a common neurodevelopmental disorder in children. Evidence suggests that autism is associated with changes in puberty onset. Precocious puberty (PP) is the early development of secondary sex characteristics. This nationwide cohort study explored PP risk in autistic children. Methods Using data from the Taiwan National Health Insurance Research Database, 11,104 autistic children and 11,104 age- and sex-matched non-autistic children were enrolled between 2001 and 2011. Participants were followed from enrollment until the end of 2011 to determine the incidence of PP. Cox regression models were used to account for confounding factors, such as demographic characteristics and physical and psychological comorbidities. Results Autistic children were more likely than non-autistic children to experience PP (hazard ratio: 6.48, 95% confidence interval: 3.61-11.62). Subgroup analyses by sex and intellectual disability further demonstrated consistent findings that PP was more prevalent in autistic children than in non-autistic children. Conclusion Autism is an independent risk factor for subsequent PP. Autistic children may have an increased PP risk, and early detection and treatment may reduce the psychological and physical consequences. En ligne : https://doi.org/10.1016/j.rasd.2024.102390 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=529 [article] Autism and risk of precocious puberty: A cohort study of 22,208 children [Texte imprimé et/ou numérique] / Yen-Wei LUE, Auteur ; Chuan-Hsun YU, Auteur ; Tzeng-Ji CHEN, Auteur ; Mu-Hong CHEN, Auteur . - 2024 . - p.102390. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 114 (June 2024) . - p.102390 Mots-clés : Autism spectrum disorder  Precocious puberty  Sex  Taiwan National Health Insurance Research Database Index. décimale : PER Périodiques Résumé : Background Autism is a common neurodevelopmental disorder in children. Evidence suggests that autism is associated with changes in puberty onset. Precocious puberty (PP) is the early development of secondary sex characteristics. This nationwide cohort study explored PP risk in autistic children. Methods Using data from the Taiwan National Health Insurance Research Database, 11,104 autistic children and 11,104 age- and sex-matched non-autistic children were enrolled between 2001 and 2011. Participants were followed from enrollment until the end of 2011 to determine the incidence of PP. Cox regression models were used to account for confounding factors, such as demographic characteristics and physical and psychological comorbidities. Results Autistic children were more likely than non-autistic children to experience PP (hazard ratio: 6.48, 95% confidence interval: 3.61-11.62). Subgroup analyses by sex and intellectual disability further demonstrated consistent findings that PP was more prevalent in autistic children than in non-autistic children. Conclusion Autism is an independent risk factor for subsequent PP. Autistic children may have an increased PP risk, and early detection and treatment may reduce the psychological and physical consequences. En ligne : https://doi.org/10.1016/j.rasd.2024.102390 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=529

Towards a neurodiversity-affirmative conceptualisation of psycho-education in the context of autism / Gert-Jan VANAKEN ; Jean STEYAERT ; Kristien HENS ; Ilse NOENS in Research in Autism Spectrum Disorders, 114 (June 2024)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 114 (June 2024) . - p.102391 Titre : Towards a neurodiversity-affirmative conceptualisation of psycho-education in the context of autism Type de document : Texte imprimé et/ou numérique Auteurs : Gert-Jan VANAKEN, Auteur ; Jean STEYAERT, Auteur ; Kristien HENS, Auteur ; Ilse NOENS, Auteur Année de publication : 2024 Article en page(s) : p.102391 Langues : Anglais (eng) Mots-clés : Autism  Psycho-education  Neurodiversity Index. décimale : PER Périodiques Résumé : Introduction Psycho-education is a practice often used in autism care, bridging between diagnosis and clinical counselling. In the autism literature, there is a shift towards defining autism in terms of deficit to defining autism in terms of neurodiversity. Literature increasingly indicates that this neurodiversity conceptualisation may lead to a more positive identity and less internalised stigma. Therefore we investigated to what extent this shift to neurodiversity-affirmative psycho-education has already occurred in the context of clinical care in Flanders, Belgium. Methods We reviewed the three psycho-educational tools that are most recommended and practically used in our region (I am special 2, Brain Blocks, Give me 5), deploying a reflexive thematic analysis. Results Three overarching themes emerged from the analysis: (1) differing but mainly deficit-based autism conceptualisations (2) needs are important but little specified; (3) knowledge transfer as the main goal. Discussion The shift to neurodiversity-affirmative psycho-education has not yet occurred in clinical care in Flanders. We recommend centring lived experiences in psycho-educational tools, including more recent theories such as monotropism and the double empathy problem, and conducting more participatory research concerning different stakeholders' needs. Lay abstract Psycho-education is a practice that is often used in clinical care in the context of autism to bridge diagnostics and clinical counselling. There are different definitions of what psycho-education should entail, but possible themes can be 'what autism is' and how the current needs of the individual and the environment can be addressed. At the same time, there is a shift in literature from defining autism in terms of deficits to defining autism in terms of difference (neurodiversity), where difficulties arise from a mismatch between the individual and their context. In this paper, we investigated three psycho-educational tools (I am special 2, Brain Blocks, Give me 5). More specifically, we investigated to what extent these psycho-educational tools are in line with neurodiversity-affirmative views. We found that the psycho-educational tools did not always specify how they understood autism. Autism was frequently described in terms of deficits. Also, the tools did not always mention which and whose needs they wanted to cater for (an autistic person, relatives,?). Lastly, the tools had a strong focus on addressing 'what autism is' - thereby mainly focussing on knowledge, and less on needs or emotional support. This differs from the approach recommended by recent literature in relevant fields. This paper gives a starting point to evaluate current psycho-education practices and recommends developing new psycho-educational tools that place first-hand autistic needs and experiences at the centre and push back against harmful stereotypes about autism. En ligne : https://doi.org/10.1016/j.rasd.2024.102391 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=529 [article] Towards a neurodiversity-affirmative conceptualisation of psycho-education in the context of autism [Texte imprimé et/ou numérique] / Gert-Jan VANAKEN, Auteur ; Jean STEYAERT, Auteur ; Kristien HENS, Auteur ; Ilse NOENS, Auteur . - 2024 . - p.102391. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 114 (June 2024) . - p.102391 Mots-clés : Autism  Psycho-education  Neurodiversity Index. décimale : PER Périodiques Résumé : Introduction Psycho-education is a practice often used in autism care, bridging between diagnosis and clinical counselling. In the autism literature, there is a shift towards defining autism in terms of deficit to defining autism in terms of neurodiversity. Literature increasingly indicates that this neurodiversity conceptualisation may lead to a more positive identity and less internalised stigma. Therefore we investigated to what extent this shift to neurodiversity-affirmative psycho-education has already occurred in the context of clinical care in Flanders, Belgium. Methods We reviewed the three psycho-educational tools that are most recommended and practically used in our region (I am special 2, Brain Blocks, Give me 5), deploying a reflexive thematic analysis. Results Three overarching themes emerged from the analysis: (1) differing but mainly deficit-based autism conceptualisations (2) needs are important but little specified; (3) knowledge transfer as the main goal. Discussion The shift to neurodiversity-affirmative psycho-education has not yet occurred in clinical care in Flanders. We recommend centring lived experiences in psycho-educational tools, including more recent theories such as monotropism and the double empathy problem, and conducting more participatory research concerning different stakeholders' needs. Lay abstract Psycho-education is a practice that is often used in clinical care in the context of autism to bridge diagnostics and clinical counselling. There are different definitions of what psycho-education should entail, but possible themes can be 'what autism is' and how the current needs of the individual and the environment can be addressed. At the same time, there is a shift in literature from defining autism in terms of deficits to defining autism in terms of difference (neurodiversity), where difficulties arise from a mismatch between the individual and their context. In this paper, we investigated three psycho-educational tools (I am special 2, Brain Blocks, Give me 5). More specifically, we investigated to what extent these psycho-educational tools are in line with neurodiversity-affirmative views. We found that the psycho-educational tools did not always specify how they understood autism. Autism was frequently described in terms of deficits. Also, the tools did not always mention which and whose needs they wanted to cater for (an autistic person, relatives,?). Lastly, the tools had a strong focus on addressing 'what autism is' - thereby mainly focussing on knowledge, and less on needs or emotional support. This differs from the approach recommended by recent literature in relevant fields. This paper gives a starting point to evaluate current psycho-education practices and recommends developing new psycho-educational tools that place first-hand autistic needs and experiences at the centre and push back against harmful stereotypes about autism. En ligne : https://doi.org/10.1016/j.rasd.2024.102391 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=529

Sibling bullying and mental health in British and Turkish autistic children and adolescents: The role of social and emotional functioning / Umar TOSEEB in Research in Autism Spectrum Disorders, 114 (June 2024)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 114 (June 2024) . - p.102392 Titre : Sibling bullying and mental health in British and Turkish autistic children and adolescents: The role of social and emotional functioning Type de document : Texte imprimé et/ou numérique Auteurs : Umar TOSEEB, Auteur Année de publication : 2024 Article en page(s) : p.102392 Langues : Anglais (eng) Mots-clés : Autism  Cross-cultural  Emotion regulation  Mental health  Sibling bullying  Social functioning Index. décimale : PER Périodiques Résumé : Nearly one in two autistic individuals is involved in sibling bullying, which is linked to increased mental health difficulties. Despite its high prevalence, only a handful of studies have focused on the relationship between sibling bullying and mental health in the autistic population. Of these, a vast majority of evidence comes from Western cultures while little is known about non-western cultures. For the first time, the current study investigated the cross-cultural variability in the prevalence and demographic and mental health correlates of sibling bullying between a Western (the United Kingdom) and non-western (Turkey) country. Parents of British (N = 289) and Turkish (N = 171) autistic individuals, aged 9-20 years, completed online questionnaires. Structural equation models were fitted to test the risk factors for behavioural and mental health correlates of sibling bullying. Overall, sibling bullying was highly prevalent in the lives of both British and Turkish autistic adolescents as more than two-thirds either bullied a sibling or were bullied by a sibling every week. While some potential risk factors for sibling bullying were present in both cultures (e.g., past sibling bullying experiences), some were culture-specific (e.g., having a male sibling (British), higher parental education (Turkish)). Consistent with previous reports, higher rates of sibling bullying were significantly correlated with poorer mental health in both British and Turkish samples. Additionally, sibling bullying was indirectly linked to mental health difficulties through detrimental social behaviours (British and Turkish) and emotion regulation (British-only) in autistic children and adolescents. There were no indirect correlations between sibling bullying and mental health through social skills in either sample. Implications of these findings as well as cross-cultural similarities and differences are discussed in more detail in light of the relevant cross-cultural psychological theory. En ligne : https://doi.org/10.1016/j.rasd.2024.102392 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=529 [article] Sibling bullying and mental health in British and Turkish autistic children and adolescents: The role of social and emotional functioning [Texte imprimé et/ou numérique] / Umar TOSEEB, Auteur . - 2024 . - p.102392. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 114 (June 2024) . - p.102392 Mots-clés : Autism  Cross-cultural  Emotion regulation  Mental health  Sibling bullying  Social functioning Index. décimale : PER Périodiques Résumé : Nearly one in two autistic individuals is involved in sibling bullying, which is linked to increased mental health difficulties. Despite its high prevalence, only a handful of studies have focused on the relationship between sibling bullying and mental health in the autistic population. Of these, a vast majority of evidence comes from Western cultures while little is known about non-western cultures. For the first time, the current study investigated the cross-cultural variability in the prevalence and demographic and mental health correlates of sibling bullying between a Western (the United Kingdom) and non-western (Turkey) country. Parents of British (N = 289) and Turkish (N = 171) autistic individuals, aged 9-20 years, completed online questionnaires. Structural equation models were fitted to test the risk factors for behavioural and mental health correlates of sibling bullying. Overall, sibling bullying was highly prevalent in the lives of both British and Turkish autistic adolescents as more than two-thirds either bullied a sibling or were bullied by a sibling every week. While some potential risk factors for sibling bullying were present in both cultures (e.g., past sibling bullying experiences), some were culture-specific (e.g., having a male sibling (British), higher parental education (Turkish)). Consistent with previous reports, higher rates of sibling bullying were significantly correlated with poorer mental health in both British and Turkish samples. Additionally, sibling bullying was indirectly linked to mental health difficulties through detrimental social behaviours (British and Turkish) and emotion regulation (British-only) in autistic children and adolescents. There were no indirect correlations between sibling bullying and mental health through social skills in either sample. Implications of these findings as well as cross-cultural similarities and differences are discussed in more detail in light of the relevant cross-cultural psychological theory. En ligne : https://doi.org/10.1016/j.rasd.2024.102392 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=529

Prenatal perceived stress and urinary cortisol as risk factors for ASD and non-typical developmental outcomes in the MARBLES study / Daniel J. TANCREDI ; Rebecca J. SCHMIDT in Research in Autism Spectrum Disorders, 114 (June 2024)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 114 (June 2024) . - p.102393 Titre : Prenatal perceived stress and urinary cortisol as risk factors for ASD and non-typical developmental outcomes in the MARBLES study Type de document : Texte imprimé et/ou numérique Auteurs : Daniel J. TANCREDI, Auteur ; Rebecca J. SCHMIDT, Auteur Année de publication : 2024 Article en page(s) : p.102393 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Autistic Disorder  Pregnancy  Perceived Stress  Cortisol  Prenatal maternal stress Index. décimale : PER Périodiques Résumé : Background Findings for prenatal stress, previously measured through stressful life event surveys items or biomarkers, in association with ASD are inconsistent. We prospectively examined prenatal perceived stress and prenatal urinary cortisol (PUC) in association with ASD and other non-typical developmental (Non-TD) outcomes in the child in a high familial likelihood cohort. Methods The Perceived Stress Scale questionnaire was used to measure perceived stress in the longitudinal Markers of Autism Risk in Babies: Learning Early Signs (MARBLES) Study. Cortisol was measured through 24-hr urine collections. At three years of age, an algorithm consisting of scores from the Autism Diagnostic Observation Schedule (ADOS) and Mullen Scales of Early Learning (MSEL) was used to classify children with ASD, Non-TD, or typically developing (TD) outcomes. Relative risk ratios (RRR) with TD as the reference were estimated using multinomial logistic regression. Results Increased perceived stress was associated with Non-TD in trimester 1 (RRR 1.10; 95% CI: 1.00, 1.21) and ASD in trimesters 2 and 3 (RRR 1.08; 95% CI: 1.02, 1.14 and RRR 1.08; 95% CI: 1.03, 1.14, respectively). Results with PUC were non-significant but were in the direction consistent with previous findings suggesting that decreased cortisol levels are associated with higher likelihood of ASD. Conclusions Findings support the hypothesis that higher perceived stress is associated with increased likelihood of ASD and possibly Non-TD, relative to TD. This suggests that stress reduction interventions during pregnancy could serve as preventative measures that help optimize the child?s long-term health. Larger studies are needed to replicate these findings. En ligne : https://doi.org/10.1016/j.rasd.2024.102393 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=529 [article] Prenatal perceived stress and urinary cortisol as risk factors for ASD and non-typical developmental outcomes in the MARBLES study [Texte imprimé et/ou numérique] / Daniel J. TANCREDI, Auteur ; Rebecca J. SCHMIDT, Auteur . - 2024 . - p.102393. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 114 (June 2024) . - p.102393 Mots-clés : Autism Spectrum Disorder  Autistic Disorder  Pregnancy  Perceived Stress  Cortisol  Prenatal maternal stress Index. décimale : PER Périodiques Résumé : Background Findings for prenatal stress, previously measured through stressful life event surveys items or biomarkers, in association with ASD are inconsistent. We prospectively examined prenatal perceived stress and prenatal urinary cortisol (PUC) in association with ASD and other non-typical developmental (Non-TD) outcomes in the child in a high familial likelihood cohort. Methods The Perceived Stress Scale questionnaire was used to measure perceived stress in the longitudinal Markers of Autism Risk in Babies: Learning Early Signs (MARBLES) Study. Cortisol was measured through 24-hr urine collections. At three years of age, an algorithm consisting of scores from the Autism Diagnostic Observation Schedule (ADOS) and Mullen Scales of Early Learning (MSEL) was used to classify children with ASD, Non-TD, or typically developing (TD) outcomes. Relative risk ratios (RRR) with TD as the reference were estimated using multinomial logistic regression. Results Increased perceived stress was associated with Non-TD in trimester 1 (RRR 1.10; 95% CI: 1.00, 1.21) and ASD in trimesters 2 and 3 (RRR 1.08; 95% CI: 1.02, 1.14 and RRR 1.08; 95% CI: 1.03, 1.14, respectively). Results with PUC were non-significant but were in the direction consistent with previous findings suggesting that decreased cortisol levels are associated with higher likelihood of ASD. Conclusions Findings support the hypothesis that higher perceived stress is associated with increased likelihood of ASD and possibly Non-TD, relative to TD. This suggests that stress reduction interventions during pregnancy could serve as preventative measures that help optimize the child?s long-term health. Larger studies are needed to replicate these findings. En ligne : https://doi.org/10.1016/j.rasd.2024.102393 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=529

An exploration of diagnostic identity for autistic individuals: A systematic review of existing literature / Carly A. MCMORRIS ; Tanya E. MUDRY ; Adam W. MCCRIMMON in Research in Autism Spectrum Disorders, 114 (June 2024)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 114 (June 2024) . - p.102394 Titre : An exploration of diagnostic identity for autistic individuals: A systematic review of existing literature Type de document : Texte imprimé et/ou numérique Auteurs : Carly A. MCMORRIS, Auteur ; Tanya E. MUDRY, Auteur ; Adam W. MCCRIMMON, Auteur Année de publication : 2024 Article en page(s) : p.102394 Langues : Anglais (eng) Mots-clés : Autism  Diagnostic identity  Systematic review Index. décimale : PER Périodiques Résumé : Researchers have explored long-term outcomes for those diagnosed on the autism spectrum, including how autistic individuals come to develop a diagnostic identity. Establishing an identity around a diagnostic label may lead to positive impacts, including a sense of community for those who experience stigma. The topic of autistic diagnostic identity is relatively new and, as such, a synthesized understanding of this literature has yet to be conducted. This systematic review gathered peer-reviewed literature related to autistic diagnostic identity; 20 articles were included. Data were extracted based on design, funding, location, participant age/demographics, age of diagnosis, and definition, description, and impacts of autistic diagnostic identity. Findings highlight that autistic diagnostic identity formation is a time-sensitive process influenced by factors such as age at reporting and societal considerations. Impacts of autistic diagnostic identity, gaps in the literature, and implications for clinicians and professionals working with autistic individuals are discussed. En ligne : https://doi.org/10.1016/j.rasd.2024.102394 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=529 [article] An exploration of diagnostic identity for autistic individuals: A systematic review of existing literature [Texte imprimé et/ou numérique] / Carly A. MCMORRIS, Auteur ; Tanya E. MUDRY, Auteur ; Adam W. MCCRIMMON, Auteur . - 2024 . - p.102394. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 114 (June 2024) . - p.102394 Mots-clés : Autism  Diagnostic identity  Systematic review Index. décimale : PER Périodiques Résumé : Researchers have explored long-term outcomes for those diagnosed on the autism spectrum, including how autistic individuals come to develop a diagnostic identity. Establishing an identity around a diagnostic label may lead to positive impacts, including a sense of community for those who experience stigma. The topic of autistic diagnostic identity is relatively new and, as such, a synthesized understanding of this literature has yet to be conducted. This systematic review gathered peer-reviewed literature related to autistic diagnostic identity; 20 articles were included. Data were extracted based on design, funding, location, participant age/demographics, age of diagnosis, and definition, description, and impacts of autistic diagnostic identity. Findings highlight that autistic diagnostic identity formation is a time-sensitive process influenced by factors such as age at reporting and societal considerations. Impacts of autistic diagnostic identity, gaps in the literature, and implications for clinicians and professionals working with autistic individuals are discussed. En ligne : https://doi.org/10.1016/j.rasd.2024.102394 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=529

Quantifying the efficacy of physical activity on motor skills and stereotypies in children with autism spectrum disorder: A meta-analysis of randomized controlled trials from the last decade / Guoxiang WANG ; Qinwen GU ; Xue WANG ; Jingxin LIU in Research in Autism Spectrum Disorders, 114 (June 2024)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 114 (June 2024) . - p.102395 Titre : Quantifying the efficacy of physical activity on motor skills and stereotypies in children with autism spectrum disorder: A meta-analysis of randomized controlled trials from the last decade Type de document : Texte imprimé et/ou numérique Auteurs : Guoxiang WANG, Auteur ; Qinwen GU, Auteur ; Xue WANG, Auteur ; Jingxin LIU, Auteur Année de publication : 2024 Article en page(s) : p.102395 Langues : Anglais (eng) Mots-clés : Physical activity  Motor skill  Stereotyped behavior  Autism spectrum disorder  Meta-analysis Index. décimale : PER Périodiques Résumé : Background This study aimed to explore the effects of physical activity (PA) on motor skills and stereotypical behavior in children with autism spectrum disorder (ASD). Methods Studies were searched in PubMed, Web of Science, Embase, the Cochrane Library, and CNKI. A total of 14 studies with 345 participants were included in this study, and a random-effects model with the standard mean difference (SMD) was used to calculate the effect size. We include 6 scales to evaluate motor skills and 2 scales to evaluate stereotyped behavior. Results Compared with the baseline, the PA group showed a significantly improved Test of Gross Motor Skills (TGMD) [SMD = 1.90 (95%CI: 0.78 to 3.02), p < 0.001] and Brininx-Oresetsky Test (BOT) [SMD = 7.37 (95%CI: 1.72 to 13.02), p = 0.01], while the control group did not significantly change in TGMD. For stereotyped behavior, there was a significant reduction in GARS-2 [SMD = ?0.64 (95%CI: ?1.10 to ?0.18), p = 0.01] in the PA group compared with the baseline, while the control group did not significantly change. Conclusion This meta-analysis confirmed the beneficial effects of PA on motor skills and stereotyped behavior in children with ASD. Engaging in activities like ball games at moderate intensity can be beneficial. Further research should examine the specific effects of various PA types and intensities to enhance PA-based interventions for ASD. En ligne : https://doi.org/10.1016/j.rasd.2024.102395 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=529 [article] Quantifying the efficacy of physical activity on motor skills and stereotypies in children with autism spectrum disorder: A meta-analysis of randomized controlled trials from the last decade [Texte imprimé et/ou numérique] / Guoxiang WANG, Auteur ; Qinwen GU, Auteur ; Xue WANG, Auteur ; Jingxin LIU, Auteur . - 2024 . - p.102395. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 114 (June 2024) . - p.102395 Mots-clés : Physical activity  Motor skill  Stereotyped behavior  Autism spectrum disorder  Meta-analysis Index. décimale : PER Périodiques Résumé : Background This study aimed to explore the effects of physical activity (PA) on motor skills and stereotypical behavior in children with autism spectrum disorder (ASD). Methods Studies were searched in PubMed, Web of Science, Embase, the Cochrane Library, and CNKI. A total of 14 studies with 345 participants were included in this study, and a random-effects model with the standard mean difference (SMD) was used to calculate the effect size. We include 6 scales to evaluate motor skills and 2 scales to evaluate stereotyped behavior. Results Compared with the baseline, the PA group showed a significantly improved Test of Gross Motor Skills (TGMD) [SMD = 1.90 (95%CI: 0.78 to 3.02), p < 0.001] and Brininx-Oresetsky Test (BOT) [SMD = 7.37 (95%CI: 1.72 to 13.02), p = 0.01], while the control group did not significantly change in TGMD. For stereotyped behavior, there was a significant reduction in GARS-2 [SMD = ?0.64 (95%CI: ?1.10 to ?0.18), p = 0.01] in the PA group compared with the baseline, while the control group did not significantly change. Conclusion This meta-analysis confirmed the beneficial effects of PA on motor skills and stereotyped behavior in children with ASD. Engaging in activities like ball games at moderate intensity can be beneficial. Further research should examine the specific effects of various PA types and intensities to enhance PA-based interventions for ASD. En ligne : https://doi.org/10.1016/j.rasd.2024.102395 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=529

Micronutrient deficiencies in children with autism spectrum disorders compared to typically developing children - A scoping review / Rositsa CHAMOVA ; Ruzha PANCHEVA in Research in Autism Spectrum Disorders, 114 (June 2024)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 114 (June 2024) . - p.102396 Titre : Micronutrient deficiencies in children with autism spectrum disorders compared to typically developing children - A scoping review Type de document : Texte imprimé et/ou numérique Auteurs : Rositsa CHAMOVA, Auteur ; Ruzha PANCHEVA, Auteur Année de publication : 2024 Article en page(s) : p.102396 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Micronutrients  Children  Vitamin D  Nutritional status Index. décimale : PER Périodiques Résumé : Background Autism spectrum disorder (ASD) is a neurodevelopmental disorder that may be influenced by various factors, including nutritional status. This scoping review, adhering to PRISMA-ScR guidelines, aims to systematically explore and synthesize the existing literature on micronutrient (vitamins, minerals and trace elements) deficiencies in children with ASD and how they may differ from the general population of typically developing children. Methods A comprehensive search strategy was employed across multiple databases, selecting studies that quantitatively assessed micronutrient levels in children with ASD and control groups. The inclusion of 34 full-text publications from 17 countries provided a geographically diverse sample, ensuring a broad overview of the field. Results The findings present a complex picture of micronutrient levels in children with ASD. A recurrent observation was lower vitamin D levels in children with ASD across multiple studies, while results for other vitamins, such as vitamins A and E, and minerals like iron (ferritin), iodine, and zinc were mixed and contradictory. The heterogeneity in study methodologies, participant characteristics, and controls for confounding factors, such as supplementation, were noted as significant variables influencing outcomes. Conclusion This scoping review accentuates the crucial need for standardized methodologies in future research to explore the underlying mechanisms of altered micronutrient levels in children with ASD and determine potential therapeutic implications. Emphasis on careful consideration of external variables, such as dietary habits and supplementation, is imperative to draw valid, reproducible conclusions in subsequent studies. En ligne : https://doi.org/10.1016/j.rasd.2024.102396 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=529 [article] Micronutrient deficiencies in children with autism spectrum disorders compared to typically developing children - A scoping review [Texte imprimé et/ou numérique] / Rositsa CHAMOVA, Auteur ; Ruzha PANCHEVA, Auteur . - 2024 . - p.102396. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 114 (June 2024) . - p.102396 Mots-clés : Autism spectrum disorder  Micronutrients  Children  Vitamin D  Nutritional status Index. décimale : PER Périodiques Résumé : Background Autism spectrum disorder (ASD) is a neurodevelopmental disorder that may be influenced by various factors, including nutritional status. This scoping review, adhering to PRISMA-ScR guidelines, aims to systematically explore and synthesize the existing literature on micronutrient (vitamins, minerals and trace elements) deficiencies in children with ASD and how they may differ from the general population of typically developing children. Methods A comprehensive search strategy was employed across multiple databases, selecting studies that quantitatively assessed micronutrient levels in children with ASD and control groups. The inclusion of 34 full-text publications from 17 countries provided a geographically diverse sample, ensuring a broad overview of the field. Results The findings present a complex picture of micronutrient levels in children with ASD. A recurrent observation was lower vitamin D levels in children with ASD across multiple studies, while results for other vitamins, such as vitamins A and E, and minerals like iron (ferritin), iodine, and zinc were mixed and contradictory. The heterogeneity in study methodologies, participant characteristics, and controls for confounding factors, such as supplementation, were noted as significant variables influencing outcomes. Conclusion This scoping review accentuates the crucial need for standardized methodologies in future research to explore the underlying mechanisms of altered micronutrient levels in children with ASD and determine potential therapeutic implications. Emphasis on careful consideration of external variables, such as dietary habits and supplementation, is imperative to draw valid, reproducible conclusions in subsequent studies. En ligne : https://doi.org/10.1016/j.rasd.2024.102396 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=529

Online social interaction skill group for adolescents on the autism spectrum: Preliminary outcomes of the START Connections program / Aneri BHATT ; Kelsea RACKHAM ; Ty VERNON in Research in Autism Spectrum Disorders, 114 (June 2024)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 114 (June 2024) . - p.102397 Titre : Online social interaction skill group for adolescents on the autism spectrum: Preliminary outcomes of the START Connections program Type de document : Texte imprimé et/ou numérique Auteurs : Aneri BHATT, Auteur ; Kelsea RACKHAM, Auteur ; Ty VERNON, Auteur Année de publication : 2024 Article en page(s) : p.102397 Langues : Anglais (eng) Mots-clés : Autism  Adolescents  Social skills  Group intervention  Telehealth Index. décimale : PER Périodiques Résumé : Background Promising social skill interventions have emerged to target socialization vulnerabilities of autistic adolescents, but there remains a critical need for effective dissemination of these programs to improve service access. The Social Tools And Rules for Teens (START) Program is a group-based intervention program for increasing social motivation while enhancing social communication skill use. Method The current study aimed to evaluate START Connections, an online adaptation of the original START model. We (1) assessed the preliminary efficacy, feasibility, and acceptability of START Connections, and (2) compared its outcomes to a prior in-person START clinical trial. Participants were 41 autistic adolescents aged 11-16 and their parent. Each bi-weekly START Connections session consisted of a check-in, socialization time, group discussion and practice of social topics, group activity, and check-out. Results Attendance for the program was high and teens endorsed high levels of enjoyment and skill improvement. Analysis of treatment gains yielded evidence of increased emotion regulation, social skills, and social motivation. Improvements in behaviorally coded target skills were observed for many participants during naturalistic conversations. An analytical comparison revealed a comparable trend in outcomes between START Connections and in-person START groups for social challenges, self-reported social skill use, and social motivation and competence. Conclusion Overall, these pilot outcomes are extremely promising and suggest that the START Connections model is feasible and has the potential to improve social communication and emotion regulation in autistic teens. These results warrant a follow-up, RCT investigation evaluating the unique benefits of in-person versus online START Programs. En ligne : https://doi.org/10.1016/j.rasd.2024.102397 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=529 [article] Online social interaction skill group for adolescents on the autism spectrum: Preliminary outcomes of the START Connections program [Texte imprimé et/ou numérique] / Aneri BHATT, Auteur ; Kelsea RACKHAM, Auteur ; Ty VERNON, Auteur . - 2024 . - p.102397. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 114 (June 2024) . - p.102397 Mots-clés : Autism  Adolescents  Social skills  Group intervention  Telehealth Index. décimale : PER Périodiques Résumé : Background Promising social skill interventions have emerged to target socialization vulnerabilities of autistic adolescents, but there remains a critical need for effective dissemination of these programs to improve service access. The Social Tools And Rules for Teens (START) Program is a group-based intervention program for increasing social motivation while enhancing social communication skill use. Method The current study aimed to evaluate START Connections, an online adaptation of the original START model. We (1) assessed the preliminary efficacy, feasibility, and acceptability of START Connections, and (2) compared its outcomes to a prior in-person START clinical trial. Participants were 41 autistic adolescents aged 11-16 and their parent. Each bi-weekly START Connections session consisted of a check-in, socialization time, group discussion and practice of social topics, group activity, and check-out. Results Attendance for the program was high and teens endorsed high levels of enjoyment and skill improvement. Analysis of treatment gains yielded evidence of increased emotion regulation, social skills, and social motivation. Improvements in behaviorally coded target skills were observed for many participants during naturalistic conversations. An analytical comparison revealed a comparable trend in outcomes between START Connections and in-person START groups for social challenges, self-reported social skill use, and social motivation and competence. Conclusion Overall, these pilot outcomes are extremely promising and suggest that the START Connections model is feasible and has the potential to improve social communication and emotion regulation in autistic teens. These results warrant a follow-up, RCT investigation evaluating the unique benefits of in-person versus online START Programs. En ligne : https://doi.org/10.1016/j.rasd.2024.102397 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=529

The implication of sleep disturbances on daily executive functioning and learning problems in children with autism without intellectual disability / Irene LACRUZ-PÉREZ ; Eva ROSA ; Simona DE STASIO ; Nora CHOQUE-OLSSON in Research in Autism Spectrum Disorders, 114 (June 2024)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 114 (June 2024) . - p.102403 Titre : The implication of sleep disturbances on daily executive functioning and learning problems in children with autism without intellectual disability Type de document : Texte imprimé et/ou numérique Auteurs : Irene LACRUZ-PÉREZ, Auteur ; Eva ROSA, Auteur ; Simona DE STASIO, Auteur ; Nora CHOQUE-OLSSON, Auteur Année de publication : 2024 Article en page(s) : p.102403 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Children  Daily executive functioning  Learning problems  Mediation model  Sleep disturbances Index. décimale : PER Périodiques Résumé : Background Individuals with autism spectrum disorder (ASD) often have sleep disturbances, executive functioning difficulties, and learning problems. The aim of this study was twofold. First, to examine the quality of sleep in children with ASD without intellectual disability and typically developing (TD) children. Second, to explore the implication of sleep disturbances in the association between daily executive functioning and learning problems in children with ASD without intellectual disability. Method The sample included 47 children with autism without intellectual disability and 32 TD children. Parent-reported questionnaires were used to assess participants' sleep disturbances, daily executive functions, and learning problems. All statistical analyses performed were adjusted for age, IQ, and medication. Results As expected, the prevalence of sleep disturbances was significantly higher in the ASD group than in the TD group. Regarding the second aim of the study, the total score of sleep disturbances was significantly associated with learning problems and the metacognition subdomain of executive functioning in children with autism without intellectual disability. In turn, executive functions and learning problems were also significantly associated. Finally, sleep disturbances were found to mediate the relationship between global executive functioning and learning problems in children with ASD without intellectual disability. Conclusions The findings suggest that sleep disturbances are common in children with autism, and that they play a mediating role in the association between executive functions and learning problems. Therefore, sleep should be a crucial aspect of interventions to improve the learning and academic performance of school-aged children with ASD without intellectual disability. En ligne : https://doi.org/10.1016/j.rasd.2024.102403 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=529 [article] The implication of sleep disturbances on daily executive functioning and learning problems in children with autism without intellectual disability [Texte imprimé et/ou numérique] / Irene LACRUZ-PÉREZ, Auteur ; Eva ROSA, Auteur ; Simona DE STASIO, Auteur ; Nora CHOQUE-OLSSON, Auteur . - 2024 . - p.102403. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 114 (June 2024) . - p.102403 Mots-clés : Autism spectrum disorder  Children  Daily executive functioning  Learning problems  Mediation model  Sleep disturbances Index. décimale : PER Périodiques Résumé : Background Individuals with autism spectrum disorder (ASD) often have sleep disturbances, executive functioning difficulties, and learning problems. The aim of this study was twofold. First, to examine the quality of sleep in children with ASD without intellectual disability and typically developing (TD) children. Second, to explore the implication of sleep disturbances in the association between daily executive functioning and learning problems in children with ASD without intellectual disability. Method The sample included 47 children with autism without intellectual disability and 32 TD children. Parent-reported questionnaires were used to assess participants' sleep disturbances, daily executive functions, and learning problems. All statistical analyses performed were adjusted for age, IQ, and medication. Results As expected, the prevalence of sleep disturbances was significantly higher in the ASD group than in the TD group. Regarding the second aim of the study, the total score of sleep disturbances was significantly associated with learning problems and the metacognition subdomain of executive functioning in children with autism without intellectual disability. In turn, executive functions and learning problems were also significantly associated. Finally, sleep disturbances were found to mediate the relationship between global executive functioning and learning problems in children with ASD without intellectual disability. Conclusions The findings suggest that sleep disturbances are common in children with autism, and that they play a mediating role in the association between executive functions and learning problems. Therefore, sleep should be a crucial aspect of interventions to improve the learning and academic performance of school-aged children with ASD without intellectual disability. En ligne : https://doi.org/10.1016/j.rasd.2024.102403 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=529

Gastrointestinal symptoms in autistic children during Covid-19 lockdown: A qualitative study of family experience / Concetta BRUGALETTA ; Anton V. EMMANUEL in Research in Autism Spectrum Disorders, 114 (June 2024)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 114 (June 2024) . - p.102406 Titre : Gastrointestinal symptoms in autistic children during Covid-19 lockdown: A qualitative study of family experience Type de document : Texte imprimé et/ou numérique Auteurs : Concetta BRUGALETTA, Auteur ; Anton V. EMMANUEL, Auteur Année de publication : 2024 Article en page(s) : p.102406 Langues : Anglais (eng) Mots-clés : Autism  Gastrointestinal  Covid-19 lockdown  Qualitative research Index. décimale : PER Périodiques Résumé : Background Autistic individuals face barriers to healthcare access and premature mortality. There is an increased prevalence of gastrointestinal (GI) disorders in autistic children compared to not-autistic children. There is a complex interplay between these GI symptoms and various aspects of behaviour, sleep, and mental health in autistic children. Lockdowns during the Covid-19 pandemic changed the delivery of healthcare for all patient groups, and it is particularly important to understand the effects of this on vulnerable groups. In this qualitative study we document the family experiences associated with managing persistent GI symptoms in autistic children and access to related healthcare for these children during Covid-19 lockdowns and restrictions. Method We conducted semi-structured interviews with 12 parents of autistic children and subjected data from these interviews to qualitative analysis. Results Two themes emerged (i) Covid-19 lockdowns and restrictions changed the children?s reported GI symptoms in a non-uniform manner; and (ii) parents were divided on the appropriateness of telemedicine services for their child. Some parents reported an increase in their child?s anxiety level that was linked to worsening of GI symptoms. Those parents who reported a reduction in their child?s social anxiety during lockdown related this to improved GI symptoms. Parents reported advantages and disadvantages of both in-person and telemedicine consultations, and they were split on their preferences for these appointment types. Conclusions Telemedicine is preferred by some but not all families of autistic children. Clinicians should consider the interplay between anxiety and GI symptoms in autistic children when assessing and treating GI symptoms. En ligne : https://doi.org/10.1016/j.rasd.2024.102406 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=529 [article] Gastrointestinal symptoms in autistic children during Covid-19 lockdown: A qualitative study of family experience [Texte imprimé et/ou numérique] / Concetta BRUGALETTA, Auteur ; Anton V. EMMANUEL, Auteur . - 2024 . - p.102406. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 114 (June 2024) . - p.102406 Mots-clés : Autism  Gastrointestinal  Covid-19 lockdown  Qualitative research Index. décimale : PER Périodiques Résumé : Background Autistic individuals face barriers to healthcare access and premature mortality. There is an increased prevalence of gastrointestinal (GI) disorders in autistic children compared to not-autistic children. There is a complex interplay between these GI symptoms and various aspects of behaviour, sleep, and mental health in autistic children. Lockdowns during the Covid-19 pandemic changed the delivery of healthcare for all patient groups, and it is particularly important to understand the effects of this on vulnerable groups. In this qualitative study we document the family experiences associated with managing persistent GI symptoms in autistic children and access to related healthcare for these children during Covid-19 lockdowns and restrictions. Method We conducted semi-structured interviews with 12 parents of autistic children and subjected data from these interviews to qualitative analysis. Results Two themes emerged (i) Covid-19 lockdowns and restrictions changed the children?s reported GI symptoms in a non-uniform manner; and (ii) parents were divided on the appropriateness of telemedicine services for their child. Some parents reported an increase in their child?s anxiety level that was linked to worsening of GI symptoms. Those parents who reported a reduction in their child?s social anxiety during lockdown related this to improved GI symptoms. Parents reported advantages and disadvantages of both in-person and telemedicine consultations, and they were split on their preferences for these appointment types. Conclusions Telemedicine is preferred by some but not all families of autistic children. Clinicians should consider the interplay between anxiety and GI symptoms in autistic children when assessing and treating GI symptoms. En ligne : https://doi.org/10.1016/j.rasd.2024.102406 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=529

"We go through trauma": South Asian parents' experiences of autism diagnosis and early supports for their autistic children in Australia / Alexandra AULICH ; Catherine BENT ; Christos CONSTANTINE ; Kathleen FRANKS ; Nilushi GOONETILLEKE ; Cherie GREEN ; Rabia IJAZ ; Kanisha PATEL ; Helen SAID ; Sarah WOOD ; Kristelle HUDRY in Research in Autism Spectrum Disorders, 114 (June 2024)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 114 (June 2024) . - p.102408 Titre : "We go through trauma": South Asian parents' experiences of autism diagnosis and early supports for their autistic children in Australia Type de document : Texte imprimé et/ou numérique Auteurs : Alexandra AULICH, Auteur ; Catherine BENT, Auteur ; Christos CONSTANTINE, Auteur ; Kathleen FRANKS, Auteur ; Nilushi GOONETILLEKE, Auteur ; Cherie GREEN, Auteur ; Rabia IJAZ, Auteur ; Kanisha PATEL, Auteur ; Helen SAID, Auteur ; Sarah WOOD, Auteur ; Kristelle HUDRY, Auteur Année de publication : 2024 Article en page(s) : p.102408 Langues : Anglais (eng) Mots-clés : Autism  Participatory research  Migrants  Parent experiences  Early intervention Index. décimale : PER Périodiques Résumé : Introduction Growth of the Australian South Asian migrant community has surged over the last decade. Yet we have minimal information about migrant South Asian parents' experiences of raising an autistic child in Australia. This participatory research informs the issue through reporting first-hand accounts of accessing an autism diagnosis and receiving early supports for South Asian parents and their autistic children living in Australia. Methods Parents from India, Pakistan and Sri Lanka (n = 13) were interviewed in their preferred language. During interviews, parents were asked about their experiences of the diagnostic process and navigating early supports for their autistic child. Interviews were analysed using reflexive thematic analysis. Results Parents described experiencing myriad challenges to accessing early autism supports, including limited knowledge, funding issues, lengthy waiting lists, and poor-quality clinicians. They also reported struggling to accept their child?s diagnoses and facing judgement from within their community. Unlike other migrant Australian communities, this group of parents did not describe obtaining community-specific supports and often navigated their journeys alone. These cumulative challenges impacted parents' mental health. Yet, parents also described proactively seeking as much support as possible, preferring goal-based, intensive, behavioural early interventions. Discussion and implications Clinicians should be aware that families from particular migrant/cultural minority groups may be more isolated than others, and consider how best to support a sense of community belonging in other ways. That these parents expressed preference for intensive, behavioural autism supports also highlights the diversity of service-related views and desires in the autistic and autism communities. En ligne : https://doi.org/10.1016/j.rasd.2024.102408 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=529 [article] "We go through trauma": South Asian parents' experiences of autism diagnosis and early supports for their autistic children in Australia [Texte imprimé et/ou numérique] / Alexandra AULICH, Auteur ; Catherine BENT, Auteur ; Christos CONSTANTINE, Auteur ; Kathleen FRANKS, Auteur ; Nilushi GOONETILLEKE, Auteur ; Cherie GREEN, Auteur ; Rabia IJAZ, Auteur ; Kanisha PATEL, Auteur ; Helen SAID, Auteur ; Sarah WOOD, Auteur ; Kristelle HUDRY, Auteur . - 2024 . - p.102408. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 114 (June 2024) . - p.102408 Mots-clés : Autism  Participatory research  Migrants  Parent experiences  Early intervention Index. décimale : PER Périodiques Résumé : Introduction Growth of the Australian South Asian migrant community has surged over the last decade. Yet we have minimal information about migrant South Asian parents' experiences of raising an autistic child in Australia. This participatory research informs the issue through reporting first-hand accounts of accessing an autism diagnosis and receiving early supports for South Asian parents and their autistic children living in Australia. Methods Parents from India, Pakistan and Sri Lanka (n = 13) were interviewed in their preferred language. During interviews, parents were asked about their experiences of the diagnostic process and navigating early supports for their autistic child. Interviews were analysed using reflexive thematic analysis. Results Parents described experiencing myriad challenges to accessing early autism supports, including limited knowledge, funding issues, lengthy waiting lists, and poor-quality clinicians. They also reported struggling to accept their child?s diagnoses and facing judgement from within their community. Unlike other migrant Australian communities, this group of parents did not describe obtaining community-specific supports and often navigated their journeys alone. These cumulative challenges impacted parents' mental health. Yet, parents also described proactively seeking as much support as possible, preferring goal-based, intensive, behavioural early interventions. Discussion and implications Clinicians should be aware that families from particular migrant/cultural minority groups may be more isolated than others, and consider how best to support a sense of community belonging in other ways. That these parents expressed preference for intensive, behavioural autism supports also highlights the diversity of service-related views and desires in the autistic and autism communities. En ligne : https://doi.org/10.1016/j.rasd.2024.102408 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=529

The role of the CNTNAP2 gene in the development of autism spectrum disorder / Ilnur S. SABIROV ; Liliya R. SAFIULLINA ; Dmitriy O. NIKITIN ; Irina I. SEMINA ; Tim REES ; Denis O. FESENKO ; Ildus I. AHMETOV in Research in Autism Spectrum Disorders, 114 (June 2024)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 114 (June 2024) . - p.102409 Titre : The role of the CNTNAP2 gene in the development of autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Ilnur S. SABIROV, Auteur ; Liliya R. SAFIULLINA, Auteur ; Dmitriy O. NIKITIN, Auteur ; Irina I. SEMINA, Auteur ; Tim REES, Auteur ; Denis O. FESENKO, Auteur ; Ildus I. AHMETOV, Auteur Année de publication : 2024 Article en page(s) : p.102409 Langues : Anglais (eng) Mots-clés : Autism  ASD  Cntnap2  Polymorphism  Gene expression  Valproic acid Index. décimale : PER Périodiques Résumé : Autism spectrum disorder (ASD) is a neurodevelopmental disorder in which genetic and environmental factors interact in its development. Research suggests that the contactin associated protein 2 (CNTNAP2) gene may play a role in ASD pathophysiology, yet more studies involving human participants and animal models of autism are needed. One such model may be the use of prenatal valproic acid (VPA) model to induce autism-like behaviors in offspring rats. The aim of this study was twofold: (1) to examine the association of the CNTNAP2 gene rs2710102 variant with ASD in children; and (2) to examine the effect of prenatal exposure to VPA on Cntnap2 gene expression in the rat brain. The study included 167 children of European ancestry-81 diagnosed with ASD (20 girls, 61 boys; age 4.9 + 1.4 years) and 86 controls (44 girls, 42 boys; 5.1 + 1.2 years). In vivo experiments were conducted in 80 rats (40 with the VPA model of autism), with Cntnap2 gene expression analysis in the amygdala, hippocampus, prefrontal cortex, and cerebellum. Results demonstrated that the frequency of the CNTNAP2 gene rs2710102 GG genotype was significantly higher in children with ASD when compared with controls (33.3 vs 19.8%; OR=2.03, 95%CI [1.004, 4.102], p = 0.035), although, potentially due to bias in cohort selection, in the ASD children this polymorphism did not meet Hardy-Weinberg expectations (?2 =5.40, p = 0.02). In addition, Cntnap2 gene expression was significantly lower (p < 0.01) in the amygdala and hippocampus of VPA rats when compared with controls, regardless of sex. These results support previous research and provide evidence for the CNTNAP2 gene as a risk factor for ASD. En ligne : https://doi.org/10.1016/j.rasd.2024.102409 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=529 [article] The role of the CNTNAP2 gene in the development of autism spectrum disorder [Texte imprimé et/ou numérique] / Ilnur S. SABIROV, Auteur ; Liliya R. SAFIULLINA, Auteur ; Dmitriy O. NIKITIN, Auteur ; Irina I. SEMINA, Auteur ; Tim REES, Auteur ; Denis O. FESENKO, Auteur ; Ildus I. AHMETOV, Auteur . - 2024 . - p.102409. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 114 (June 2024) . - p.102409 Mots-clés : Autism  ASD  Cntnap2  Polymorphism  Gene expression  Valproic acid Index. décimale : PER Périodiques Résumé : Autism spectrum disorder (ASD) is a neurodevelopmental disorder in which genetic and environmental factors interact in its development. Research suggests that the contactin associated protein 2 (CNTNAP2) gene may play a role in ASD pathophysiology, yet more studies involving human participants and animal models of autism are needed. One such model may be the use of prenatal valproic acid (VPA) model to induce autism-like behaviors in offspring rats. The aim of this study was twofold: (1) to examine the association of the CNTNAP2 gene rs2710102 variant with ASD in children; and (2) to examine the effect of prenatal exposure to VPA on Cntnap2 gene expression in the rat brain. The study included 167 children of European ancestry-81 diagnosed with ASD (20 girls, 61 boys; age 4.9 + 1.4 years) and 86 controls (44 girls, 42 boys; 5.1 + 1.2 years). In vivo experiments were conducted in 80 rats (40 with the VPA model of autism), with Cntnap2 gene expression analysis in the amygdala, hippocampus, prefrontal cortex, and cerebellum. Results demonstrated that the frequency of the CNTNAP2 gene rs2710102 GG genotype was significantly higher in children with ASD when compared with controls (33.3 vs 19.8%; OR=2.03, 95%CI [1.004, 4.102], p = 0.035), although, potentially due to bias in cohort selection, in the ASD children this polymorphism did not meet Hardy-Weinberg expectations (?2 =5.40, p = 0.02). In addition, Cntnap2 gene expression was significantly lower (p < 0.01) in the amygdala and hippocampus of VPA rats when compared with controls, regardless of sex. These results support previous research and provide evidence for the CNTNAP2 gene as a risk factor for ASD. En ligne : https://doi.org/10.1016/j.rasd.2024.102409 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=529