Dépouillements

Incorporating autism traits into an anxiety and depression model results in improved fit and distinct factor structure for autistic youth / Craig RODRIGUEZ-SEIJAS ; Kenneth D. GADOW ; Matthew D. LERNER in Research in Autism Spectrum Disorders, 116 (August 2024)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 116 (August 2024) . - p.102413 Titre : Incorporating autism traits into an anxiety and depression model results in improved fit and distinct factor structure for autistic youth Type de document : Texte imprimé et/ou numérique Auteurs : Craig RODRIGUEZ-SEIJAS, Auteur ; Kenneth D. GADOW, Auteur ; Matthew D. LERNER, Auteur Article en page(s) : p.102413 Langues : Anglais (eng) Mots-clés : Autism  Comorbidity  Anxiety  Depression  Factor analysis  Co-occurring Index. décimale : PER Périodiques Résumé : Background The co-occurrence of anxiety and depression (AD+) in autism may be explained by a transdiagnostic internalizing symptom factor. Evidence regarding anxiety and/or depression symptoms in autism is mixed; some presentations conform to DSM criteria, whereas others reflect distinct, autism trait-relatedpresentation. Method The present study examined the extent to which autism traits relate to anxiety, depression, and AD+ in autism. Anxiety and depression symptoms were measured in autistic youth (ages 6-18) using a DSM rating scale. First, a confirmatory factor analysis (CFA) of anxiety and depression DSM symptoms was conducted. Next, to account for the relation of autism traits, these traits were included with anxiety and depression symptoms in a follow-up exploratory factor analysis (EFA). In addition, the inclusion of anxiety and depression symptoms, and allowing for their overlap, was consistent with a transdiagnostic conceptualization of these symptoms. Results and conclusions The CFA showed that the DSM model of depression and anxiety symptoms did not adequately fit the autistic participants. The EFA of anxiety, depression, and autism traits supported a model with three factors: Anxiety and Depression, Social Anxiety, and Autism. A subset of autism traits loaded onto the Anxiety and Depression and Social Anxiety factors. Both the DSM and the EFA model had inadequate fit indices, though the EFA showed better fit over the DSM model. In addition, previous research converges with the obtained EFA factors. Overall, the findings highlight the importance of modeling autism traits along with anxiety and depression when examining internalizing symptom structures in autism. En ligne : https://doi.org/10.1016/j.rasd.2024.102413 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=532 [article] Incorporating autism traits into an anxiety and depression model results in improved fit and distinct factor structure for autistic youth [Texte imprimé et/ou numérique] / Craig RODRIGUEZ-SEIJAS, Auteur ; Kenneth D. GADOW, Auteur ; Matthew D. LERNER, Auteur . - p.102413. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 116 (August 2024) . - p.102413 Mots-clés : Autism  Comorbidity  Anxiety  Depression  Factor analysis  Co-occurring Index. décimale : PER Périodiques Résumé : Background The co-occurrence of anxiety and depression (AD+) in autism may be explained by a transdiagnostic internalizing symptom factor. Evidence regarding anxiety and/or depression symptoms in autism is mixed; some presentations conform to DSM criteria, whereas others reflect distinct, autism trait-relatedpresentation. Method The present study examined the extent to which autism traits relate to anxiety, depression, and AD+ in autism. Anxiety and depression symptoms were measured in autistic youth (ages 6-18) using a DSM rating scale. First, a confirmatory factor analysis (CFA) of anxiety and depression DSM symptoms was conducted. Next, to account for the relation of autism traits, these traits were included with anxiety and depression symptoms in a follow-up exploratory factor analysis (EFA). In addition, the inclusion of anxiety and depression symptoms, and allowing for their overlap, was consistent with a transdiagnostic conceptualization of these symptoms. Results and conclusions The CFA showed that the DSM model of depression and anxiety symptoms did not adequately fit the autistic participants. The EFA of anxiety, depression, and autism traits supported a model with three factors: Anxiety and Depression, Social Anxiety, and Autism. A subset of autism traits loaded onto the Anxiety and Depression and Social Anxiety factors. Both the DSM and the EFA model had inadequate fit indices, though the EFA showed better fit over the DSM model. In addition, previous research converges with the obtained EFA factors. Overall, the findings highlight the importance of modeling autism traits along with anxiety and depression when examining internalizing symptom structures in autism. En ligne : https://doi.org/10.1016/j.rasd.2024.102413 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=532

How teachers provide writing instruction to autistic students: A pilot study / Elizabeth G. FINNEGAN in Research in Autism Spectrum Disorders, 116 (August 2024)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 116 (August 2024) . - p.102424 Titre : How teachers provide writing instruction to autistic students: A pilot study Type de document : Texte imprimé et/ou numérique Auteurs : Elizabeth G. FINNEGAN, Auteur Article en page(s) : p.102424 Langues : Anglais (eng) Mots-clés : Writing  Literacy  Teacher preparation  Autism Index. décimale : PER Périodiques Résumé : Background Writing can be used in a variety of communities and for a variety of purposes and is necessary for success in school and the workplace, yet many students, including autistic students, struggle with written communication. There is a need to explore how writing it taught to these students. Method This pilot study examined how writing is taught to autistic students, specifically, how frequently teachers and students engaged in activities incorporated into writing instruction, training or preparation in teaching writing to their students and whether training influence teachers' practices, teachers' experiences teaching writing to autistic students, including the most significant challenges and successes the support they need to teach writing to their autistic students. Responses from 35 online surveys completed by teachers of autistic students were analyzed. Results Results indicated that teachers of autistic students incorporate a wide range of strategies and practices into their instruction, and that their students write using a variety of genres and products. Nearly half of all respondents received no formal training in teaching writing to autistic students. In terms of supports, the greatest need was for professional development/training on how specifically to support their autistic students Conclusions The diversity of responses reflects the heterogeneous nature of autistic students. Teachers should consider the use of EBPs such as visuals and peer support and include student interest in their writing. Furthermore, teacher preparation programs should look to add coursework in writing instruction, with particular attention paid to meeting the diverse strengths and needs of autistic students. En ligne : https://doi.org/10.1016/j.rasd.2024.102424 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=532 [article] How teachers provide writing instruction to autistic students: A pilot study [Texte imprimé et/ou numérique] / Elizabeth G. FINNEGAN, Auteur . - p.102424. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 116 (August 2024) . - p.102424 Mots-clés : Writing  Literacy  Teacher preparation  Autism Index. décimale : PER Périodiques Résumé : Background Writing can be used in a variety of communities and for a variety of purposes and is necessary for success in school and the workplace, yet many students, including autistic students, struggle with written communication. There is a need to explore how writing it taught to these students. Method This pilot study examined how writing is taught to autistic students, specifically, how frequently teachers and students engaged in activities incorporated into writing instruction, training or preparation in teaching writing to their students and whether training influence teachers' practices, teachers' experiences teaching writing to autistic students, including the most significant challenges and successes the support they need to teach writing to their autistic students. Responses from 35 online surveys completed by teachers of autistic students were analyzed. Results Results indicated that teachers of autistic students incorporate a wide range of strategies and practices into their instruction, and that their students write using a variety of genres and products. Nearly half of all respondents received no formal training in teaching writing to autistic students. In terms of supports, the greatest need was for professional development/training on how specifically to support their autistic students Conclusions The diversity of responses reflects the heterogeneous nature of autistic students. Teachers should consider the use of EBPs such as visuals and peer support and include student interest in their writing. Furthermore, teacher preparation programs should look to add coursework in writing instruction, with particular attention paid to meeting the diverse strengths and needs of autistic students. En ligne : https://doi.org/10.1016/j.rasd.2024.102424 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=532

Differences in caregiver and child factors within families of autistic youth across birth order groups / Tammy D. BARRY ; Rebecca A. LINDSEY in Research in Autism Spectrum Disorders, 116 (August 2024)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 116 (August 2024) . - p.102426 Titre : Differences in caregiver and child factors within families of autistic youth across birth order groups Type de document : Texte imprimé et/ou numérique Auteurs : Tammy D. BARRY, Auteur ; Rebecca A. LINDSEY, Auteur Article en page(s) : p.102426 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  Birth order  Parent efficacy  Parent satisfaction  ASD knowledge  Perceived social support  Caregiver distress  Internalizing/externalizing behaviors Index. décimale : PER Périodiques Résumé : Background Research has highlighted the ways that birth order relates to autism spectrum disorder (ASD) prevalence rates. However, little research has focused on how birth order relates to the wellbeing of the family once a child is diagnosed with ASD. Additionally, many family factors (such as measures of parental wellbeing) and elements of child emotional/behavioral symptoms have not yet been investigated when evaluating the potential effects of birth order. The current study aimed to investigate how family birth order may impact caregiver reporting of parental wellbeing/competency and child symptoms. Method Three groups were created based on caregivers (N = 155) who have (1) a first-born child with ASD and then child(ren) without ASD, (2) child(ren) without ASD and then a child with ASD, and (3) an only child with ASD. Caregivers completed questionnaires measuring family resources, child symptoms, and parental factors. Results Despite comparable ratings on family resources and ASD severity, significant differences based on birth order emerged. Having one or multiple children without ASD before having a child with ASD may enhance feelings of satisfaction and competency as a parent. Parents with an only child with ASD also reported higher ratings of competency, had significantly less ASD knowledge, and demonstrated a significant negative correlation between efficacy and knowledge. Conclusion Families with an only child with ASD may require further support to augment their knowledge of ASD. Caregivers who have a first-born child with ASD may benefit from interventions focusing on their feelings of parental competency. En ligne : https://doi.org/10.1016/j.rasd.2024.102426 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=532 [article] Differences in caregiver and child factors within families of autistic youth across birth order groups [Texte imprimé et/ou numérique] / Tammy D. BARRY, Auteur ; Rebecca A. LINDSEY, Auteur . - p.102426. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 116 (August 2024) . - p.102426 Mots-clés : Autism spectrum disorders  Birth order  Parent efficacy  Parent satisfaction  ASD knowledge  Perceived social support  Caregiver distress  Internalizing/externalizing behaviors Index. décimale : PER Périodiques Résumé : Background Research has highlighted the ways that birth order relates to autism spectrum disorder (ASD) prevalence rates. However, little research has focused on how birth order relates to the wellbeing of the family once a child is diagnosed with ASD. Additionally, many family factors (such as measures of parental wellbeing) and elements of child emotional/behavioral symptoms have not yet been investigated when evaluating the potential effects of birth order. The current study aimed to investigate how family birth order may impact caregiver reporting of parental wellbeing/competency and child symptoms. Method Three groups were created based on caregivers (N = 155) who have (1) a first-born child with ASD and then child(ren) without ASD, (2) child(ren) without ASD and then a child with ASD, and (3) an only child with ASD. Caregivers completed questionnaires measuring family resources, child symptoms, and parental factors. Results Despite comparable ratings on family resources and ASD severity, significant differences based on birth order emerged. Having one or multiple children without ASD before having a child with ASD may enhance feelings of satisfaction and competency as a parent. Parents with an only child with ASD also reported higher ratings of competency, had significantly less ASD knowledge, and demonstrated a significant negative correlation between efficacy and knowledge. Conclusion Families with an only child with ASD may require further support to augment their knowledge of ASD. Caregivers who have a first-born child with ASD may benefit from interventions focusing on their feelings of parental competency. En ligne : https://doi.org/10.1016/j.rasd.2024.102426 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=532

The prevalence of coexisting mental health conditions in gender diverse autistic people: A systematic review / Mikayla VAN RENSBURG ; Ling DING ; Ewelina RYDZEWSKA in Research in Autism Spectrum Disorders, 116 (August 2024)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 116 (August 2024) . - p.102427 Titre : The prevalence of coexisting mental health conditions in gender diverse autistic people: A systematic review Type de document : Texte imprimé et/ou numérique Auteurs : Mikayla VAN RENSBURG, Auteur ; Ling DING, Auteur ; Ewelina RYDZEWSKA, Auteur Article en page(s) : p.102427 Langues : Anglais (eng) Mots-clés : Autism  Gender diverse  Non-binary  Transgender  Depression  Anxiety Index. décimale : PER Périodiques Résumé : Background Previous research has highlighted higher prevalence of autism amongst gender diverse individuals compared to cisgender individuals. Both the autistic population, and gender diverse population, have been found to be at an increased risk of developing mental health conditions compared to the general population. However, little is understood about the mental health outcomes of those that are both autistic and gender diverse. Aims: The aims of this review were to assess the mental health outcomes in gender diverse autistic individuals and whether these outcomes were affected by biological sex or age. Method A literature review was conducted using the following databases: MEDLINE, PsycINFO, EMBASE and CINAHL. The review was registered with PROSPERO (CRD42023408287). Search terms relating to autism, gender diversity and mental health were used. Results 12/820 retrieved papers were included in the review. The most common health outcomes studied were depression, anxiety and suicidality. Gender diverse autistic individuals' mental health was poorer in all 7 studies when comparing to cisgender autistic individuals, in all 8 studies when comparing to gender-diverse non-autistic individuals and in all 6 studies when comparing to cisgender non-autistic individuals. Conclusion Gender diverse autistic individuals appear to be particularly vulnerable to experiencing mental health problems, more so than gender diverse individuals and autistic individuals. En ligne : https://doi.org/10.1016/j.rasd.2024.102427 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=532 [article] The prevalence of coexisting mental health conditions in gender diverse autistic people: A systematic review [Texte imprimé et/ou numérique] / Mikayla VAN RENSBURG, Auteur ; Ling DING, Auteur ; Ewelina RYDZEWSKA, Auteur . - p.102427. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 116 (August 2024) . - p.102427 Mots-clés : Autism  Gender diverse  Non-binary  Transgender  Depression  Anxiety Index. décimale : PER Périodiques Résumé : Background Previous research has highlighted higher prevalence of autism amongst gender diverse individuals compared to cisgender individuals. Both the autistic population, and gender diverse population, have been found to be at an increased risk of developing mental health conditions compared to the general population. However, little is understood about the mental health outcomes of those that are both autistic and gender diverse. Aims: The aims of this review were to assess the mental health outcomes in gender diverse autistic individuals and whether these outcomes were affected by biological sex or age. Method A literature review was conducted using the following databases: MEDLINE, PsycINFO, EMBASE and CINAHL. The review was registered with PROSPERO (CRD42023408287). Search terms relating to autism, gender diversity and mental health were used. Results 12/820 retrieved papers were included in the review. The most common health outcomes studied were depression, anxiety and suicidality. Gender diverse autistic individuals' mental health was poorer in all 7 studies when comparing to cisgender autistic individuals, in all 8 studies when comparing to gender-diverse non-autistic individuals and in all 6 studies when comparing to cisgender non-autistic individuals. Conclusion Gender diverse autistic individuals appear to be particularly vulnerable to experiencing mental health problems, more so than gender diverse individuals and autistic individuals. En ligne : https://doi.org/10.1016/j.rasd.2024.102427 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=532

Decreasing inappropriate comments and interruptions during social interactions in an adolescent with a level one autism spectrum disorder diagnosis / Hailey E. RIPPLE in Research in Autism Spectrum Disorders, 116 (August 2024)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 116 (August 2024) . - p.102429 Titre : Decreasing inappropriate comments and interruptions during social interactions in an adolescent with a level one autism spectrum disorder diagnosis Type de document : Texte imprimé et/ou numérique Auteurs : Hailey E. RIPPLE, Auteur Article en page(s) : p.102429 Langues : Anglais (eng) Mots-clés : Communication skills  Self-monitoring  Autism spectrum disorder Index. décimale : PER Périodiques Résumé : Appropriate conversation skills are imperative to social interactions and are consequently a common intervention for individuals with autism spectrum disorder (ASD). The present study attempts to decrease inappropriate comments and interruptions made by the participant, a 13-year-old female with ASD. Using an ABAB design, the study extends the literature on the response interruption and redirection (RIRD) intervention, in combination with a self-monitoring component. During baseline, there was an average of 6 inappropriate comments and 6.17 interruptions. During intervention, there was an average of 0.63 inappropriate comments and 1.5 interruptions. During withdrawal, an average of 4 inappropriate comments and 8 interruptions. Large non-overlap of all pairs (NAP) effect sizes with a 95 % confidence interval were calculated for inappropriate comments (0.95) and interruptions (0.90) from baseline to intervention. Further, NAP effect sizes from intervention to withdrawal were also large as indicated by a score of 0.98 for inappropriate comments and 1.00 for interruptions. Following reimplementation and generalization, as well as a maintenance phase, data indicated continued low frequencies of dependent variables. Results indicate RIRD combined with a self-monitoring component was effective in decreasing inappropriate comments and interruptions in an adolescent with ASD and holds promise as a beneficial intervention to improve social skills in the ASD population. En ligne : https://doi.org/10.1016/j.rasd.2024.102429 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=532 [article] Decreasing inappropriate comments and interruptions during social interactions in an adolescent with a level one autism spectrum disorder diagnosis [Texte imprimé et/ou numérique] / Hailey E. RIPPLE, Auteur . - p.102429. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 116 (August 2024) . - p.102429 Mots-clés : Communication skills  Self-monitoring  Autism spectrum disorder Index. décimale : PER Périodiques Résumé : Appropriate conversation skills are imperative to social interactions and are consequently a common intervention for individuals with autism spectrum disorder (ASD). The present study attempts to decrease inappropriate comments and interruptions made by the participant, a 13-year-old female with ASD. Using an ABAB design, the study extends the literature on the response interruption and redirection (RIRD) intervention, in combination with a self-monitoring component. During baseline, there was an average of 6 inappropriate comments and 6.17 interruptions. During intervention, there was an average of 0.63 inappropriate comments and 1.5 interruptions. During withdrawal, an average of 4 inappropriate comments and 8 interruptions. Large non-overlap of all pairs (NAP) effect sizes with a 95 % confidence interval were calculated for inappropriate comments (0.95) and interruptions (0.90) from baseline to intervention. Further, NAP effect sizes from intervention to withdrawal were also large as indicated by a score of 0.98 for inappropriate comments and 1.00 for interruptions. Following reimplementation and generalization, as well as a maintenance phase, data indicated continued low frequencies of dependent variables. Results indicate RIRD combined with a self-monitoring component was effective in decreasing inappropriate comments and interruptions in an adolescent with ASD and holds promise as a beneficial intervention to improve social skills in the ASD population. En ligne : https://doi.org/10.1016/j.rasd.2024.102429 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=532

Sleep patterns of children with Cri du Chat syndrome before and during the COVID-19 pandemic: An observational study / Vinícius DOKKEDAL-SILVA ; Guilherme L. FERNANDES ; Gabriel N. PIRES ; Sergio TUFIK ; Monica L. ANDERSEN in Research in Autism Spectrum Disorders, 116 (August 2024)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 116 (August 2024) . - p.102439 Titre : Sleep patterns of children with Cri du Chat syndrome before and during the COVID-19 pandemic: An observational study Type de document : Texte imprimé et/ou numérique Auteurs : Vinícius DOKKEDAL-SILVA, Auteur ; Guilherme L. FERNANDES, Auteur ; Gabriel N. PIRES, Auteur ; Sergio TUFIK, Auteur ; Monica L. ANDERSEN, Auteur Article en page(s) : p.102439 Langues : Anglais (eng) Mots-clés : Sleep  COVID-19  Cri du Chat syndrome  Autism spectrum disorder  Children Index. décimale : PER Périodiques Résumé : Background Sleep patterns in children with Cri du Chat syndrome (CDC) remain understudied. The pandemic and isolation disrupted routines, potentially affecting their sleep. Methods We compared the sleep characteristics of 53 children with CDC before and during the COVID-19-related social isolation periods with that of 106 children with autism spectrum disorder (ASD) and 160 without either condition (comparison group), using the adapted Brief Infant Sleep Questionnaire (BISQ). The variables wake after sleep onset (WASO), awakenings, environment, strategies, and sleep latency were dichotomized based on relevant outcomes. Binomial logistic models were used for binomial outcomes and the lowest Akaike Information Criteria determined total sleep time distribution. Generalized estimating equations examined pandemic effects and intergroup differences. Multinomial regressions assessed pandemic and disorder impact on child and caregiver sleep quality. Results Children with CDC had higher WASO, awakenings, and poorer sleep compared with the ASD and comparison groups in the pre-pandemic assessment Discussion These findings emphasize the importance of addressing sleep impairment in children with CDC to improve their overall well-being, both during exceptional circumstances like the pandemic and in their daily routines. The study provides valuable insights into sleep patterns and highlights the impact of the pandemic on sleep quality in different neurodevelopmental populations. En ligne : https://doi.org/10.1016/j.rasd.2024.102439 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=532 [article] Sleep patterns of children with Cri du Chat syndrome before and during the COVID-19 pandemic: An observational study [Texte imprimé et/ou numérique] / Vinícius DOKKEDAL-SILVA, Auteur ; Guilherme L. FERNANDES, Auteur ; Gabriel N. PIRES, Auteur ; Sergio TUFIK, Auteur ; Monica L. ANDERSEN, Auteur . - p.102439. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 116 (August 2024) . - p.102439 Mots-clés : Sleep  COVID-19  Cri du Chat syndrome  Autism spectrum disorder  Children Index. décimale : PER Périodiques Résumé : Background Sleep patterns in children with Cri du Chat syndrome (CDC) remain understudied. The pandemic and isolation disrupted routines, potentially affecting their sleep. Methods We compared the sleep characteristics of 53 children with CDC before and during the COVID-19-related social isolation periods with that of 106 children with autism spectrum disorder (ASD) and 160 without either condition (comparison group), using the adapted Brief Infant Sleep Questionnaire (BISQ). The variables wake after sleep onset (WASO), awakenings, environment, strategies, and sleep latency were dichotomized based on relevant outcomes. Binomial logistic models were used for binomial outcomes and the lowest Akaike Information Criteria determined total sleep time distribution. Generalized estimating equations examined pandemic effects and intergroup differences. Multinomial regressions assessed pandemic and disorder impact on child and caregiver sleep quality. Results Children with CDC had higher WASO, awakenings, and poorer sleep compared with the ASD and comparison groups in the pre-pandemic assessment Discussion These findings emphasize the importance of addressing sleep impairment in children with CDC to improve their overall well-being, both during exceptional circumstances like the pandemic and in their daily routines. The study provides valuable insights into sleep patterns and highlights the impact of the pandemic on sleep quality in different neurodevelopmental populations. En ligne : https://doi.org/10.1016/j.rasd.2024.102439 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=532