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Mention de date : August 2024
Paru le : 01/08/2024 |
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[n° ou bulletin]
[n° ou bulletin] 54-8 - August 2024 [Texte imprimé et/ou numérique] . - 2024. Langues : Anglais (eng)
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| PER0002179 | PER JAD | Périodique | Centre d'Information et de Documentation du CRA Rhône-Alpes | PER - Périodiques | Exclu du prêt |
Dépouillements
Ajouter le résultat dans votre panierVirtual Interview Training Among BIPOC Autistic Transition-Age Youth: A Secondary Analysis of an Initial Effectiveness RCT / Matthew J. SMITH in Journal of Autism and Developmental Disorders, 54-8 (August 2024)
Titre : Virtual Interview Training Among BIPOC Autistic Transition-Age Youth: A Secondary Analysis of an Initial Effectiveness RCT Type de document : Texte imprimé et/ou numérique Auteurs : Matthew J. SMITH, Auteur Article en page(s) : p.2789-2801 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Black, Indigenous, and Persons of Color (BIPOC) autistic transition-aged youth (TAY) report lower rates of competitive employment compared to White autistic TAY and even greater deficits with social skills associated with positive job interviewing. A virtual job interviewing program was adapted to support and improve the job interviewing skills of autistic TAY. The current study evaluates the effectiveness of an efficacious virtual interview training program on the job interview skills, interview anxiety, and likeliness to be hired, for a subsample of 32 BIPOC autistic TAY, ages 17-26 years old from a previous randomized control trial of the program. Bivariate analyses were used to evaluate between-group differences at pre-test related to background characteristics, and whether Virtual Interview Training for Transition-Age Youth (VIT-TAY) was associated with changes between pre-test and post-test measures of job interview skills. Additionally, a Firth logistic regression was conducted to examine the relationship between VIT-TAY and competitive integrative employment at 6 months, covarying for fluid cognition, having ever had a job interview, and baseline employment status. Participants receiving pre-employment services (Pre-ETS) and virtual interview training had better job interview skills (F = 12.7, $$\uprho$$< .01; $${\upeta }_{\uprho }^{2}$$ = .32), lower job interview anxiety (F = .3.96, $$\uprho$$< .05; $${\upeta }_{\uprho }^{2}$$ = .12), and a higher likeliness of receiving employment (F = 4.34, $$\uprho$$< .05; $${\upeta }_{\uprho }^{2}$$ = .13 at the 6-month follow up compared to participants that only had Pre-ETS. Findings from this study suggest that virtual interview training for TAY is effective for BIPOC autistic TAY in improving their interview skills to gain competitive employment and lower their job interview anxiety. En ligne : https://doi.org/10.1007/s10803-023-06022-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=534
in Journal of Autism and Developmental Disorders > 54-8 (August 2024) . - p.2789-2801[article] Virtual Interview Training Among BIPOC Autistic Transition-Age Youth: A Secondary Analysis of an Initial Effectiveness RCT [Texte imprimé et/ou numérique] / Matthew J. SMITH, Auteur . - p.2789-2801.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 54-8 (August 2024) . - p.2789-2801
Index. décimale : PER Périodiques Résumé : Black, Indigenous, and Persons of Color (BIPOC) autistic transition-aged youth (TAY) report lower rates of competitive employment compared to White autistic TAY and even greater deficits with social skills associated with positive job interviewing. A virtual job interviewing program was adapted to support and improve the job interviewing skills of autistic TAY. The current study evaluates the effectiveness of an efficacious virtual interview training program on the job interview skills, interview anxiety, and likeliness to be hired, for a subsample of 32 BIPOC autistic TAY, ages 17-26 years old from a previous randomized control trial of the program. Bivariate analyses were used to evaluate between-group differences at pre-test related to background characteristics, and whether Virtual Interview Training for Transition-Age Youth (VIT-TAY) was associated with changes between pre-test and post-test measures of job interview skills. Additionally, a Firth logistic regression was conducted to examine the relationship between VIT-TAY and competitive integrative employment at 6 months, covarying for fluid cognition, having ever had a job interview, and baseline employment status. Participants receiving pre-employment services (Pre-ETS) and virtual interview training had better job interview skills (F = 12.7, $$\uprho$$< .01; $${\upeta }_{\uprho }^{2}$$ = .32), lower job interview anxiety (F = .3.96, $$\uprho$$< .05; $${\upeta }_{\uprho }^{2}$$ = .12), and a higher likeliness of receiving employment (F = 4.34, $$\uprho$$< .05; $${\upeta }_{\uprho }^{2}$$ = .13 at the 6-month follow up compared to participants that only had Pre-ETS. Findings from this study suggest that virtual interview training for TAY is effective for BIPOC autistic TAY in improving their interview skills to gain competitive employment and lower their job interview anxiety. En ligne : https://doi.org/10.1007/s10803-023-06022-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=534
Titre : Characterizing Attention Resource Capacity in Autism: A Multiple Object Tracking Study Type de document : Texte imprimé et/ou numérique Auteurs : Bianca LEVY, Auteur ; Jocelyn FAUBERT, Auteur ; Armando BERTONE, Auteur Article en page(s) : p.2802-2815 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The extant literature aimed at characterizing attentional capability in autistics has presented inconsistent findings. This inconsistency and uncertainty may be the product of different theoretical and methodological approaches used to define attention in autism. In the current study, we investigate whether the allocation of attentional resources to task demands, and attention resource capacity, differs between autistics with no comorbid attention-deficit diagnosis (n = 55) and age-matched neurotypicals (n = 55). We compared differences in capacity and the allocation of resources by manipulating attentional load in a Multiple Object-Tracking (MOT) task, a robust, versatile, and ecological measure of selective, sustained, and distributed attention. While autistics demonstrated lower MOT performance, this difference disappeared when we accounted for fluid reasoning intelligence. Additionally, the similarity in the trend of MOT performance at increasing levels of attentional load between autistics and neurotypicals suggests no differences in the allocation of attentional resources to task demands. Taken together, our study suggests that higher-order cognitive abilities, such as intelligence, should be considered when characterizing attention across the autistic population in research. Similarly, our findings highlight the importance of considering cognitive competence when assessing attentional capabilities in autistic individuals, which could have significant implications for clinical diagnosis, treatment, and support. En ligne : https://doi.org/10.1007/s10803-023-05974-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=534
in Journal of Autism and Developmental Disorders > 54-8 (August 2024) . - p.2802-2815[article] Characterizing Attention Resource Capacity in Autism: A Multiple Object Tracking Study [Texte imprimé et/ou numérique] / Bianca LEVY, Auteur ; Jocelyn FAUBERT, Auteur ; Armando BERTONE, Auteur . - p.2802-2815.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 54-8 (August 2024) . - p.2802-2815
Index. décimale : PER Périodiques Résumé : The extant literature aimed at characterizing attentional capability in autistics has presented inconsistent findings. This inconsistency and uncertainty may be the product of different theoretical and methodological approaches used to define attention in autism. In the current study, we investigate whether the allocation of attentional resources to task demands, and attention resource capacity, differs between autistics with no comorbid attention-deficit diagnosis (n = 55) and age-matched neurotypicals (n = 55). We compared differences in capacity and the allocation of resources by manipulating attentional load in a Multiple Object-Tracking (MOT) task, a robust, versatile, and ecological measure of selective, sustained, and distributed attention. While autistics demonstrated lower MOT performance, this difference disappeared when we accounted for fluid reasoning intelligence. Additionally, the similarity in the trend of MOT performance at increasing levels of attentional load between autistics and neurotypicals suggests no differences in the allocation of attentional resources to task demands. Taken together, our study suggests that higher-order cognitive abilities, such as intelligence, should be considered when characterizing attention across the autistic population in research. Similarly, our findings highlight the importance of considering cognitive competence when assessing attentional capabilities in autistic individuals, which could have significant implications for clinical diagnosis, treatment, and support. En ligne : https://doi.org/10.1007/s10803-023-05974-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=534
Titre : Effects of Physical Exercise on Gross Motor Skills in Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Diana Paola Montealegre SUÁREZ, Auteur ; Elizabeth Roldán GONZÁLEZ, Auteur ; Carolina ROBLEDO-CASTRO, Auteur ; Christian HEDERICH-MARTÍNEZ, Auteur ; Heidy Paola Garzón CADENA, Auteur ; Paola Andrea Samudio VARGAS, Auteur ; Leidy Constanza González MONTENEGRO, Auteur Article en page(s) : p.2816-2825 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Research shows many positive effects from physical exercise. The present study examined the impact of a structured physical exercise program compared to treatment as usual on the gross motor skills of children diagnosed with autism spectrum disorder (ASD). Participants included 20 children, from 4 to 7 years old, who were assigned to two groups; an experimental group (n = 10) who received a structured physical exercise program for 60-min sessions, three times a week for eight weeks, and a control group (n = 10) who received conventional physiotherapy. Gross motor skills were assessed with the Abbreviated Development Scale -3 before and after the physical exercise program. The experimental group exhibited significant improvements in gross motor skills compared to the control group. This study suggests that structured physical exercise programs can improve gross motor skills in children with ASD. En ligne : https://doi.org/10.1007/s10803-023-06031-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=534
in Journal of Autism and Developmental Disorders > 54-8 (August 2024) . - p.2816-2825[article] Effects of Physical Exercise on Gross Motor Skills in Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Diana Paola Montealegre SUÁREZ, Auteur ; Elizabeth Roldán GONZÁLEZ, Auteur ; Carolina ROBLEDO-CASTRO, Auteur ; Christian HEDERICH-MARTÍNEZ, Auteur ; Heidy Paola Garzón CADENA, Auteur ; Paola Andrea Samudio VARGAS, Auteur ; Leidy Constanza González MONTENEGRO, Auteur . - p.2816-2825.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 54-8 (August 2024) . - p.2816-2825
Index. décimale : PER Périodiques Résumé : Research shows many positive effects from physical exercise. The present study examined the impact of a structured physical exercise program compared to treatment as usual on the gross motor skills of children diagnosed with autism spectrum disorder (ASD). Participants included 20 children, from 4 to 7 years old, who were assigned to two groups; an experimental group (n = 10) who received a structured physical exercise program for 60-min sessions, three times a week for eight weeks, and a control group (n = 10) who received conventional physiotherapy. Gross motor skills were assessed with the Abbreviated Development Scale -3 before and after the physical exercise program. The experimental group exhibited significant improvements in gross motor skills compared to the control group. This study suggests that structured physical exercise programs can improve gross motor skills in children with ASD. En ligne : https://doi.org/10.1007/s10803-023-06031-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=534
Titre : Effects of Adaptive Prompts in Virtual Reality-Based Social Skills Training for Children with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Fengfeng KE, Auteur Article en page(s) : p.2826-2846 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The purpose of this single-case experimental design (SCED) study is to investigate how adaptive prompts in virtual reality (VR)-based social skills training affect the social skills performance of autistic children. Adaptive prompts are driven by autistic children?s emotional states. To integrate adaptive prompts in VR-based training, we conducted speech data mining and endorsed micro-adaptivity design. We recruited four autistic children (12-13 years) for the SCED study. We carried out alternating treatments design to evaluate the impacts of adaptive and non-adaptive prompting conditions throughout a series of VR-based social skills training sessions. Using mixed-method data collection and analyses, we found that adaptive prompts can foster autistic children?s desirable social skills performance in VR-based training. Based on the study findings, we also describe design implications and limitations for future research. En ligne : https://doi.org/10.1007/s10803-023-06021-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=534
in Journal of Autism and Developmental Disorders > 54-8 (August 2024) . - p.2826-2846[article] Effects of Adaptive Prompts in Virtual Reality-Based Social Skills Training for Children with Autism [Texte imprimé et/ou numérique] / Fengfeng KE, Auteur . - p.2826-2846.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 54-8 (August 2024) . - p.2826-2846
Index. décimale : PER Périodiques Résumé : The purpose of this single-case experimental design (SCED) study is to investigate how adaptive prompts in virtual reality (VR)-based social skills training affect the social skills performance of autistic children. Adaptive prompts are driven by autistic children?s emotional states. To integrate adaptive prompts in VR-based training, we conducted speech data mining and endorsed micro-adaptivity design. We recruited four autistic children (12-13 years) for the SCED study. We carried out alternating treatments design to evaluate the impacts of adaptive and non-adaptive prompting conditions throughout a series of VR-based social skills training sessions. Using mixed-method data collection and analyses, we found that adaptive prompts can foster autistic children?s desirable social skills performance in VR-based training. Based on the study findings, we also describe design implications and limitations for future research. En ligne : https://doi.org/10.1007/s10803-023-06021-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=534
Titre : Infant Communication Across the Transition to Walking: Developmental Cascades Among Infant Siblings of Children with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Sarah E. STEWARD, Auteur ; Emily ROEMER BRITSCH, Auteur ; Jana M. IVERSON, Auteur Article en page(s) : p.2847-2859 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : New motor skills can shape how infants communicate with their caregivers. For example, learning to walk allows infants to move faster and farther than they previously could, in turn allowing them to approach their caregivers more frequently to gesture or vocalize. Does the link between walking and communication differ for infants later diagnosed with autism spectrum disorder (ASD), whose communicative and motor development differs from their neurotypically developing peers? We prospectively followed two groups of infants longitudinally during the transition from crawling to walking: (1) N = 25 infants with no family history of ASD; and (2) N = 91 infants with an older sibling with ASD. Fifteen infants were later diagnosed with ASD, and 26 infants showed a language delay (but did not receive an ASD diagnosis). After learning to walk, infants without ASD or language delay showed considerable changes in their communication: They gestured more frequently, and increasingly coordinated their gestures and vocalizations with locomotion (e.g., by approaching a caregiver and showing a toy). Infants with language delay showed similar but attenuated growth in their communication. However, infants later diagnosed with ASD did not display enhanced communication after they began to walk. En ligne : https://doi.org/10.1007/s10803-023-06030-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=534
in Journal of Autism and Developmental Disorders > 54-8 (August 2024) . - p.2847-2859[article] Infant Communication Across the Transition to Walking: Developmental Cascades Among Infant Siblings of Children with Autism [Texte imprimé et/ou numérique] / Sarah E. STEWARD, Auteur ; Emily ROEMER BRITSCH, Auteur ; Jana M. IVERSON, Auteur . - p.2847-2859.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 54-8 (August 2024) . - p.2847-2859
Index. décimale : PER Périodiques Résumé : New motor skills can shape how infants communicate with their caregivers. For example, learning to walk allows infants to move faster and farther than they previously could, in turn allowing them to approach their caregivers more frequently to gesture or vocalize. Does the link between walking and communication differ for infants later diagnosed with autism spectrum disorder (ASD), whose communicative and motor development differs from their neurotypically developing peers? We prospectively followed two groups of infants longitudinally during the transition from crawling to walking: (1) N = 25 infants with no family history of ASD; and (2) N = 91 infants with an older sibling with ASD. Fifteen infants were later diagnosed with ASD, and 26 infants showed a language delay (but did not receive an ASD diagnosis). After learning to walk, infants without ASD or language delay showed considerable changes in their communication: They gestured more frequently, and increasingly coordinated their gestures and vocalizations with locomotion (e.g., by approaching a caregiver and showing a toy). Infants with language delay showed similar but attenuated growth in their communication. However, infants later diagnosed with ASD did not display enhanced communication after they began to walk. En ligne : https://doi.org/10.1007/s10803-023-06030-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=534
Titre : Influence of a Brief Autism Education Intervention on Peer Engagement and Inclusion At Mainstream Day Camps: A Mixed-Methods Pilot Study Type de document : Texte imprimé et/ou numérique Auteurs : Ashley MCKILLOP, Auteur ; Mélanie COUTURE, Auteur ; Stephanie Shire, Auteur ; Jonathan A. WEISS, Auteur ; Lonnie ZWAIGENBAUM, Auteur Article en page(s) : p.2860-2873 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : To explore the benefits of a brief autism education intervention on peer engagement and inclusion of autistic children at day camps. A convergent, parallel, two-arm (intervention/no intervention), non-randomized, mixed-methods design was used. The individualized, peer-directed, 5-10 min intervention included four components: (1) diagnostic label, (2) description and purpose of unique behaviors, (3) favorite activities and interests, and (4) strategies to engage. A timed-interval behavior-coding system was used to evaluate engagement between each autistic camper and their peers based on videos taken at camp (days 1, 2, 5). Interviews with campers and camp staff explored why changes in targeted outcomes may have occurred. Percent intervals in which the autistic campers were jointly engaged with peers improved in the intervention group (n = 10) and did not change in the control group (n = 5). A large between group intervention effect occurred by day 5 (Z = ? 1.942, ?2 = 0.29). Interviews (5 autistic campers, 34 peers, 18 staff) done on the last day of camp in the intervention group garnered three themes: (1) Changed behavioral attribution, (2) Knowledge facilitates understanding and engagement, and (3) (Mis)perceptions of increased inclusion. A brief educational intervention that includes individualized explanatory information and strengths-based strategies might improve peers'understanding of and social engagement with autistic children in community programs such as camps. En ligne : https://doi.org/10.1007/s10803-023-06024-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=534
in Journal of Autism and Developmental Disorders > 54-8 (August 2024) . - p.2860-2873[article] Influence of a Brief Autism Education Intervention on Peer Engagement and Inclusion At Mainstream Day Camps: A Mixed-Methods Pilot Study [Texte imprimé et/ou numérique] / Ashley MCKILLOP, Auteur ; Mélanie COUTURE, Auteur ; Stephanie Shire, Auteur ; Jonathan A. WEISS, Auteur ; Lonnie ZWAIGENBAUM, Auteur . - p.2860-2873.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 54-8 (August 2024) . - p.2860-2873
Index. décimale : PER Périodiques Résumé : To explore the benefits of a brief autism education intervention on peer engagement and inclusion of autistic children at day camps. A convergent, parallel, two-arm (intervention/no intervention), non-randomized, mixed-methods design was used. The individualized, peer-directed, 5-10 min intervention included four components: (1) diagnostic label, (2) description and purpose of unique behaviors, (3) favorite activities and interests, and (4) strategies to engage. A timed-interval behavior-coding system was used to evaluate engagement between each autistic camper and their peers based on videos taken at camp (days 1, 2, 5). Interviews with campers and camp staff explored why changes in targeted outcomes may have occurred. Percent intervals in which the autistic campers were jointly engaged with peers improved in the intervention group (n = 10) and did not change in the control group (n = 5). A large between group intervention effect occurred by day 5 (Z = ? 1.942, ?2 = 0.29). Interviews (5 autistic campers, 34 peers, 18 staff) done on the last day of camp in the intervention group garnered three themes: (1) Changed behavioral attribution, (2) Knowledge facilitates understanding and engagement, and (3) (Mis)perceptions of increased inclusion. A brief educational intervention that includes individualized explanatory information and strengths-based strategies might improve peers'understanding of and social engagement with autistic children in community programs such as camps. En ligne : https://doi.org/10.1007/s10803-023-06024-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=534
Titre : Moving Together: Social Motor Synchrony in Autistic Peer Partners Depends on Partner and Activity Type Type de document : Texte imprimé et/ou numérique Auteurs : Nicola YUILL, Auteur Article en page(s) : p.2874-2890 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Some suggest autistic people display impaired Interpersonal Synchrony. However, partners of different neurotypes can struggle to connect and empathise with one another. We used Motion Energy Analysis to examine Social Motor Synchrony (SMS) in familiar partners of the same neurotype: pairs of autistic and of neurotypical children. Partners played two shared tablet activities, one to support collaboration by facilitating engagement and other-awareness (Connect), and one with no additional design features to facilitate collaboration (Colours). The neurotypical group showed similar SMS to the autistic group in Colours but lower SMS in Connect. The autistic group displayed similar levels of SMS in each activity. Autistic children can synchronise to a similar, or greater, degree than neurotypical children when the social context and type of task are considered. En ligne : https://doi.org/10.1007/s10803-023-05917-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=534
in Journal of Autism and Developmental Disorders > 54-8 (August 2024) . - p.2874-2890[article] Moving Together: Social Motor Synchrony in Autistic Peer Partners Depends on Partner and Activity Type [Texte imprimé et/ou numérique] / Nicola YUILL, Auteur . - p.2874-2890.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 54-8 (August 2024) . - p.2874-2890
Index. décimale : PER Périodiques Résumé : Some suggest autistic people display impaired Interpersonal Synchrony. However, partners of different neurotypes can struggle to connect and empathise with one another. We used Motion Energy Analysis to examine Social Motor Synchrony (SMS) in familiar partners of the same neurotype: pairs of autistic and of neurotypical children. Partners played two shared tablet activities, one to support collaboration by facilitating engagement and other-awareness (Connect), and one with no additional design features to facilitate collaboration (Colours). The neurotypical group showed similar SMS to the autistic group in Colours but lower SMS in Connect. The autistic group displayed similar levels of SMS in each activity. Autistic children can synchronise to a similar, or greater, degree than neurotypical children when the social context and type of task are considered. En ligne : https://doi.org/10.1007/s10803-023-05917-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=534
Titre : Neurofeedback Recuperates Cognitive Functions in Children with Autism Spectrum Disorders (ASD) Type de document : Texte imprimé et/ou numérique Auteurs : Syed Hamid HABIB, Auteur Article en page(s) : p.2891-2901 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Autism spectrum disorder (ASD) is a neurodevelopmental disorder characterized by impaired social interaction, verbal and nonverbal communication, and behaviors or interests. Besides behavioral, psychopharmacological and biomedical interventions there is increasing evidence of non-invasive treatments like neurofeedback (NFB) that can improve brain activity. In this study, we have investigated whether NFB can improve cognitive functions in children with ASD. Thirty-five children with ASD (7-17 years) were selected by purposive sampling. The subjects underwent 30 sessions of NFB training for 20 min over 10 weeks'period. Psychometric tests i.e. Childhood Autism Rating Scale (CARS), IQ scoring and Reward sensitivity tests were administered at baseline. Pre and post NFB intervention assessment of executive functions, working memory and processing speed were done by NIH Toolbox Cognition Batteries. Friedman test revealed that children showed a statistically significant improvement in the NIH Tool Box cognitive assessments, including the Flankers Inhibitory Control and Attention Test (Pre-test = 3.63, Post-test = 5.22; p = 0.00), the Dimensional Change Card Sorting Test (Pre-test = 2.88, Post-test = 3.26; p = 0.00), the Pattern Comparison Processing Speed Test (Pre-test = 6.00, Post-test = 11:00; p = 0.00) and the List Sorting Working Memory Test (Pre-test = 4.00, Post-test = 6:00; p = 0.00), and displayed a trend of improvement at 2-month follow-up (Flankers Inhibitory Control and Attention Test (Post-test = 5.11?+?2.79, Follow-Up = 5.31?+?2.67; p = 0.21), the Dimensional Change Card Sorting Test (Post-test = 3.32?+?2.37, Follow-Up = 3.67?+?2.35; p = 0.054), the Pattern Comparison Processing Speed Test (Post-test = 13.69?+?9.53, Follow-Up = 14.42?+?10.23 p = 0.079) and the List Sorting Working Memory Test (Post-test = 6.17?+?4.41, Follow-Up = 5.94?+?4.03; p = 0.334). Our findings suggest NFB intervention for 10 weeks produce improvement in executive functions (Inhibitory Control and Attention and Cognitive Flexibility), Processing Speed and Working Memory in ASD Children. En ligne : https://doi.org/10.1007/s10803-023-06037-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=534
in Journal of Autism and Developmental Disorders > 54-8 (August 2024) . - p.2891-2901[article] Neurofeedback Recuperates Cognitive Functions in Children with Autism Spectrum Disorders (ASD) [Texte imprimé et/ou numérique] / Syed Hamid HABIB, Auteur . - p.2891-2901.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 54-8 (August 2024) . - p.2891-2901
Index. décimale : PER Périodiques Résumé : Autism spectrum disorder (ASD) is a neurodevelopmental disorder characterized by impaired social interaction, verbal and nonverbal communication, and behaviors or interests. Besides behavioral, psychopharmacological and biomedical interventions there is increasing evidence of non-invasive treatments like neurofeedback (NFB) that can improve brain activity. In this study, we have investigated whether NFB can improve cognitive functions in children with ASD. Thirty-five children with ASD (7-17 years) were selected by purposive sampling. The subjects underwent 30 sessions of NFB training for 20 min over 10 weeks'period. Psychometric tests i.e. Childhood Autism Rating Scale (CARS), IQ scoring and Reward sensitivity tests were administered at baseline. Pre and post NFB intervention assessment of executive functions, working memory and processing speed were done by NIH Toolbox Cognition Batteries. Friedman test revealed that children showed a statistically significant improvement in the NIH Tool Box cognitive assessments, including the Flankers Inhibitory Control and Attention Test (Pre-test = 3.63, Post-test = 5.22; p = 0.00), the Dimensional Change Card Sorting Test (Pre-test = 2.88, Post-test = 3.26; p = 0.00), the Pattern Comparison Processing Speed Test (Pre-test = 6.00, Post-test = 11:00; p = 0.00) and the List Sorting Working Memory Test (Pre-test = 4.00, Post-test = 6:00; p = 0.00), and displayed a trend of improvement at 2-month follow-up (Flankers Inhibitory Control and Attention Test (Post-test = 5.11?+?2.79, Follow-Up = 5.31?+?2.67; p = 0.21), the Dimensional Change Card Sorting Test (Post-test = 3.32?+?2.37, Follow-Up = 3.67?+?2.35; p = 0.054), the Pattern Comparison Processing Speed Test (Post-test = 13.69?+?9.53, Follow-Up = 14.42?+?10.23 p = 0.079) and the List Sorting Working Memory Test (Post-test = 6.17?+?4.41, Follow-Up = 5.94?+?4.03; p = 0.334). Our findings suggest NFB intervention for 10 weeks produce improvement in executive functions (Inhibitory Control and Attention and Cognitive Flexibility), Processing Speed and Working Memory in ASD Children. En ligne : https://doi.org/10.1007/s10803-023-06037-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=534
Titre : Experiences of Autistic College Students in Higher Education and Their Relations with Faculty Type de document : Texte imprimé et/ou numérique Auteurs : Robin L. DODDS, Auteur ; Jeffrey WOOD, Auteur Article en page(s) : p.2902-2916 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The purpose of this study was to investigate the various factors that may contribute to the academic self-concept of autistic college students, including the potential influence of academic success. En ligne : https://doi.org/10.1007/s10803-023-06017-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=534
in Journal of Autism and Developmental Disorders > 54-8 (August 2024) . - p.2902-2916[article] Experiences of Autistic College Students in Higher Education and Their Relations with Faculty [Texte imprimé et/ou numérique] / Robin L. DODDS, Auteur ; Jeffrey WOOD, Auteur . - p.2902-2916.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 54-8 (August 2024) . - p.2902-2916
Index. décimale : PER Périodiques Résumé : The purpose of this study was to investigate the various factors that may contribute to the academic self-concept of autistic college students, including the potential influence of academic success. En ligne : https://doi.org/10.1007/s10803-023-06017-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=534
Titre : Reduced Visual Evoked Potential Amplitude in Autistic Children with Co-Occurring Features of Attention-Deficit/Hyperactivity Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Yael BRAVERMAN, Auteur ; Gabrielle A. MACNAUGHTON, Auteur ; Julia I. NIKOLAEVA, Auteur ; Susan FAJA, Auteur Article en page(s) : p.2917-2925 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Provided the significant overlap in features of autism spectrum disorder (ASD) and attention-deficit/hyperactivity disorder (ADHD), there is a critical need to identify transdiagnostic markers that could meaningfully stratify subgroups. The objective of this study was to compare the visual evoked potential (VEP) between 30 autistic children, 17 autistic children with co-occurring ADHD presentation (ASD?+?ADHD), and 21 neurotypical children (NTC). Electroencephalography was recorded while children passively viewed a pattern-reversal stimulus. Mean amplitude of the P1 event-related potential was extracted from a midline occipital channel and compared between groups. P1 mean amplitude was reduced in the ASD?+?ADHD group compared to the ASD and NTC groups, indicating a distinct pattern of brain activity in autistic children with co-occurring ADHD features. En ligne : https://doi.org/10.1007/s10803-023-06005-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=534
in Journal of Autism and Developmental Disorders > 54-8 (August 2024) . - p.2917-2925[article] Reduced Visual Evoked Potential Amplitude in Autistic Children with Co-Occurring Features of Attention-Deficit/Hyperactivity Disorder [Texte imprimé et/ou numérique] / Yael BRAVERMAN, Auteur ; Gabrielle A. MACNAUGHTON, Auteur ; Julia I. NIKOLAEVA, Auteur ; Susan FAJA, Auteur . - p.2917-2925.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 54-8 (August 2024) . - p.2917-2925
Index. décimale : PER Périodiques Résumé : Provided the significant overlap in features of autism spectrum disorder (ASD) and attention-deficit/hyperactivity disorder (ADHD), there is a critical need to identify transdiagnostic markers that could meaningfully stratify subgroups. The objective of this study was to compare the visual evoked potential (VEP) between 30 autistic children, 17 autistic children with co-occurring ADHD presentation (ASD?+?ADHD), and 21 neurotypical children (NTC). Electroencephalography was recorded while children passively viewed a pattern-reversal stimulus. Mean amplitude of the P1 event-related potential was extracted from a midline occipital channel and compared between groups. P1 mean amplitude was reduced in the ASD?+?ADHD group compared to the ASD and NTC groups, indicating a distinct pattern of brain activity in autistic children with co-occurring ADHD features. En ligne : https://doi.org/10.1007/s10803-023-06005-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=534
Titre : A Practice Pathway for the Treatment of Night Wakings in Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Justin G. FARMER, Auteur ; Heidi V. CONNOLLY, Auteur ; Virginia D. ALLHUSEN, Auteur ; Amanda BENNETT, Auteur ; Daniel L. COURY, Auteur ; Janet LAM, Auteur ; Ann M. NEUMEYER, Auteur ; Kristin SOHL, Auteur ; Manisha WITMANS, Auteur ; Beth A. MALOW, Auteur ; Committee AUTISM TREATMENT NETWORK/AUTISM INTERVENTION RESEARCH NETWORK ON PHYSICAL HEALTH SLEEP, Auteur Article en page(s) : p.2926-2945 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder (ASD) report high rates of sleep problems. In 2012, the Autism Treatment Network/ Autism Intervention Research Network on Physical Health (ATN/AIR-P) Sleep Committee developed a pathway to address these concerns. Since its publication, ATN/AIR-P clinicians and parents have identified night wakings as a refractory problem unaddressed by the pathway. We reviewed the existing literature and identified 76 scholarly articles that provided data on night waking in children with ASD. Based on the available literature, we propose an updated practice pathway to identify and treat night wakings in children with ASD. En ligne : https://doi.org/10.1007/s10803-023-06026-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=534
in Journal of Autism and Developmental Disorders > 54-8 (August 2024) . - p.2926-2945[article] A Practice Pathway for the Treatment of Night Wakings in Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Justin G. FARMER, Auteur ; Heidi V. CONNOLLY, Auteur ; Virginia D. ALLHUSEN, Auteur ; Amanda BENNETT, Auteur ; Daniel L. COURY, Auteur ; Janet LAM, Auteur ; Ann M. NEUMEYER, Auteur ; Kristin SOHL, Auteur ; Manisha WITMANS, Auteur ; Beth A. MALOW, Auteur ; Committee AUTISM TREATMENT NETWORK/AUTISM INTERVENTION RESEARCH NETWORK ON PHYSICAL HEALTH SLEEP, Auteur . - p.2926-2945.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 54-8 (August 2024) . - p.2926-2945
Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder (ASD) report high rates of sleep problems. In 2012, the Autism Treatment Network/ Autism Intervention Research Network on Physical Health (ATN/AIR-P) Sleep Committee developed a pathway to address these concerns. Since its publication, ATN/AIR-P clinicians and parents have identified night wakings as a refractory problem unaddressed by the pathway. We reviewed the existing literature and identified 76 scholarly articles that provided data on night waking in children with ASD. Based on the available literature, we propose an updated practice pathway to identify and treat night wakings in children with ASD. En ligne : https://doi.org/10.1007/s10803-023-06026-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=534
Titre : Exploring the Efficacy of an Online Intervention in Processing Experiences of Heterosexism Among Autistic-LGBQ?+?Individuals Type de document : Texte imprimé et/ou numérique Auteurs : Heidi M. LEVITT, Auteur ; Sharon G. HORNE, Auteur Article en page(s) : p.2946-2959 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This experimental study explored the use of online expressive writing interventions to cope with distress from heterosexist events among a sample of autistic-LBGQ?+?individuals. This study included an open writing condition and an emotion focused therapy guided writing condition. Over 89% of the participants indicated that the writing exercises were helpful in processing the event, with significant decreases for measures of depressive and trauma/stressor symptoms. A thematic analysis identified specific aspects of each condition that were helpful for participants in coping with heterosexist distress, such as the development of insight through the emotion-focused exercises. This low-demand exercise is promising as a solo exercise or as a therapy homework assignment, especially given the accessibility of this online intervention for autistic-LGBQ?+?people. En ligne : https://doi.org/10.1007/s10803-023-06027-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=534
in Journal of Autism and Developmental Disorders > 54-8 (August 2024) . - p.2946-2959[article] Exploring the Efficacy of an Online Intervention in Processing Experiences of Heterosexism Among Autistic-LGBQ?+?Individuals [Texte imprimé et/ou numérique] / Heidi M. LEVITT, Auteur ; Sharon G. HORNE, Auteur . - p.2946-2959.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 54-8 (August 2024) . - p.2946-2959
Index. décimale : PER Périodiques Résumé : This experimental study explored the use of online expressive writing interventions to cope with distress from heterosexist events among a sample of autistic-LBGQ?+?individuals. This study included an open writing condition and an emotion focused therapy guided writing condition. Over 89% of the participants indicated that the writing exercises were helpful in processing the event, with significant decreases for measures of depressive and trauma/stressor symptoms. A thematic analysis identified specific aspects of each condition that were helpful for participants in coping with heterosexist distress, such as the development of insight through the emotion-focused exercises. This low-demand exercise is promising as a solo exercise or as a therapy homework assignment, especially given the accessibility of this online intervention for autistic-LGBQ?+?people. En ligne : https://doi.org/10.1007/s10803-023-06027-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=534
Titre : Participatory Methods to Engage Autistic People in the Design of Digital Technology: A Systematic Literature Review Type de document : Texte imprimé et/ou numérique Auteurs : Marc FABRI, Auteur ; Pip TREVORROW, Auteur Article en page(s) : p.2960-2971 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Many technology designers strive to involve end users in the design process, aiming to produce better outcomes. However, designers may struggle to engage autistic users effectively due to a lack of understanding of autistic characteristics and preferences. This systematic literature review aimed to identify how autistic adolescents and adults can best be engaged in effective participatory design activities. En ligne : https://doi.org/10.1007/s10803-023-06015-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=534
in Journal of Autism and Developmental Disorders > 54-8 (August 2024) . - p.2960-2971[article] Participatory Methods to Engage Autistic People in the Design of Digital Technology: A Systematic Literature Review [Texte imprimé et/ou numérique] / Marc FABRI, Auteur ; Pip TREVORROW, Auteur . - p.2960-2971.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 54-8 (August 2024) . - p.2960-2971
Index. décimale : PER Périodiques Résumé : Many technology designers strive to involve end users in the design process, aiming to produce better outcomes. However, designers may struggle to engage autistic users effectively due to a lack of understanding of autistic characteristics and preferences. This systematic literature review aimed to identify how autistic adolescents and adults can best be engaged in effective participatory design activities. En ligne : https://doi.org/10.1007/s10803-023-06015-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=534
Titre : The Relationship Between Attention, Sensory Processing, and Social Responsiveness Among Adults on the Autism Spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Olivia J. GREEN, Auteur ; William J. GAVIN, Auteur ; Patricia L. DAVIES, Auteur Article en page(s) : p.2972-2986 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study evaluated attention, sensory processing, and social responsiveness and the relationship between these constructs among autistic and neurotypical adults. Participants included 24 autistic adults (17-30 years) and 24 neurotypical peers who completed the Test of Everyday Attention, Adolescent/Adult Sensory Profile (AASP), and the Social Responsiveness Scale-2. Autistic individuals showed greater attention, sensory processing, and social responsiveness challenges compared to neurotypical peers. Using mediation models, we showed that the relationship between attention and social responsiveness was mediated by sensory processing, specifically the low registration and sensation-seeking AASP quadrants. The relationship between attention, sensory processing, and social responsiveness suggests that adults with greater attention issues may have greater sensory and social challenges. Specifically, having poor attention may lead to poor sensory processing skills which compound poor social responsiveness. Understanding the relationships between these domains is critical for developing effective interventions and support for autistic adults. En ligne : https://doi.org/10.1007/s10803-023-06019-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=534
in Journal of Autism and Developmental Disorders > 54-8 (August 2024) . - p.2972-2986[article] The Relationship Between Attention, Sensory Processing, and Social Responsiveness Among Adults on the Autism Spectrum [Texte imprimé et/ou numérique] / Olivia J. GREEN, Auteur ; William J. GAVIN, Auteur ; Patricia L. DAVIES, Auteur . - p.2972-2986.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 54-8 (August 2024) . - p.2972-2986
Index. décimale : PER Périodiques Résumé : This study evaluated attention, sensory processing, and social responsiveness and the relationship between these constructs among autistic and neurotypical adults. Participants included 24 autistic adults (17-30 years) and 24 neurotypical peers who completed the Test of Everyday Attention, Adolescent/Adult Sensory Profile (AASP), and the Social Responsiveness Scale-2. Autistic individuals showed greater attention, sensory processing, and social responsiveness challenges compared to neurotypical peers. Using mediation models, we showed that the relationship between attention and social responsiveness was mediated by sensory processing, specifically the low registration and sensation-seeking AASP quadrants. The relationship between attention, sensory processing, and social responsiveness suggests that adults with greater attention issues may have greater sensory and social challenges. Specifically, having poor attention may lead to poor sensory processing skills which compound poor social responsiveness. Understanding the relationships between these domains is critical for developing effective interventions and support for autistic adults. En ligne : https://doi.org/10.1007/s10803-023-06019-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=534
Titre : Associations Between Autism Spectrum Quotient and Integration of Visual Stimuli in 9-year-old Children: Preliminary Evidence of Sex Differences Type de document : Texte imprimé et/ou numérique Auteurs : Jane E. HARDING, Auteur ; Arijit CHAKRABORTY, Auteur ; Darren W. DAI, Auteur ; Greg D. GAMBLE, Auteur ; Christopher J. D. MCKINLAY, Auteur ; Samson NIVINS, Auteur ; Rajesh SHAH, Auteur ; Benjamin THOMPSON, Auteur ; HYpoglycemia FOR THE CHILDREN WITH, Auteur ; Team THEIR LATER DEVELOPMENT STUDY, Auteur Article en page(s) : p.2987-2997 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The dorsal stream vulnerability hypothesis posits that the dorsal stream, responsible for visual motion and visuo-motor processing, may be particularly vulnerable during neurodevelopment. Consistent with this, autism spectrum disorder (ASD) has been associated with deficits in global motion integration, though deficits in ventral stream tasks, such as form identification, have also been reported. In the current study, we examined whether a similar pattern of results is found in a cohort of 381 children born with neurodevelopmental risk factors and exhibiting a wide spectrum of caregiver-reported autistic traits. Methods: We examined the associations between global motion perception, global form perception, fine motor function, visual-motor integration, and autistic traits (autism spectrum quotient, AQ) using linear regression, accounting for possible interactions with sex and other factors relevant to neurodevelopment. Results: All assessments of dorsal stream function were significantly associated with AQ such that worse performance predicted higher AQ scores. We also observed a significant sex interaction, with worse global form perception associated with higher AQ in boys (n = 202) but not girls (n = 179). Conclusion: We found widespread associations between dorsal stream functions and autistic traits. These associations were observed in a large group of children with a range of AQ scores, demonstrating a range of visual function across the full spectrum of autistic traits. In addition, ventral function was associated with AQ in boys but not girls. Sex differences in the associations between visual processing and neurodevelopment should be considered in the designs of future studies. En ligne : https://doi.org/10.1007/s10803-023-06035-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=534
in Journal of Autism and Developmental Disorders > 54-8 (August 2024) . - p.2987-2997[article] Associations Between Autism Spectrum Quotient and Integration of Visual Stimuli in 9-year-old Children: Preliminary Evidence of Sex Differences [Texte imprimé et/ou numérique] / Jane E. HARDING, Auteur ; Arijit CHAKRABORTY, Auteur ; Darren W. DAI, Auteur ; Greg D. GAMBLE, Auteur ; Christopher J. D. MCKINLAY, Auteur ; Samson NIVINS, Auteur ; Rajesh SHAH, Auteur ; Benjamin THOMPSON, Auteur ; HYpoglycemia FOR THE CHILDREN WITH, Auteur ; Team THEIR LATER DEVELOPMENT STUDY, Auteur . - p.2987-2997.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 54-8 (August 2024) . - p.2987-2997
Index. décimale : PER Périodiques Résumé : The dorsal stream vulnerability hypothesis posits that the dorsal stream, responsible for visual motion and visuo-motor processing, may be particularly vulnerable during neurodevelopment. Consistent with this, autism spectrum disorder (ASD) has been associated with deficits in global motion integration, though deficits in ventral stream tasks, such as form identification, have also been reported. In the current study, we examined whether a similar pattern of results is found in a cohort of 381 children born with neurodevelopmental risk factors and exhibiting a wide spectrum of caregiver-reported autistic traits. Methods: We examined the associations between global motion perception, global form perception, fine motor function, visual-motor integration, and autistic traits (autism spectrum quotient, AQ) using linear regression, accounting for possible interactions with sex and other factors relevant to neurodevelopment. Results: All assessments of dorsal stream function were significantly associated with AQ such that worse performance predicted higher AQ scores. We also observed a significant sex interaction, with worse global form perception associated with higher AQ in boys (n = 202) but not girls (n = 179). Conclusion: We found widespread associations between dorsal stream functions and autistic traits. These associations were observed in a large group of children with a range of AQ scores, demonstrating a range of visual function across the full spectrum of autistic traits. In addition, ventral function was associated with AQ in boys but not girls. Sex differences in the associations between visual processing and neurodevelopment should be considered in the designs of future studies. En ligne : https://doi.org/10.1007/s10803-023-06035-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=534
Titre : School Attendance Problems Among Children with Neurodevelopmental Conditions One year Following the Start of the COVID-19 Pandemic Type de document : Texte imprimé et/ou numérique Auteurs : Athanasia KOUROUPA, Auteur ; Amanda TIMMERMAN, Auteur ; Amanda ALLARD, Auteur ; Kylie M. GRAY, Auteur ; Richard P. HASTINGS, Auteur ; David HEYNE, Auteur ; Glenn A. MELVIN, Auteur ; Bruce TONGE, Auteur Article en page(s) : p.2998-3007 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Purpose: The present study investigated school absence among 1,076 5-15 year-old children with neurodevelopmental conditions (intellectual disability and/or autism) approximately one year following the start of COVID-19 in the UK. Methods: Parents completed an online survey indicating whether their child was absent from school during May 2021 and the reason for each absence. Multi-variable regression models investigated child, family and school variables associated with absenteeism and types of absenteeism. Qualitative data were collected on barriers and facilitators of school attendance. Results: During May 2021, 32% of children presented with persistent absence (missing???10% of school). School refusal and absence due to ill-health were the most frequent types of absence, accounting for 37% and 22% of days missed, respectively. COVID-19 related absence accounted for just 11% of days missed. Child anxiety was associated with overall absenteeism and with days missed because of school refusal. Parent pandemic anxiety and child conduct problems were not associated with school absenteeism. Hyperactivity was associated with lower levels of absenteeism and school refusal but higher levels of school exclusion. A positive parent-teacher relationship was associated with lower levels of absenteeism, school refusal and exclusion. Child unmet need in school was the most frequently reported barrier to attendance while COVID-19 was one of the least frequently reported barriers. Conclusion: COVID-19 had a limited impact on school attendance problems during this period. Findings highlighted the role of child mental health in different types of absence and the likely protective role of a positive parent-teacher relationship. En ligne : https://doi.org/10.1007/s10803-023-06025-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=534
in Journal of Autism and Developmental Disorders > 54-8 (August 2024) . - p.2998-3007[article] School Attendance Problems Among Children with Neurodevelopmental Conditions One year Following the Start of the COVID-19 Pandemic [Texte imprimé et/ou numérique] / Athanasia KOUROUPA, Auteur ; Amanda TIMMERMAN, Auteur ; Amanda ALLARD, Auteur ; Kylie M. GRAY, Auteur ; Richard P. HASTINGS, Auteur ; David HEYNE, Auteur ; Glenn A. MELVIN, Auteur ; Bruce TONGE, Auteur . - p.2998-3007.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 54-8 (August 2024) . - p.2998-3007
Index. décimale : PER Périodiques Résumé : Purpose: The present study investigated school absence among 1,076 5-15 year-old children with neurodevelopmental conditions (intellectual disability and/or autism) approximately one year following the start of COVID-19 in the UK. Methods: Parents completed an online survey indicating whether their child was absent from school during May 2021 and the reason for each absence. Multi-variable regression models investigated child, family and school variables associated with absenteeism and types of absenteeism. Qualitative data were collected on barriers and facilitators of school attendance. Results: During May 2021, 32% of children presented with persistent absence (missing???10% of school). School refusal and absence due to ill-health were the most frequent types of absence, accounting for 37% and 22% of days missed, respectively. COVID-19 related absence accounted for just 11% of days missed. Child anxiety was associated with overall absenteeism and with days missed because of school refusal. Parent pandemic anxiety and child conduct problems were not associated with school absenteeism. Hyperactivity was associated with lower levels of absenteeism and school refusal but higher levels of school exclusion. A positive parent-teacher relationship was associated with lower levels of absenteeism, school refusal and exclusion. Child unmet need in school was the most frequently reported barrier to attendance while COVID-19 was one of the least frequently reported barriers. Conclusion: COVID-19 had a limited impact on school attendance problems during this period. Findings highlighted the role of child mental health in different types of absence and the likely protective role of a positive parent-teacher relationship. En ligne : https://doi.org/10.1007/s10803-023-06025-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=534
Titre : Exploring the Psychosocial Experiences of Individuals with Developmental Language Disorder During Childhood: A Qualitative Investigation Type de document : Texte imprimé et/ou numérique Auteurs : Michelle ST CLAIR, Auteur ; Charlotte DACK, Auteur ; Hannah THOMPSON, Auteur ; Yvonne WREN, Auteur Article en page(s) : p.3008-3027 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Children with Developmental Language Disorder (DLD) often experience co-occurring psychosocial difficulties, the developmental trajectories of which are still not fully understood. This study sought to explore the manifestation of such difficulties during childhood, through first-hand accounts of those with DLD and their close relatives. Individual semi-structured interviews were conducted with 11 mothers of children with DLD (aged 6-12 years old) and were analysed alongside the secondary data from interviews of five adults with DLD. Interviews were conducted online; all participants resided in Europe and were fluent in spoken and written English. A process of interpretive phenomenological analysis resulted in the development of five overall themes: experiencing anxiety, social frustrations, maintaining factors, childhood strengths and the parenting experience. Cognitive appraisals appeared particularly important during childhood in both escalating and maintaining anxiety, low self-esteem, emotion dysregulation and social frustrations. High levels of isolation and stress were experienced by all mothers. The findings suggest parents in the United Kingdom and Ireland require more support and guidance at the point of diagnosis than is currently provided. Emphasis was given to the link between children?s experience of anxiety and social behaviours, such as withdrawal, as well as their intolerance of uncertainty. Internalising symptoms were a prioritisation for intervention during childhood by both parents and adults with DLD. En ligne : https://doi.org/10.1007/s10803-023-05946-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=534
in Journal of Autism and Developmental Disorders > 54-8 (August 2024) . - p.3008-3027[article] Exploring the Psychosocial Experiences of Individuals with Developmental Language Disorder During Childhood: A Qualitative Investigation [Texte imprimé et/ou numérique] / Michelle ST CLAIR, Auteur ; Charlotte DACK, Auteur ; Hannah THOMPSON, Auteur ; Yvonne WREN, Auteur . - p.3008-3027.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 54-8 (August 2024) . - p.3008-3027
Index. décimale : PER Périodiques Résumé : Children with Developmental Language Disorder (DLD) often experience co-occurring psychosocial difficulties, the developmental trajectories of which are still not fully understood. This study sought to explore the manifestation of such difficulties during childhood, through first-hand accounts of those with DLD and their close relatives. Individual semi-structured interviews were conducted with 11 mothers of children with DLD (aged 6-12 years old) and were analysed alongside the secondary data from interviews of five adults with DLD. Interviews were conducted online; all participants resided in Europe and were fluent in spoken and written English. A process of interpretive phenomenological analysis resulted in the development of five overall themes: experiencing anxiety, social frustrations, maintaining factors, childhood strengths and the parenting experience. Cognitive appraisals appeared particularly important during childhood in both escalating and maintaining anxiety, low self-esteem, emotion dysregulation and social frustrations. High levels of isolation and stress were experienced by all mothers. The findings suggest parents in the United Kingdom and Ireland require more support and guidance at the point of diagnosis than is currently provided. Emphasis was given to the link between children?s experience of anxiety and social behaviours, such as withdrawal, as well as their intolerance of uncertainty. Internalising symptoms were a prioritisation for intervention during childhood by both parents and adults with DLD. En ligne : https://doi.org/10.1007/s10803-023-05946-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=534
Titre : A Qualitative Examination of the Impact of COVID-19 on Transition Services for Autistic Youth Type de document : Texte imprimé et/ou numérique Auteurs : Megan FOK, Auteur ; Elizabeth A. DELUCIA, Auteur ; Angela SCARPA, Auteur Article en page(s) : p.3028-3042 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The coronavirus (COVID-19) pandemic has caused widespread disturbances in many human and social service programs. Several studies have examined special education programming adaptations since the onset of the pandemic; however, there has yet to be documentation of pandemic-related changes to transition programming and the impact of these changes for autistic youth. The purpose of this qualitative study was to examine changes in transition programming for autistic youth amid the changing educational landscape. We conducted 12 interviews with caregivers (n = 5) and school providers (n = 7) about transition programming for autistic youth and the COVID-19 impact to these services. The pandemic had positive and negative effects on many aspects of transition programming, including student-focused planning, student development, interagency and interdisciplinary collaboration, family involvement, and program structure and attributes. Elucidation of the ways that the COVID-19 pandemic impacted transition programming from the perspectives of multiple stakeholders has important implications for school personnel and can help to inform the future directions for the field of transition programming research. En ligne : https://doi.org/10.1007/s10803-023-06009-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=534
in Journal of Autism and Developmental Disorders > 54-8 (August 2024) . - p.3028-3042[article] A Qualitative Examination of the Impact of COVID-19 on Transition Services for Autistic Youth [Texte imprimé et/ou numérique] / Megan FOK, Auteur ; Elizabeth A. DELUCIA, Auteur ; Angela SCARPA, Auteur . - p.3028-3042.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 54-8 (August 2024) . - p.3028-3042
Index. décimale : PER Périodiques Résumé : The coronavirus (COVID-19) pandemic has caused widespread disturbances in many human and social service programs. Several studies have examined special education programming adaptations since the onset of the pandemic; however, there has yet to be documentation of pandemic-related changes to transition programming and the impact of these changes for autistic youth. The purpose of this qualitative study was to examine changes in transition programming for autistic youth amid the changing educational landscape. We conducted 12 interviews with caregivers (n = 5) and school providers (n = 7) about transition programming for autistic youth and the COVID-19 impact to these services. The pandemic had positive and negative effects on many aspects of transition programming, including student-focused planning, student development, interagency and interdisciplinary collaboration, family involvement, and program structure and attributes. Elucidation of the ways that the COVID-19 pandemic impacted transition programming from the perspectives of multiple stakeholders has important implications for school personnel and can help to inform the future directions for the field of transition programming research. En ligne : https://doi.org/10.1007/s10803-023-06009-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=534
Titre : Support in Daily Living for Young Adults with Neurodevelopmental Conditions in Sweden: A Qualitative Description of Current Practice Type de document : Texte imprimé et/ou numérique Auteurs : Tatja HIRVIKOSKI, Auteur ; Sonya GIRDLER, Auteur ; Sven BÖLTE, Auteur ; Ulf JONSSON, Auteur Article en page(s) : p.3043-3058 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : In Sweden, people living independently and requiring daily living support can access 'housing support', a form of practical, educational, and social support provided by the municipalities. About two-thirds of those receiving this support have neurodevelopmental conditions, primarily autism or ADHD. Many are young adults in the process of adapting to new roles and expectations in different life domains, including education, work, and accommodation. This study aimed to provide a qualitative description of support workers'views on current practice in housing support for young adults (aged 18 to 29) with neurodevelopmental conditions. Semi-structured telephone interviews were conducted with 34 housing support workers across 19 Swedish regions. An inductive qualitative content analysis approach was used. The interviews depicted a complex service, subject to organizational aspects (roles, responsibilities, availability, and allocation), the joint effort of key players (young adults, relatives, and support workers), and practical aspects of service provision (finding common ground for the work, and delivery of support). Some elements of the service were poorly designed for the target group. The support workers expressed a need for more knowledge about neurodevelopmental conditions, but also described new insights related to remote delivery of support. The results raise important questions about how housing support should be organized and delivered to strike the right balance between support and autonomy, meet specific needs, and ensure equal services across municipalities. Future research should adopt multiple perspectives and approaches, to help translate best practice and available evidence into a flexible and sustainable service. En ligne : https://doi.org/10.1007/s10803-023-06014-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=534
in Journal of Autism and Developmental Disorders > 54-8 (August 2024) . - p.3043-3058[article] Support in Daily Living for Young Adults with Neurodevelopmental Conditions in Sweden: A Qualitative Description of Current Practice [Texte imprimé et/ou numérique] / Tatja HIRVIKOSKI, Auteur ; Sonya GIRDLER, Auteur ; Sven BÖLTE, Auteur ; Ulf JONSSON, Auteur . - p.3043-3058.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 54-8 (August 2024) . - p.3043-3058
Index. décimale : PER Périodiques Résumé : In Sweden, people living independently and requiring daily living support can access 'housing support', a form of practical, educational, and social support provided by the municipalities. About two-thirds of those receiving this support have neurodevelopmental conditions, primarily autism or ADHD. Many are young adults in the process of adapting to new roles and expectations in different life domains, including education, work, and accommodation. This study aimed to provide a qualitative description of support workers'views on current practice in housing support for young adults (aged 18 to 29) with neurodevelopmental conditions. Semi-structured telephone interviews were conducted with 34 housing support workers across 19 Swedish regions. An inductive qualitative content analysis approach was used. The interviews depicted a complex service, subject to organizational aspects (roles, responsibilities, availability, and allocation), the joint effort of key players (young adults, relatives, and support workers), and practical aspects of service provision (finding common ground for the work, and delivery of support). Some elements of the service were poorly designed for the target group. The support workers expressed a need for more knowledge about neurodevelopmental conditions, but also described new insights related to remote delivery of support. The results raise important questions about how housing support should be organized and delivered to strike the right balance between support and autonomy, meet specific needs, and ensure equal services across municipalities. Future research should adopt multiple perspectives and approaches, to help translate best practice and available evidence into a flexible and sustainable service. En ligne : https://doi.org/10.1007/s10803-023-06014-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=534
Titre : Psychometric Properties of the Caregiver Strain Questionnaire in a Chinese Sample of Caregivers of Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Eugenia Y. C. LOK, Auteur ; Quinney K. N. CHAN, Auteur ; Koi-Man CHENG, Auteur ; Siu-Man LAM, Auteur ; Simon S. Y. LUI, Auteur Article en page(s) : p.3059-3068 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The Caregiver Strain Questionnaire assesses the three dimensions of caregiver strain, namely the objective, subjective externalized and subjective internalized strain. It was validated among caregivers of children with Autism Spectrum Disorder (ASD) in the United States and Mainland China with promising psychometric properties. En ligne : https://doi.org/10.1007/s10803-023-06028-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=534
in Journal of Autism and Developmental Disorders > 54-8 (August 2024) . - p.3059-3068[article] Psychometric Properties of the Caregiver Strain Questionnaire in a Chinese Sample of Caregivers of Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Eugenia Y. C. LOK, Auteur ; Quinney K. N. CHAN, Auteur ; Koi-Man CHENG, Auteur ; Siu-Man LAM, Auteur ; Simon S. Y. LUI, Auteur . - p.3059-3068.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 54-8 (August 2024) . - p.3059-3068
Index. décimale : PER Périodiques Résumé : The Caregiver Strain Questionnaire assesses the three dimensions of caregiver strain, namely the objective, subjective externalized and subjective internalized strain. It was validated among caregivers of children with Autism Spectrum Disorder (ASD) in the United States and Mainland China with promising psychometric properties. En ligne : https://doi.org/10.1007/s10803-023-06028-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=534
Titre : Change in Sleep Latency as a Mediator of the Effect of Physical Activity Intervention on Executive Functions Among Children with ADHD: A Secondary Analysis from a Randomized Controlled Trial Type de document : Texte imprimé et/ou numérique Auteurs : Xiao LIANG, Auteur Article en page(s) : p.3069-3077 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study aimed to explore the potential mediating role of sleep quality in the effect of physical activity (PA) intervention for improving executive functions (EFs) in children with attention-deficit hyperactivity disorder (ADHD). Participants aged 6 to 12 years old with a formal ADHD diagnosis were recruited from a local hospital. A total of 80 eligible children with ADHD were randomized to an intervention group for 12 consecutive weeks of PA training (three times per week, 60 min per session) (n = 40; Mage = 8.37, 75% boys) or a wait-list control group (n = 40; Mage = 8.29, 80% boys). Three core EFs (inhibitory control, working memory, and cognitive flexibility) were assessed by neurocognitive tasks, and sleep quality was measured by the Chinese version of the Pittsburgh Sleep Quality Index. The bootstrapping method was used to test PA intervention effects on EFs and on potential variables of sleep quality after intervention and to test whether there were indirect effects of the intervention on EFs via mediators of sleep. The results showed that the PA intervention had a direct effect on sleep latency reduction (? = ? 0.26, 95%CI ? 0.47 to ? 0.06) and cognitive flexibility improvement (decrease in completion time) (? = ? 0.30, 95%CI ? 0.50 to ? 0.09). Furthermore, change in sleep latency significantly mediated the effects of PA intervention on cognitive flexibility (? = ? 0.084, 95%CI ? 0.252 to ? 0.001). The findings suggest that sleep latency could be a crucial behavioral mediator of PA intervention in improving cognitive flexibility among children with ADHD. En ligne : https://doi.org/10.1007/s10803-023-06018-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=534
in Journal of Autism and Developmental Disorders > 54-8 (August 2024) . - p.3069-3077[article] Change in Sleep Latency as a Mediator of the Effect of Physical Activity Intervention on Executive Functions Among Children with ADHD: A Secondary Analysis from a Randomized Controlled Trial [Texte imprimé et/ou numérique] / Xiao LIANG, Auteur . - p.3069-3077.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 54-8 (August 2024) . - p.3069-3077
Index. décimale : PER Périodiques Résumé : This study aimed to explore the potential mediating role of sleep quality in the effect of physical activity (PA) intervention for improving executive functions (EFs) in children with attention-deficit hyperactivity disorder (ADHD). Participants aged 6 to 12 years old with a formal ADHD diagnosis were recruited from a local hospital. A total of 80 eligible children with ADHD were randomized to an intervention group for 12 consecutive weeks of PA training (three times per week, 60 min per session) (n = 40; Mage = 8.37, 75% boys) or a wait-list control group (n = 40; Mage = 8.29, 80% boys). Three core EFs (inhibitory control, working memory, and cognitive flexibility) were assessed by neurocognitive tasks, and sleep quality was measured by the Chinese version of the Pittsburgh Sleep Quality Index. The bootstrapping method was used to test PA intervention effects on EFs and on potential variables of sleep quality after intervention and to test whether there were indirect effects of the intervention on EFs via mediators of sleep. The results showed that the PA intervention had a direct effect on sleep latency reduction (? = ? 0.26, 95%CI ? 0.47 to ? 0.06) and cognitive flexibility improvement (decrease in completion time) (? = ? 0.30, 95%CI ? 0.50 to ? 0.09). Furthermore, change in sleep latency significantly mediated the effects of PA intervention on cognitive flexibility (? = ? 0.084, 95%CI ? 0.252 to ? 0.001). The findings suggest that sleep latency could be a crucial behavioral mediator of PA intervention in improving cognitive flexibility among children with ADHD. En ligne : https://doi.org/10.1007/s10803-023-06018-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=534
Titre : Autistic Symptoms, Irritability, and Executive Dysfunctions: Symptom Dynamics from Multi-Network Models Type de document : Texte imprimé et/ou numérique Auteurs : Susan Shur-Fen GAU, Auteur ; Wan-Ling TSENG, Auteur Article en page(s) : p.3078-3093 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Socio-cognitive difficulties in individuals with autism spectrum disorder (ASD) are heterogenuous and often co-occur with irritability symptoms, such as angry/grouchy mood and temper outbursts. However, the specific relations between individual symptoms are not well-represented in conventional methods analyzing aggregated autistic symptoms and ASD diagnosis. Moreover, the cognitive-behavioral mechanisms linking ASD to irritability are largely unknown. This study investigated the dynamics between autistic (Social Responsiveness Scale) and irritability (Affective Reactivity Index) symptoms and executive functions (Cambridge Neuropsychological Test Automated Battery) in a sample of children and adolescents with ASD, their unaffected siblings, and neurotypical peers (N = 345, aged 6-18 years, 78.6% male). Three complementary networks across the entire sample were computed: (1) Gaussian graphical network estimating the conditional correlations between symptom nodes; (2) Relative importance network computing relative influence between symptoms; (3) Bayesian directed acyclic graph estimating predictive directionality between symptoms. Networks revealed numerous partial correlations within autistic (rs = .07-.56) and irritability (rs = .01-.45) symptoms and executive functions (rs = ?.83 to .67) but weak connections between clusters. This segregated pattern converged in all directed and supplementary networks. Plausible predictive paths were found between social communication difficulties to autism mannerisms and between "angry frequently" to "lose temper easily." Autistic and irritability symptoms are two relatively independent families of symptoms. It is unlikely that executive dysfunctions explain elevated irritability in ASD. Findings underscore the need for researching other mood and cognitive-behavioral bridge symptoms, which may inform individualized treatments for co-occurring irritability in ASD. En ligne : https://doi.org/10.1007/s10803-023-05981-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=534
in Journal of Autism and Developmental Disorders > 54-8 (August 2024) . - p.3078-3093[article] Autistic Symptoms, Irritability, and Executive Dysfunctions: Symptom Dynamics from Multi-Network Models [Texte imprimé et/ou numérique] / Susan Shur-Fen GAU, Auteur ; Wan-Ling TSENG, Auteur . - p.3078-3093.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 54-8 (August 2024) . - p.3078-3093
Index. décimale : PER Périodiques Résumé : Socio-cognitive difficulties in individuals with autism spectrum disorder (ASD) are heterogenuous and often co-occur with irritability symptoms, such as angry/grouchy mood and temper outbursts. However, the specific relations between individual symptoms are not well-represented in conventional methods analyzing aggregated autistic symptoms and ASD diagnosis. Moreover, the cognitive-behavioral mechanisms linking ASD to irritability are largely unknown. This study investigated the dynamics between autistic (Social Responsiveness Scale) and irritability (Affective Reactivity Index) symptoms and executive functions (Cambridge Neuropsychological Test Automated Battery) in a sample of children and adolescents with ASD, their unaffected siblings, and neurotypical peers (N = 345, aged 6-18 years, 78.6% male). Three complementary networks across the entire sample were computed: (1) Gaussian graphical network estimating the conditional correlations between symptom nodes; (2) Relative importance network computing relative influence between symptoms; (3) Bayesian directed acyclic graph estimating predictive directionality between symptoms. Networks revealed numerous partial correlations within autistic (rs = .07-.56) and irritability (rs = .01-.45) symptoms and executive functions (rs = ?.83 to .67) but weak connections between clusters. This segregated pattern converged in all directed and supplementary networks. Plausible predictive paths were found between social communication difficulties to autism mannerisms and between "angry frequently" to "lose temper easily." Autistic and irritability symptoms are two relatively independent families of symptoms. It is unlikely that executive dysfunctions explain elevated irritability in ASD. Findings underscore the need for researching other mood and cognitive-behavioral bridge symptoms, which may inform individualized treatments for co-occurring irritability in ASD. En ligne : https://doi.org/10.1007/s10803-023-05981-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=534
Titre : Examining the Relations Between Social Competence, Autistic Traits, Anxiety and Depression in Autistic and Non-Autistic Children Type de document : Texte imprimé et/ou numérique Auteurs : Troy Q. BOUCHER, Auteur ; Nichole E. SCHEERER, Auteur ; Grace IAROCCI, Auteur Article en page(s) : p.3094-3106 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The current study examined whether social competence and autistic traits are related to anxiety and depression in autistic and non-autistic children. Parents of 340 children aged 6 to 12 years old, including 186 autistic and 154 non-autistic children completed the Autism Spectrum Quotient (AQ) to assess their child?s autistic traits, the Multidimensional Social Competence Scale (MSCS) to assess their child?s social competence, and the Behaviour Assessment Scale for Children 2 (BASC-2) to assess their child?s internalizing symptoms of depression and anxiety, and children were administered the Wechsler Abbreviated Scale of Intelligence, Second Edition (WASI-II) to assess their intellectual abilities. Hierarchical multiple regression analyses were conducted to investigate the relations between social competence, autistic traits, anxiety, and depression. Social competence was related to anxiety and depression symptoms in autistic children, but only depression symptoms in non-autistic children, above and beyond the effects of autistic traits, IQ and age. Autistic children were also reported to experience more severe anxiety and depression symptoms, and more autistic traits were related to higher levels of anxiety and depression in both groups. These findings suggest that social competence and internalizing symptoms are intricately connected in autistic children and need to be jointly considered in both assessment and intervention. The social implications are discussed with an emphasis on acceptance of diverse social styles as a viable avenue to reduce children?s internalizing symptoms. En ligne : https://doi.org/10.1007/s10803-023-06012-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=534
in Journal of Autism and Developmental Disorders > 54-8 (August 2024) . - p.3094-3106[article] Examining the Relations Between Social Competence, Autistic Traits, Anxiety and Depression in Autistic and Non-Autistic Children [Texte imprimé et/ou numérique] / Troy Q. BOUCHER, Auteur ; Nichole E. SCHEERER, Auteur ; Grace IAROCCI, Auteur . - p.3094-3106.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 54-8 (August 2024) . - p.3094-3106
Index. décimale : PER Périodiques Résumé : The current study examined whether social competence and autistic traits are related to anxiety and depression in autistic and non-autistic children. Parents of 340 children aged 6 to 12 years old, including 186 autistic and 154 non-autistic children completed the Autism Spectrum Quotient (AQ) to assess their child?s autistic traits, the Multidimensional Social Competence Scale (MSCS) to assess their child?s social competence, and the Behaviour Assessment Scale for Children 2 (BASC-2) to assess their child?s internalizing symptoms of depression and anxiety, and children were administered the Wechsler Abbreviated Scale of Intelligence, Second Edition (WASI-II) to assess their intellectual abilities. Hierarchical multiple regression analyses were conducted to investigate the relations between social competence, autistic traits, anxiety, and depression. Social competence was related to anxiety and depression symptoms in autistic children, but only depression symptoms in non-autistic children, above and beyond the effects of autistic traits, IQ and age. Autistic children were also reported to experience more severe anxiety and depression symptoms, and more autistic traits were related to higher levels of anxiety and depression in both groups. These findings suggest that social competence and internalizing symptoms are intricately connected in autistic children and need to be jointly considered in both assessment and intervention. The social implications are discussed with an emphasis on acceptance of diverse social styles as a viable avenue to reduce children?s internalizing symptoms. En ligne : https://doi.org/10.1007/s10803-023-06012-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=534
Titre : Cognitive-adaptive Functioning Gap and Mediating Factors that Impact Adaptive Functioning in Chinese Preschool-aged Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Qing ZHOU, Auteur ; Kai-yun CHEN, Auteur ; Chao-qun CENG, Auteur ; Guo-dong ZHAN, Auteur ; Cong YOU, Auteur ; Yu XING, Auteur ; Yuan-yuan ZOU, Auteur ; Hong-zhu DENG, Auteur Article en page(s) : p.3107-3121 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study aimed to investigate the gap between adaptive functioning and cognitive functioning, especially verbal and nonverbal intelligence quotient (IQ) in Chinese children with ASD. We systematically explored cognitive functioning, ASD severity, early signs of developmental abnormalities, and socioeconomic factors as mediating factors of adaptive functioning. We enrolled 151 children (age: 2.5?6 years) with ASD and categorized them into one group with IQ ? 70 and another with IQ < 70. The two groups were calibrated for age, age at diagnosis, and IQ, and the relationship of adaptive skills with vocabulary acquisition index (VAI) and nonverbal index (NVI) were separately analyzed. Results show that the gap between IQ and adaptive functioning was significant in children with ASD having IQ ? 70, with both VAI and NVI showing statistically significant differences (all P < 0.001). VAI correlated positively with scores for overall adaptive skills and specific domains, whereas NVI had no significant correlations with adaptive skill scores. Age of first walking unaided had an independent positive correlation (all P < 0.05) with scores of adaptive skills and specific domains. IQ-adaptive functioning gap is significant in children with ASD having IQ ? 70, suggesting that defining "high-functioning autism" merely on the basis of IQ is not appropriate. Verbal IQ and early signs of motor development are specific and possible predictors of adaptive functioning in children with ASD, respectively. En ligne : https://doi.org/10.1007/s10803-023-06029-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=534
in Journal of Autism and Developmental Disorders > 54-8 (August 2024) . - p.3107-3121[article] Cognitive-adaptive Functioning Gap and Mediating Factors that Impact Adaptive Functioning in Chinese Preschool-aged Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Qing ZHOU, Auteur ; Kai-yun CHEN, Auteur ; Chao-qun CENG, Auteur ; Guo-dong ZHAN, Auteur ; Cong YOU, Auteur ; Yu XING, Auteur ; Yuan-yuan ZOU, Auteur ; Hong-zhu DENG, Auteur . - p.3107-3121.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 54-8 (August 2024) . - p.3107-3121
Index. décimale : PER Périodiques Résumé : This study aimed to investigate the gap between adaptive functioning and cognitive functioning, especially verbal and nonverbal intelligence quotient (IQ) in Chinese children with ASD. We systematically explored cognitive functioning, ASD severity, early signs of developmental abnormalities, and socioeconomic factors as mediating factors of adaptive functioning. We enrolled 151 children (age: 2.5?6 years) with ASD and categorized them into one group with IQ ? 70 and another with IQ < 70. The two groups were calibrated for age, age at diagnosis, and IQ, and the relationship of adaptive skills with vocabulary acquisition index (VAI) and nonverbal index (NVI) were separately analyzed. Results show that the gap between IQ and adaptive functioning was significant in children with ASD having IQ ? 70, with both VAI and NVI showing statistically significant differences (all P < 0.001). VAI correlated positively with scores for overall adaptive skills and specific domains, whereas NVI had no significant correlations with adaptive skill scores. Age of first walking unaided had an independent positive correlation (all P < 0.05) with scores of adaptive skills and specific domains. IQ-adaptive functioning gap is significant in children with ASD having IQ ? 70, suggesting that defining "high-functioning autism" merely on the basis of IQ is not appropriate. Verbal IQ and early signs of motor development are specific and possible predictors of adaptive functioning in children with ASD, respectively. En ligne : https://doi.org/10.1007/s10803-023-06029-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=534
Titre : "My Autism is Linked with Everything": at the Crossroads of Autism and Diabetes Type de document : Texte imprimé et/ou numérique Auteurs : Christopher TANNER, Auteur ; David HARLEY, Auteur ; Shamshad KARATELA, Auteur ; Katie BROOKER, Auteur Article en page(s) : p.3122-3132 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Autistic adults experience stark health disparities and difficulties accessing health care. Their realities of managing complex health conditions are unknown. Our research explored the experience of Autistic adults self-managing diabetes. Interviews with Autistic adults with diabetes and their support people were thematically analysed to identify three key themes. The Autistic experience influenced diabetes self-management, including autism-unique challenges and strengths. Participants prioritised avoiding Autistic burnout over diabetes self-management; mitigating the psychosocial pressures of neurotypical systems took precedence. Health professionals often separated autism and diabetes subsequently overlooking key factors impacting diabetes self-management. To better meet the needs of Autistic adults, diabetes care and health management more broadly should be considered within the context of autism, including supports for self-management during Autistic burnout. En ligne : https://doi.org/10.1007/s10803-023-06033-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=534
in Journal of Autism and Developmental Disorders > 54-8 (August 2024) . - p.3122-3132[article] "My Autism is Linked with Everything": at the Crossroads of Autism and Diabetes [Texte imprimé et/ou numérique] / Christopher TANNER, Auteur ; David HARLEY, Auteur ; Shamshad KARATELA, Auteur ; Katie BROOKER, Auteur . - p.3122-3132.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 54-8 (August 2024) . - p.3122-3132
Index. décimale : PER Périodiques Résumé : Autistic adults experience stark health disparities and difficulties accessing health care. Their realities of managing complex health conditions are unknown. Our research explored the experience of Autistic adults self-managing diabetes. Interviews with Autistic adults with diabetes and their support people were thematically analysed to identify three key themes. The Autistic experience influenced diabetes self-management, including autism-unique challenges and strengths. Participants prioritised avoiding Autistic burnout over diabetes self-management; mitigating the psychosocial pressures of neurotypical systems took precedence. Health professionals often separated autism and diabetes subsequently overlooking key factors impacting diabetes self-management. To better meet the needs of Autistic adults, diabetes care and health management more broadly should be considered within the context of autism, including supports for self-management during Autistic burnout. En ligne : https://doi.org/10.1007/s10803-023-06033-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=534
Titre : Dog-Assisted Therapy vs Relaxation for Children and Adolescents with Fetal Alcohol Spectrum Disorder: A Randomized Controlled Study Type de document : Texte imprimé et/ou numérique Auteurs : Laura VIDAL, Auteur ; Jorge LUGO, Auteur ; Francesc RISTOL, Auteur ; Eva DOMÈNEC, Auteur ; Teresa CASAS, Auteur ; Anna VEIGA, Auteur ; Cristina VICO, Auteur ; Josep Antoni RAMOS-QUIROGA, Auteur ; Nuria GÓMEZ-BARROS, Auteur Article en page(s) : p.3133-3141 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The rationale of this study was to evaluate the efficacy of Dog-assisted Therapy (DAT) in children and adolescents with Fetal Alcohol Spectrum Disorder (FASD). We conducted a randomized controlled trial in a cohort of 71 children and adolescents with FASD. Participants were randomly assigned either to DAT group (n = 38) or Relaxation Group (control group) (n = 33). Results revealed that participants who were assigned to the DAT group experienced significantly reduced externalizing symptoms (CBCL Externalizing Inattention: t (69) = 2.81, p = .007; d = 0.7); CBCL Opposition: t (69) = 2.54, p = .013; d = 0.6), reduced internalizing symptoms (CBCL Social problems: t (69) = 3.21, p = .002; d = 0.8) as well as improvements on social skills (SSIS-P Problem behavior: t (68) = 2.55, p = .013; d = 0.6), and quality of life (KidScreen Autonomy and Parents: t (51) = ? 2.03, p = .047; d = 0.5) compared to the relaxation control group. The relaxation control group obtained significant differences between the pre- and post-treatment evaluation, diminishing withdraw symptoms (t (32) = 3.03, p = .005; d = 0.2). Results suggest that DAT and relaxation may be promising adjunctive treatments for children and adolescents with FASD. En ligne : https://doi.org/10.1007/s10803-023-06023-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=534
in Journal of Autism and Developmental Disorders > 54-8 (August 2024) . - p.3133-3141[article] Dog-Assisted Therapy vs Relaxation for Children and Adolescents with Fetal Alcohol Spectrum Disorder: A Randomized Controlled Study [Texte imprimé et/ou numérique] / Laura VIDAL, Auteur ; Jorge LUGO, Auteur ; Francesc RISTOL, Auteur ; Eva DOMÈNEC, Auteur ; Teresa CASAS, Auteur ; Anna VEIGA, Auteur ; Cristina VICO, Auteur ; Josep Antoni RAMOS-QUIROGA, Auteur ; Nuria GÓMEZ-BARROS, Auteur . - p.3133-3141.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 54-8 (August 2024) . - p.3133-3141
Index. décimale : PER Périodiques Résumé : The rationale of this study was to evaluate the efficacy of Dog-assisted Therapy (DAT) in children and adolescents with Fetal Alcohol Spectrum Disorder (FASD). We conducted a randomized controlled trial in a cohort of 71 children and adolescents with FASD. Participants were randomly assigned either to DAT group (n = 38) or Relaxation Group (control group) (n = 33). Results revealed that participants who were assigned to the DAT group experienced significantly reduced externalizing symptoms (CBCL Externalizing Inattention: t (69) = 2.81, p = .007; d = 0.7); CBCL Opposition: t (69) = 2.54, p = .013; d = 0.6), reduced internalizing symptoms (CBCL Social problems: t (69) = 3.21, p = .002; d = 0.8) as well as improvements on social skills (SSIS-P Problem behavior: t (68) = 2.55, p = .013; d = 0.6), and quality of life (KidScreen Autonomy and Parents: t (51) = ? 2.03, p = .047; d = 0.5) compared to the relaxation control group. The relaxation control group obtained significant differences between the pre- and post-treatment evaluation, diminishing withdraw symptoms (t (32) = 3.03, p = .005; d = 0.2). Results suggest that DAT and relaxation may be promising adjunctive treatments for children and adolescents with FASD. En ligne : https://doi.org/10.1007/s10803-023-06023-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=534
Titre : Visual-Motor Integration Deficits in 3q29 Deletion Syndrome Type de document : Texte imprimé et/ou numérique Auteurs : T. Lindsey BURRELL, Auteur ; Joseph F. CUBELLS, Auteur ; Cheryl KLAIMAN, Auteur ; Melissa M. MURPHY, Auteur ; Celine A. SAULNIER, Auteur ; Elaine F. WALKER, Auteur ; Stormi Pulver WHITE, Auteur ; Jennifer G. MULLE, Auteur Article en page(s) : p.3142-3154 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : 3q29 deletion syndrome (3q29del) is associated with neuropsychiatric and neurodevelopmental phenotypes. We previously reported that graphomotor weakness is present in up to 78% of individuals with 3q29del. We have now explored nuances of the graphomotor phenotype and its association with other comorbidities in this population. Participants were recruited from the online 3q29 registry (3q29deletion.org) for two days of deep phenotyping. 32 individuals with 3q29del (62.5% male) were evaluated with the Beery-Buktenica Developmental Test of Visual-Motor Integration (VMI) to assess visual-motor integration. Participants were also evaluated with measures of cognitive ability, executive function, adaptive behavior, and school function. Males with 3q29del performed significantly worse than females on the VMI and Motor Coordination subtest. VMI performance was significantly associated with ADHD diagnosis and cognitive ability. Compared to published data from individuals with 22q11.2 deletion syndrome, individuals with 3q29del showed significantly more impairment. The 3q29 deletion is associated with substantial deficits in visual-motor integration, Visual Perception, and Motor Coordination. Our data suggests that 3q29del may qualify as a nonverbal learning disability. Future studies should assess whether individuals with 3q29del would benefit from early interventions, including occupational therapy. En ligne : https://doi.org/10.1007/s10803-023-06034-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=534
in Journal of Autism and Developmental Disorders > 54-8 (August 2024) . - p.3142-3154[article] Visual-Motor Integration Deficits in 3q29 Deletion Syndrome [Texte imprimé et/ou numérique] / T. Lindsey BURRELL, Auteur ; Joseph F. CUBELLS, Auteur ; Cheryl KLAIMAN, Auteur ; Melissa M. MURPHY, Auteur ; Celine A. SAULNIER, Auteur ; Elaine F. WALKER, Auteur ; Stormi Pulver WHITE, Auteur ; Jennifer G. MULLE, Auteur . - p.3142-3154.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 54-8 (August 2024) . - p.3142-3154
Index. décimale : PER Périodiques Résumé : 3q29 deletion syndrome (3q29del) is associated with neuropsychiatric and neurodevelopmental phenotypes. We previously reported that graphomotor weakness is present in up to 78% of individuals with 3q29del. We have now explored nuances of the graphomotor phenotype and its association with other comorbidities in this population. Participants were recruited from the online 3q29 registry (3q29deletion.org) for two days of deep phenotyping. 32 individuals with 3q29del (62.5% male) were evaluated with the Beery-Buktenica Developmental Test of Visual-Motor Integration (VMI) to assess visual-motor integration. Participants were also evaluated with measures of cognitive ability, executive function, adaptive behavior, and school function. Males with 3q29del performed significantly worse than females on the VMI and Motor Coordination subtest. VMI performance was significantly associated with ADHD diagnosis and cognitive ability. Compared to published data from individuals with 22q11.2 deletion syndrome, individuals with 3q29del showed significantly more impairment. The 3q29 deletion is associated with substantial deficits in visual-motor integration, Visual Perception, and Motor Coordination. Our data suggests that 3q29del may qualify as a nonverbal learning disability. Future studies should assess whether individuals with 3q29del would benefit from early interventions, including occupational therapy. En ligne : https://doi.org/10.1007/s10803-023-06034-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=534
Titre : Morphological Features of Language Regions in Individuals with Tuberous Sclerosis Complex Type de document : Texte imprimé et/ou numérique Auteurs : Hyuk Jin YUN, Auteur ; Rutvi VYAS, Auteur ; Rudolph PIENAAR, Auteur ; Josephine H. WILSON, Auteur ; Caroline P. GOSWAMI, Auteur ; Laura F. BERTO, Auteur ; Simon K. WARFIELD, Auteur ; Mustafa SAHIN, Auteur ; P. Ellen GRANT, Auteur ; Jurriaan M. PETERS, Auteur ; Kiho IM, Auteur Article en page(s) : p.3155-3175 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : A significant number of individuals with tuberous sclerosis complex (TSC) exhibit language difficulties. Here, we examined the language-related brain morphometry in 59 participants (7 participants with TSC and comorbid autism spectrum disorder (ASD) (TSC?+?ASD), 13 with TSC but no ASD (TSC-ASD), 10 with ASD-only (ASD), and 29 typically developing (TD) controls). A hemispheric asymmetry was noted in surface area and gray matter volume of several cortical language areas in TD, ASD, and TSC-ASD groups, but not in TSC?+?ASD group. TSC?+?ASD group demonstrated increased cortical thickness and curvature values in multiple language regions for both hemispheres, compared to other groups. After controlling for tuber load in the TSC groups, within-group differences stayed the same but the differences between TSC-ASD and TSC?+?ASD were no longer statistically significant. These preliminary findings suggest that comorbid ASD in TSC as well as tuber load in TSC is associated with changes in the morphometry of language regions. Future studies with larger sample sizes will be needed to confirm these findings. En ligne : https://doi.org/10.1007/s10803-023-06004-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=534
in Journal of Autism and Developmental Disorders > 54-8 (August 2024) . - p.3155-3175[article] Morphological Features of Language Regions in Individuals with Tuberous Sclerosis Complex [Texte imprimé et/ou numérique] / Hyuk Jin YUN, Auteur ; Rutvi VYAS, Auteur ; Rudolph PIENAAR, Auteur ; Josephine H. WILSON, Auteur ; Caroline P. GOSWAMI, Auteur ; Laura F. BERTO, Auteur ; Simon K. WARFIELD, Auteur ; Mustafa SAHIN, Auteur ; P. Ellen GRANT, Auteur ; Jurriaan M. PETERS, Auteur ; Kiho IM, Auteur . - p.3155-3175.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 54-8 (August 2024) . - p.3155-3175
Index. décimale : PER Périodiques Résumé : A significant number of individuals with tuberous sclerosis complex (TSC) exhibit language difficulties. Here, we examined the language-related brain morphometry in 59 participants (7 participants with TSC and comorbid autism spectrum disorder (ASD) (TSC?+?ASD), 13 with TSC but no ASD (TSC-ASD), 10 with ASD-only (ASD), and 29 typically developing (TD) controls). A hemispheric asymmetry was noted in surface area and gray matter volume of several cortical language areas in TD, ASD, and TSC-ASD groups, but not in TSC?+?ASD group. TSC?+?ASD group demonstrated increased cortical thickness and curvature values in multiple language regions for both hemispheres, compared to other groups. After controlling for tuber load in the TSC groups, within-group differences stayed the same but the differences between TSC-ASD and TSC?+?ASD were no longer statistically significant. These preliminary findings suggest that comorbid ASD in TSC as well as tuber load in TSC is associated with changes in the morphometry of language regions. Future studies with larger sample sizes will be needed to confirm these findings. En ligne : https://doi.org/10.1007/s10803-023-06004-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=534
Titre : Comparison of the Social Responsiveness Scale-2 among Individuals with Autism Spectrum Disorder and Williams Syndrome in Japan Type de document : Texte imprimé et/ou numérique Auteurs : Kosuke ASADA, Auteur ; Takeo KATO, Auteur ; Takahiro IKEDA, Auteur ; Yoko HAKUNO, Auteur ; Ayaka IKEDA, Auteur ; Kanae MATSUSHIMA, Auteur ; Tomonari AWAYA, Auteur ; Shin OKAZAKI, Auteur ; Toshihiro KATO, Auteur ; Yasuko FUNABIKI, Auteur ; Toshiya MURAI, Auteur ; Toshio HEIKE, Auteur ; Masatoshi HAGIWARA, Auteur ; Takanori YAMAGATA, Auteur ; Kiyotaka TOMIWA, Auteur ; Ryo KIMURA, Auteur Article en page(s) : p.3176-3184 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study examined the similarities/differences between the social phenotypes of Williams syndrome (WS) and autism spectrum disorder (ASD). As cultural norms may affect symptom evaluation, this study administered the Social Responsiveness Scale-2 to Japanese individuals with WS (n = 78, 4.4-44.0 years) and ASD (n = 75, 4.7-55.4 years). The scores for Social Motivation and Social Communication were significantly more severe in the ASD than WS group. Overall, the similarities and differences between the social phenotypes of the syndromes were consistent with the findings of a recent study conducted in the UK, except for the social awareness subscale score. This highlights the importance of cross-cultural investigations of WS and ASD. En ligne : https://doi.org/10.1007/s10803-022-05740-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=534
in Journal of Autism and Developmental Disorders > 54-8 (August 2024) . - p.3176-3184[article] Comparison of the Social Responsiveness Scale-2 among Individuals with Autism Spectrum Disorder and Williams Syndrome in Japan [Texte imprimé et/ou numérique] / Kosuke ASADA, Auteur ; Takeo KATO, Auteur ; Takahiro IKEDA, Auteur ; Yoko HAKUNO, Auteur ; Ayaka IKEDA, Auteur ; Kanae MATSUSHIMA, Auteur ; Tomonari AWAYA, Auteur ; Shin OKAZAKI, Auteur ; Toshihiro KATO, Auteur ; Yasuko FUNABIKI, Auteur ; Toshiya MURAI, Auteur ; Toshio HEIKE, Auteur ; Masatoshi HAGIWARA, Auteur ; Takanori YAMAGATA, Auteur ; Kiyotaka TOMIWA, Auteur ; Ryo KIMURA, Auteur . - p.3176-3184.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 54-8 (August 2024) . - p.3176-3184
Index. décimale : PER Périodiques Résumé : This study examined the similarities/differences between the social phenotypes of Williams syndrome (WS) and autism spectrum disorder (ASD). As cultural norms may affect symptom evaluation, this study administered the Social Responsiveness Scale-2 to Japanese individuals with WS (n = 78, 4.4-44.0 years) and ASD (n = 75, 4.7-55.4 years). The scores for Social Motivation and Social Communication were significantly more severe in the ASD than WS group. Overall, the similarities and differences between the social phenotypes of the syndromes were consistent with the findings of a recent study conducted in the UK, except for the social awareness subscale score. This highlights the importance of cross-cultural investigations of WS and ASD. En ligne : https://doi.org/10.1007/s10803-022-05740-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=534
Titre : Brief Report: Characterization of Sensory Over-Responsivity in a Broad Neurodevelopmental Concern Cohort Using the Sensory Processing Three Dimensions (SP3D) Assessment Type de document : Texte imprimé et/ou numérique Auteurs : Mikaela A. ROWE, Auteur ; Kaitlyn J. TRIMARCHI, Auteur ; Rafael D. GARCIA, Auteur ; Robyn CHU, Auteur ; Mary C. STEELE, Auteur ; Shalin PAREKH, Auteur ; Jamie WREN-JARVIS, Auteur ; Ioanna BOURLA, Auteur ; Ian MARK, Auteur ; Elysa J. MARCO, Auteur ; Pratik MUKHERJEE, Auteur Article en page(s) : p.3185-3192 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Sensory Over-Responsivity (SOR) is an increasingly recognized challenge among children with neurodevelopmental concerns (NDC). To investigate, we characterized the incidence of auditory and tactile over-responsivity (AOR, TOR) among 82 children with NDC. We found that 70% of caregivers reported concern for their child?s sensory reactions. Direct assessment further revealed that 54% of the NDC population expressed AOR, TOR, or both - which persisted regardless of autism spectrum disorder (ASD) diagnosis. These findings support the high prevalence of SOR as well as its lack of specificity to ASD. Additionally, AOR is revealed to be over twice as prevalent as TOR. These conclusions present several avenues for further exploration, including deeper analysis of the neural mechanisms and genetic contributors to sensory processing challenges. En ligne : https://doi.org/10.1007/s10803-022-05747-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=534
in Journal of Autism and Developmental Disorders > 54-8 (August 2024) . - p.3185-3192[article] Brief Report: Characterization of Sensory Over-Responsivity in a Broad Neurodevelopmental Concern Cohort Using the Sensory Processing Three Dimensions (SP3D) Assessment [Texte imprimé et/ou numérique] / Mikaela A. ROWE, Auteur ; Kaitlyn J. TRIMARCHI, Auteur ; Rafael D. GARCIA, Auteur ; Robyn CHU, Auteur ; Mary C. STEELE, Auteur ; Shalin PAREKH, Auteur ; Jamie WREN-JARVIS, Auteur ; Ioanna BOURLA, Auteur ; Ian MARK, Auteur ; Elysa J. MARCO, Auteur ; Pratik MUKHERJEE, Auteur . - p.3185-3192.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 54-8 (August 2024) . - p.3185-3192
Index. décimale : PER Périodiques Résumé : Sensory Over-Responsivity (SOR) is an increasingly recognized challenge among children with neurodevelopmental concerns (NDC). To investigate, we characterized the incidence of auditory and tactile over-responsivity (AOR, TOR) among 82 children with NDC. We found that 70% of caregivers reported concern for their child?s sensory reactions. Direct assessment further revealed that 54% of the NDC population expressed AOR, TOR, or both - which persisted regardless of autism spectrum disorder (ASD) diagnosis. These findings support the high prevalence of SOR as well as its lack of specificity to ASD. Additionally, AOR is revealed to be over twice as prevalent as TOR. These conclusions present several avenues for further exploration, including deeper analysis of the neural mechanisms and genetic contributors to sensory processing challenges. En ligne : https://doi.org/10.1007/s10803-022-05747-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=534
Titre : Correction: Prevalence and Correlates of Poor Safety Awareness and Accidental Injury in ASD, ADHD, ASD?+?ADHD, and Neurotypical Youth Samples Type de document : Texte imprimé et/ou numérique Auteurs : Susan D. MAYES, Auteur Article en page(s) : p.3193-3193 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : https://doi.org/10.1007/s10803-024-06442-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=534
in Journal of Autism and Developmental Disorders > 54-8 (August 2024) . - p.3193-3193[article] Correction: Prevalence and Correlates of Poor Safety Awareness and Accidental Injury in ASD, ADHD, ASD?+?ADHD, and Neurotypical Youth Samples [Texte imprimé et/ou numérique] / Susan D. MAYES, Auteur . - p.3193-3193.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 54-8 (August 2024) . - p.3193-3193
Index. décimale : PER Périodiques En ligne : https://doi.org/10.1007/s10803-024-06442-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=534
Titre : Correction: Repetitive Behaviors in Autism and Obsessive-Compulsive Disorder: A Systematic Review Type de document : Texte imprimé et/ou numérique Auteurs : Matthew MCKENZIE, Auteur ; Cathryne LANG, Auteur ; Jessica PAYNTER, Auteur Article en page(s) : p.3194-3196 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : https://doi.org/10.1007/s10803-024-06450-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=534
in Journal of Autism and Developmental Disorders > 54-8 (August 2024) . - p.3194-3196[article] Correction: Repetitive Behaviors in Autism and Obsessive-Compulsive Disorder: A Systematic Review [Texte imprimé et/ou numérique] / Matthew MCKENZIE, Auteur ; Cathryne LANG, Auteur ; Jessica PAYNTER, Auteur . - p.3194-3196.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 54-8 (August 2024) . - p.3194-3196
Index. décimale : PER Périodiques En ligne : https://doi.org/10.1007/s10803-024-06450-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=534
