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Mention de date : January 2025
Paru le : 01/01/2025 |
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[n° ou bulletin]
[n° ou bulletin] 55-1 - January 2025 [Texte imprimé et/ou numérique] . - 2025. Langues : Anglais (eng)
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Exemplaires (1)
| Code-barres | Cote | Support | Localisation | Section | Disponibilité |
|---|---|---|---|---|---|
| PER0002227 | PER JAD | Périodique | Centre d'Information et de Documentation du CRA Rhône-Alpes | PER - Périodiques | Exclu du prêt |
Dépouillements
Ajouter le résultat dans votre panierCaregiver Perceptions of Social Communicationand Interaction: Development and Validation of the SCIPS / Maryellen Brunson MCCLAIN ; Megan E. GOLSON ; Cassity R. HAVERKAMP ; Bryn HARRIS ; Erica Ficklin ; Sarah E. SCHWARTZ ; Camille J. Wynn in Journal of Autism and Developmental Disorders, 55-1 (January 2025)
Titre : Caregiver Perceptions of Social Communicationand Interaction: Development and Validation of the SCIPS : Journal of Autism and Developmental Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Maryellen Brunson MCCLAIN, Auteur ; Megan E. GOLSON, Auteur ; Cassity R. HAVERKAMP, Auteur ; Bryn HARRIS, Auteur ; Erica Ficklin, Auteur ; Sarah E. SCHWARTZ, Auteur ; Camille J. Wynn, Auteur Article en page(s) : p.1-8 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Social communication and interaction (SC/I) skill quality may beinfluenced by cultural values, norms, and expectations. Because difficulties in SC/Iis a core criterion for identifying autism and is a frequent construct of interestin autism research, a measure designed to capture cross-cultural differences in theperspectives of SC/I skills is warranted. To address this need we developed andvalidated the Social Communication and Interaction Perceptions Scale (SCIPS), acaregiver report measure for children ages 6-18 years, that measuresboth frequency and perceived importance of various SC/I skills. Results from 401diverse caregiver participants showed that for both domains (i.e., Frequency andImportance) the SCIPS has good reliability (? = 0.88-0.95) and two factors thatexamine basic and advanced aspects of SC/I skills. Findings support the use of theSCIPS as a measure of caregiver perspectives of SC/I skills in clinical and researchcontexts. En ligne : https://doi.org/10.1007/s10803-022-05840-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546
in Journal of Autism and Developmental Disorders > 55-1 (January 2025) . - p.1-8[article] Caregiver Perceptions of Social Communicationand Interaction: Development and Validation of the SCIPS : Journal of Autism and Developmental Disorders [Texte imprimé et/ou numérique] / Maryellen Brunson MCCLAIN, Auteur ; Megan E. GOLSON, Auteur ; Cassity R. HAVERKAMP, Auteur ; Bryn HARRIS, Auteur ; Erica Ficklin, Auteur ; Sarah E. SCHWARTZ, Auteur ; Camille J. Wynn, Auteur . - p.1-8.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 55-1 (January 2025) . - p.1-8
Index. décimale : PER Périodiques Résumé : Social communication and interaction (SC/I) skill quality may beinfluenced by cultural values, norms, and expectations. Because difficulties in SC/Iis a core criterion for identifying autism and is a frequent construct of interestin autism research, a measure designed to capture cross-cultural differences in theperspectives of SC/I skills is warranted. To address this need we developed andvalidated the Social Communication and Interaction Perceptions Scale (SCIPS), acaregiver report measure for children ages 6-18 years, that measuresboth frequency and perceived importance of various SC/I skills. Results from 401diverse caregiver participants showed that for both domains (i.e., Frequency andImportance) the SCIPS has good reliability (? = 0.88-0.95) and two factors thatexamine basic and advanced aspects of SC/I skills. Findings support the use of theSCIPS as a measure of caregiver perspectives of SC/I skills in clinical and researchcontexts. En ligne : https://doi.org/10.1007/s10803-022-05840-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546
Titre : Examining Diagnostic Trends and GenderDifferences in the ADOS-II : Journal of Autism and Developmental Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Ingrid S. Tien, Auteur ; Amanda R. Johnson, Auteur ; Junok Kim, Auteur ; Jeffrey J. WOOD, Auteur Article en page(s) : p.1-9 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Approximately 3-4 boys for every girl meet the clinical criteriafor autism in studies of community diagnostic patterns and studies of autism usingsamples of convenience. However, girls with autism have been hypothesized to beunderdiagnosed, possibly because they may present with differing symptom profiles ascompared to boys. This secondary data analysis used the National Database of AutismResearch (NDAR) to examine how gender and symptom profiles are associated with oneanother in a gold standard assessment of autism symptoms, the Autism DiagnosticObservation Schedule II (ADOS-II; Lord, C., Luyster, R., Guthrie, W., &Pickles A. (2012a). Patterns of developmental trajectories in toddlers with autismspectrum disorder. Journal of Consulting and ClinicalPsychology, 80(3):477-489.https://doi.org/10.1037/a0027214. Epub 2012 Apr16. PMID: 22506796, PMCID: PMC3365612). ADOS-II scores from 6183 children ages6-14 years from 78 different studies in the NDAR indicated that gender was asignificant predictor of total algorithm, restrictive and repetitive behavioral, andsocial communicative difficulties composite severity scores. These findings suggestthat gender differences in ADOS scores are common in many samples and may reflect oncurrent diagnostic practices. En ligne : https://doi.org/10.1007/s10803-023-06191-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546
in Journal of Autism and Developmental Disorders > 55-1 (January 2025) . - p.1-9[article] Examining Diagnostic Trends and GenderDifferences in the ADOS-II : Journal of Autism and Developmental Disorders [Texte imprimé et/ou numérique] / Ingrid S. Tien, Auteur ; Amanda R. Johnson, Auteur ; Junok Kim, Auteur ; Jeffrey J. WOOD, Auteur . - p.1-9.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 55-1 (January 2025) . - p.1-9
Index. décimale : PER Périodiques Résumé : Approximately 3-4 boys for every girl meet the clinical criteriafor autism in studies of community diagnostic patterns and studies of autism usingsamples of convenience. However, girls with autism have been hypothesized to beunderdiagnosed, possibly because they may present with differing symptom profiles ascompared to boys. This secondary data analysis used the National Database of AutismResearch (NDAR) to examine how gender and symptom profiles are associated with oneanother in a gold standard assessment of autism symptoms, the Autism DiagnosticObservation Schedule II (ADOS-II; Lord, C., Luyster, R., Guthrie, W., &Pickles A. (2012a). Patterns of developmental trajectories in toddlers with autismspectrum disorder. Journal of Consulting and ClinicalPsychology, 80(3):477-489.https://doi.org/10.1037/a0027214. Epub 2012 Apr16. PMID: 22506796, PMCID: PMC3365612). ADOS-II scores from 6183 children ages6-14 years from 78 different studies in the NDAR indicated that gender was asignificant predictor of total algorithm, restrictive and repetitive behavioral, andsocial communicative difficulties composite severity scores. These findings suggestthat gender differences in ADOS scores are common in many samples and may reflect oncurrent diagnostic practices. En ligne : https://doi.org/10.1007/s10803-023-06191-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546
Titre : Overview of Meta-Analyses on Naturalistic Developmental Behavioral Interventions for Children with Autism Spectrum Disorder : Journal of Autism and Developmental Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Jinwei Song, Auteur ; Molly REILLY, Auteur ; Brian REICHOW, Auteur Article en page(s) : p.1-13 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : We conducted an overview of reviews to determine the effects of naturalistic developmental behavioral interventions (NDBIs; Schreibman et al. (2015) J Autism Dev Disorders 45:2411-2428) on children with autism spectrum disorder under 8 years old. We conducted an electronic database search of Academic Search Premier, CINHAL, ERIC, Medline, and APA PsycINFO in October 2022 and August 2023 and utilized snowball methods to locate relevant reviews of NDBI. We included reviews meeting the following inclusion criteria: (1) review included a meta-analytic synthesis for at least one child outcome; (2) primary studies examined a NDBI; (3) primary studies included children with ASD with a mean pre-treatment age under eight years; (4) primary studies were conducted using a two-group comparison design; and (5) review was published in English. We extracted data on characteristics of the review, participant characteristics from the primary studies, intervention characteristics, and assessed the risk of bias of the included reviews. We conducted a narrative synthesis across outcomes reported in the included reviews. We included five reviews from six reports in this overview. Two reviews included studies that examined the Early Start Denver Model, two reviews included studies that examined the Pivotal Response Treatment, and one review included studies examining NDBIs collectively. We found positive effects of NDBIs on child?s communication/language, cognition, and adaptive behavior. We found mixed effects for NDBIs on autism symptomatology and restricted and repetitive behaviors. Examination of moderator analyses reported in the included reviews suggested variables influencing the effects of NDBIs included proximity of outcome to intervention, boundedness of outcome to intervention, and study location. As shown in this overview, positive effects of NDBI for young children with ASD are supported by meta-analytic evidence. While the overall findings for NDBI across reviews are positive, the findings on specific outcomes and influential variables moderating the effects of NDBI are inconsistent. Additional evidence from randomized controlled trials and future meta-analyses are needed to strengthen our knowledge of the effects of NDBI for young children with ASD. En ligne : https://doi.org/10.1007/s10803-023-06198-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546
in Journal of Autism and Developmental Disorders > 55-1 (January 2025) . - p.1-13[article] Overview of Meta-Analyses on Naturalistic Developmental Behavioral Interventions for Children with Autism Spectrum Disorder : Journal of Autism and Developmental Disorders [Texte imprimé et/ou numérique] / Jinwei Song, Auteur ; Molly REILLY, Auteur ; Brian REICHOW, Auteur . - p.1-13.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 55-1 (January 2025) . - p.1-13
Index. décimale : PER Périodiques Résumé : We conducted an overview of reviews to determine the effects of naturalistic developmental behavioral interventions (NDBIs; Schreibman et al. (2015) J Autism Dev Disorders 45:2411-2428) on children with autism spectrum disorder under 8 years old. We conducted an electronic database search of Academic Search Premier, CINHAL, ERIC, Medline, and APA PsycINFO in October 2022 and August 2023 and utilized snowball methods to locate relevant reviews of NDBI. We included reviews meeting the following inclusion criteria: (1) review included a meta-analytic synthesis for at least one child outcome; (2) primary studies examined a NDBI; (3) primary studies included children with ASD with a mean pre-treatment age under eight years; (4) primary studies were conducted using a two-group comparison design; and (5) review was published in English. We extracted data on characteristics of the review, participant characteristics from the primary studies, intervention characteristics, and assessed the risk of bias of the included reviews. We conducted a narrative synthesis across outcomes reported in the included reviews. We included five reviews from six reports in this overview. Two reviews included studies that examined the Early Start Denver Model, two reviews included studies that examined the Pivotal Response Treatment, and one review included studies examining NDBIs collectively. We found positive effects of NDBIs on child?s communication/language, cognition, and adaptive behavior. We found mixed effects for NDBIs on autism symptomatology and restricted and repetitive behaviors. Examination of moderator analyses reported in the included reviews suggested variables influencing the effects of NDBIs included proximity of outcome to intervention, boundedness of outcome to intervention, and study location. As shown in this overview, positive effects of NDBI for young children with ASD are supported by meta-analytic evidence. While the overall findings for NDBI across reviews are positive, the findings on specific outcomes and influential variables moderating the effects of NDBI are inconsistent. Additional evidence from randomized controlled trials and future meta-analyses are needed to strengthen our knowledge of the effects of NDBI for young children with ASD. En ligne : https://doi.org/10.1007/s10803-023-06198-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546
Titre : Telecoaching for Parents of Young Autistic Children Using Strength-Based Video Feedback : Journal of Autism and Developmental Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Ciara L. Ousley, Auteur ; Tracy J. RAULSTON, Auteur ; Christina S. GILHUBER, Auteur Article en page(s) : p.14-29 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Parent-implemented Naturalistic Developmental Behavioral Interventions (NDBIs), rooted from applied behavioral and developmental sciences, focus on empowering families by training and coaching natural change agents to embed evidence-based strategies during regular events or contexts (e.g., play time). No research, however, has relied on strength-based video feedback coaching within parent-implemented NDBIs while providing flexibility with self-recorded sessions. We conducted a single case multiple-baseline design across five parent-child dyads to evaluate the effects of a telepractice-based parent-training on five NDBI strategies (i.e., Follow and Imitate, Model Language, Arrange Environment, Wait Time, Reward and Expand), utilizing strength-based video feedback coaching with parents (i.e., two mothers and three fathers) of young autistic children (i.e., ages 2 to 5) on parent strategy use and child social communication. An additional coaching package (i.e., parent self-reflections, goal setting, and joint discussions) was introduced to parents who did not meet a predetermined criterion. Maintenance data were collected 2-, 4-, and 6-weeks after intervention concluded. Visual analyses, nonoverlap calculations, and standardized mean difference effect sizes indicate strong effects for parent strategy use and small, varied effects on child social communication. Maintenance of parent strategy use and child social communication varied, with most remaining at equivalent or higher levels. Parent-implemented interventions that are delivered via telepractice may continue to be successful when coaching is focused on the parents' strengths, all coaching feedback is provided asynchronously, and families can flexibly record sessions based upon their week?s schedules rather than relying on regularly scheduled meeting times with a coach. En ligne : https://doi.org/10.1007/s10803-023-06199-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546
in Journal of Autism and Developmental Disorders > 55-1 (January 2025) . - p.14-29[article] Telecoaching for Parents of Young Autistic Children Using Strength-Based Video Feedback : Journal of Autism and Developmental Disorders [Texte imprimé et/ou numérique] / Ciara L. Ousley, Auteur ; Tracy J. RAULSTON, Auteur ; Christina S. GILHUBER, Auteur . - p.14-29.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 55-1 (January 2025) . - p.14-29
Index. décimale : PER Périodiques Résumé : Parent-implemented Naturalistic Developmental Behavioral Interventions (NDBIs), rooted from applied behavioral and developmental sciences, focus on empowering families by training and coaching natural change agents to embed evidence-based strategies during regular events or contexts (e.g., play time). No research, however, has relied on strength-based video feedback coaching within parent-implemented NDBIs while providing flexibility with self-recorded sessions. We conducted a single case multiple-baseline design across five parent-child dyads to evaluate the effects of a telepractice-based parent-training on five NDBI strategies (i.e., Follow and Imitate, Model Language, Arrange Environment, Wait Time, Reward and Expand), utilizing strength-based video feedback coaching with parents (i.e., two mothers and three fathers) of young autistic children (i.e., ages 2 to 5) on parent strategy use and child social communication. An additional coaching package (i.e., parent self-reflections, goal setting, and joint discussions) was introduced to parents who did not meet a predetermined criterion. Maintenance data were collected 2-, 4-, and 6-weeks after intervention concluded. Visual analyses, nonoverlap calculations, and standardized mean difference effect sizes indicate strong effects for parent strategy use and small, varied effects on child social communication. Maintenance of parent strategy use and child social communication varied, with most remaining at equivalent or higher levels. Parent-implemented interventions that are delivered via telepractice may continue to be successful when coaching is focused on the parents' strengths, all coaching feedback is provided asynchronously, and families can flexibly record sessions based upon their week?s schedules rather than relying on regularly scheduled meeting times with a coach. En ligne : https://doi.org/10.1007/s10803-023-06199-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546
Titre : Development of a Novel Telemedicine Tool to Reduce Disparities Related to the Identification of Preschool Children with Autism : Journal of Autism and Developmental Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Liliana WAGNER, Auteur ; Alison VEHORN, Auteur ; Amy S. WEITLAUF, Auteur ; Ambar Munoz Lavanderos, Auteur ; Joshua WADE, Auteur ; Laura CORONA, Auteur ; Zachary WARREN, Auteur Article en page(s) : p.30-42 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The wait for ASD evaluation dramatically increases with age, with wait times of a year or more common as children reach preschool. Even when appointments become available, families from traditionally underserved groups struggle to access care. Addressing care disparities requires designing identification tools and processes specifically for and with individuals most at-risk for health inequities. This work describes the development of a novel telemedicine-based ASD assessment tool, the TELE-ASD-PEDS-Preschool (TAP-Preschool). We applied machine learning models to a clinical data set of preschoolers with ASD and other developmental concerns (n = 914) to generate behavioral targets that best distinguish ASD and non-ASD features. We conducted focus groups with clinicians, early interventionists, and parents of children with ASD from traditionally underrepresented racial/ethnic and linguistic groups. Focus group themes and machine learning analyses were used to generate a play-based instrument with assessment tasks and scoring procedures based on the child?s language (i.e., TAP-P Verbal, TAP-P Non-verbal). TAP-P procedures were piloted with 30 families. Use of the instrument in isolation (i.e., without history or collateral information) yielded accurate diagnostic classification in 63% of cases. Children with existing ASD diagnoses received higher TAP-P scores, relative to children with other developmental concerns. Clinician diagnostic accuracy and certainty were higher when confirming existing ASD diagnoses (80% agreement) than when ruling out ASD in children with other developmental concerns (30% agreement). Utilizing an equity approach to understand the functionality and impact of tele-assessment for preschool children has potential to transform the ASD evaluation process and improve care access. En ligne : https://doi.org/10.1007/s10803-023-06176-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546
in Journal of Autism and Developmental Disorders > 55-1 (January 2025) . - p.30-42[article] Development of a Novel Telemedicine Tool to Reduce Disparities Related to the Identification of Preschool Children with Autism : Journal of Autism and Developmental Disorders [Texte imprimé et/ou numérique] / Liliana WAGNER, Auteur ; Alison VEHORN, Auteur ; Amy S. WEITLAUF, Auteur ; Ambar Munoz Lavanderos, Auteur ; Joshua WADE, Auteur ; Laura CORONA, Auteur ; Zachary WARREN, Auteur . - p.30-42.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 55-1 (January 2025) . - p.30-42
Index. décimale : PER Périodiques Résumé : The wait for ASD evaluation dramatically increases with age, with wait times of a year or more common as children reach preschool. Even when appointments become available, families from traditionally underserved groups struggle to access care. Addressing care disparities requires designing identification tools and processes specifically for and with individuals most at-risk for health inequities. This work describes the development of a novel telemedicine-based ASD assessment tool, the TELE-ASD-PEDS-Preschool (TAP-Preschool). We applied machine learning models to a clinical data set of preschoolers with ASD and other developmental concerns (n = 914) to generate behavioral targets that best distinguish ASD and non-ASD features. We conducted focus groups with clinicians, early interventionists, and parents of children with ASD from traditionally underrepresented racial/ethnic and linguistic groups. Focus group themes and machine learning analyses were used to generate a play-based instrument with assessment tasks and scoring procedures based on the child?s language (i.e., TAP-P Verbal, TAP-P Non-verbal). TAP-P procedures were piloted with 30 families. Use of the instrument in isolation (i.e., without history or collateral information) yielded accurate diagnostic classification in 63% of cases. Children with existing ASD diagnoses received higher TAP-P scores, relative to children with other developmental concerns. Clinician diagnostic accuracy and certainty were higher when confirming existing ASD diagnoses (80% agreement) than when ruling out ASD in children with other developmental concerns (30% agreement). Utilizing an equity approach to understand the functionality and impact of tele-assessment for preschool children has potential to transform the ASD evaluation process and improve care access. En ligne : https://doi.org/10.1007/s10803-023-06176-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546
Titre : Telehealth as a Psychological Intervention for Caregivers of Children with Neurodevelopmental Disorders: A Systematic Review with Effect Sizes : Journal of Autism and Developmental Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Ellen Kelson, Auteur ; Diana Dorstyn, Auteur Article en page(s) : p.43-58 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Caregivers of children with a neurodevelopmental disorder report increased mental health difficulties but also barriers to accessing professional support. Psychological interventions via telehealth offer an accessible method of service delivery for these families. This review is the first to quantitatively evaluate available telehealth trials designed to promote caregivers' mental health. The PubMed, PsycINFO, CINAHL, Embase and Cochrane databases (from inception until 20th May 2023) were searched for telehealth trials targeting caregiver mental health. Hedges' g effect sizes were calculated, and findings reported by symptom domain (depression, anxiety, stress, distress), telehealth format (individual vs. group), and modality (webpage, text-messaging, video). Reporting bias (QualSyst tool) and publication bias (Doi plot) were also assessed. Twelve independent studies (N = 769 caregivers), including eight controlled trials and four quasi-experimental (pre-post, single group) designs, were included. Most studies were of acceptable methodological quality. Evidence for improved mental health was found for telehealth (g range = 0.394-1.955), regardless of the method of delivery. The longevity of these effects could not, however, be determined. The present findings suggest that psychological interventions delivered by telephone and/or the internet can be used to effectively manage caregivers' mental health symptoms, although consideration must be given to an individual?s treatment preferences and requirements. Further non-inferiority trials, with a diverse sample, can determine whether telehealth interventions provide a comparable alternative to face-to-face treatment. Protocol registration on Open Science Framework: https://osf.io/ctqne/. En ligne : https://doi.org/10.1007/s10803-023-06185-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546
in Journal of Autism and Developmental Disorders > 55-1 (January 2025) . - p.43-58[article] Telehealth as a Psychological Intervention for Caregivers of Children with Neurodevelopmental Disorders: A Systematic Review with Effect Sizes : Journal of Autism and Developmental Disorders [Texte imprimé et/ou numérique] / Ellen Kelson, Auteur ; Diana Dorstyn, Auteur . - p.43-58.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 55-1 (January 2025) . - p.43-58
Index. décimale : PER Périodiques Résumé : Caregivers of children with a neurodevelopmental disorder report increased mental health difficulties but also barriers to accessing professional support. Psychological interventions via telehealth offer an accessible method of service delivery for these families. This review is the first to quantitatively evaluate available telehealth trials designed to promote caregivers' mental health. The PubMed, PsycINFO, CINAHL, Embase and Cochrane databases (from inception until 20th May 2023) were searched for telehealth trials targeting caregiver mental health. Hedges' g effect sizes were calculated, and findings reported by symptom domain (depression, anxiety, stress, distress), telehealth format (individual vs. group), and modality (webpage, text-messaging, video). Reporting bias (QualSyst tool) and publication bias (Doi plot) were also assessed. Twelve independent studies (N = 769 caregivers), including eight controlled trials and four quasi-experimental (pre-post, single group) designs, were included. Most studies were of acceptable methodological quality. Evidence for improved mental health was found for telehealth (g range = 0.394-1.955), regardless of the method of delivery. The longevity of these effects could not, however, be determined. The present findings suggest that psychological interventions delivered by telephone and/or the internet can be used to effectively manage caregivers' mental health symptoms, although consideration must be given to an individual?s treatment preferences and requirements. Further non-inferiority trials, with a diverse sample, can determine whether telehealth interventions provide a comparable alternative to face-to-face treatment. Protocol registration on Open Science Framework: https://osf.io/ctqne/. En ligne : https://doi.org/10.1007/s10803-023-06185-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546
Titre : The Relationship Between Social Skills and Sensory Profile, Emotion Regulation, and Empathizing/Systemizing in Adolescents on the Autism Spectrum : Journal of Autism and Developmental Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Sezen KOSE, Auteur ; Furkan Turer, Auteur ; Ipek Inal Kaleli, Auteur ; Hilal Nur Calik Senturk, Auteur ; Damla Hazal Ozuysal Uyar, Auteur ; Tezan BILDIK, Auteur Article en page(s) : p.59-75 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study aims to evaluate the relationship between social skills and sensory features, emotion regulation, and empathy in adolescents on the autism spectrum. One hundred and twenty-three adolescents were included in the study (50 autistic, 73 typically developing-TD adolescents). The participants filled out the Adolescent/Adult Sensory Profile (AASP) and Emotion Regulation Questionnaire. Parents of the participants completed the Child Empathy and Systemizing Quotient (EQ-C/SQ-C) and Autism-Social Skills Profile (ASSP) scales. Social reciprocity, social participation/avoidance, ASSP total scores, empathy and systemizing scores were lower, and detrimental social behaviors, low registration sensory profile scores were higher in the autism spectrum group. While a difference between genders was observed in sensory sensitivity, sensation avoiding, low registration quadrants and empathy scores, no gender and group interaction was found in any domain. Social skill total scores were correlated to sensation seeking and low registration sensory features, empathy, systemizing, and reappraisal emotion regulation scores. A hierarchical multiple linear regression analysis was conducted controlling for group and gender, sensation seeking (p = .032, ? = 0.138), low registration (p = .012, ? = ? 0.215) of the AASP, and empathy (p < .001, ? = 0.555) and systemizing (p = .033, ? = 0.138) scores of the EQ/SQ-C was found to significantly predict social skill total scores. Although emotional regulation strategies may play a role, sensory processing features and empathy and systemizing skills seem to be the more significant contributors to social skills during adolescence. Interventions targeting sensory processing and especially improving empathy and systematization skills may positively affect social skills in adolescents on the autism spectrum. En ligne : https://doi.org/10.1007/s10803-023-06190-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546
in Journal of Autism and Developmental Disorders > 55-1 (January 2025) . - p.59-75[article] The Relationship Between Social Skills and Sensory Profile, Emotion Regulation, and Empathizing/Systemizing in Adolescents on the Autism Spectrum : Journal of Autism and Developmental Disorders [Texte imprimé et/ou numérique] / Sezen KOSE, Auteur ; Furkan Turer, Auteur ; Ipek Inal Kaleli, Auteur ; Hilal Nur Calik Senturk, Auteur ; Damla Hazal Ozuysal Uyar, Auteur ; Tezan BILDIK, Auteur . - p.59-75.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 55-1 (January 2025) . - p.59-75
Index. décimale : PER Périodiques Résumé : This study aims to evaluate the relationship between social skills and sensory features, emotion regulation, and empathy in adolescents on the autism spectrum. One hundred and twenty-three adolescents were included in the study (50 autistic, 73 typically developing-TD adolescents). The participants filled out the Adolescent/Adult Sensory Profile (AASP) and Emotion Regulation Questionnaire. Parents of the participants completed the Child Empathy and Systemizing Quotient (EQ-C/SQ-C) and Autism-Social Skills Profile (ASSP) scales. Social reciprocity, social participation/avoidance, ASSP total scores, empathy and systemizing scores were lower, and detrimental social behaviors, low registration sensory profile scores were higher in the autism spectrum group. While a difference between genders was observed in sensory sensitivity, sensation avoiding, low registration quadrants and empathy scores, no gender and group interaction was found in any domain. Social skill total scores were correlated to sensation seeking and low registration sensory features, empathy, systemizing, and reappraisal emotion regulation scores. A hierarchical multiple linear regression analysis was conducted controlling for group and gender, sensation seeking (p = .032, ? = 0.138), low registration (p = .012, ? = ? 0.215) of the AASP, and empathy (p < .001, ? = 0.555) and systemizing (p = .033, ? = 0.138) scores of the EQ/SQ-C was found to significantly predict social skill total scores. Although emotional regulation strategies may play a role, sensory processing features and empathy and systemizing skills seem to be the more significant contributors to social skills during adolescence. Interventions targeting sensory processing and especially improving empathy and systematization skills may positively affect social skills in adolescents on the autism spectrum. En ligne : https://doi.org/10.1007/s10803-023-06190-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546
Titre : Siblings FORWARD: Development of a New Program to Engage Siblings of Autistic Adults in Future Planning : Journal of Autism and Developmental Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Kristin A. LONG, Auteur ; Jade LaRochelle, Auteur ; Monica Gordillo, Auteur ; Emily M. Pariseau, Auteur ; Melissa G. DeCelle, Auteur ; Gael Orsmond, Auteur Article en page(s) : p.76-93 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The adult service system does not adequately meet the needs of autistic adults, prompting families to continue their supportive roles. Siblings frequently assume these roles when parents are no longer able to do so, often without preparation or planning. We received feedback on the proposed Siblings FORWARD (Focusing on Relationships, Well-being, and Responsibility aheaD) program concept, which would involve 6-7 individualized sessions over?~?3 months and would facilitate siblings' proactive future planning involvement with their autistic family member. Siblings FORWARD would bolster siblings' skills, knowledge, and self-efficacy to engage in future planning with their family members. We report on perceived need for a sibling program and feedback on the proposed program goals, content, and design. Adult siblings (n = 13), autistic adults (n = 6), and service providers (n = 17) participated in individual interviews or focus groups. Data were systematically coded and analyzed using directed content analysis. Siblings, autistic adults, and service providers expressed high enthusiasm for the Siblings FORWARD concept. Participants indicated that the combination of skill-building and education would promote continued, collaborative future planning that persists after the formal program ends. They had positive impressions of the program concept, goals, content, and design, including the telehealth delivery model. Siblings and autistic adults reported wanting to participate in Siblings FORWARD. This uniform, strong enthusiasm for the Siblings FORWARD concept warrants moving forward to examine preliminary acceptability and feasibility. Ultimately, greater sibling involvement in family future planning may improve autistic adults' functioning through improved continuity of care and support across adulthood. En ligne : https://doi.org/10.1007/s10803-023-06178-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546
in Journal of Autism and Developmental Disorders > 55-1 (January 2025) . - p.76-93[article] Siblings FORWARD: Development of a New Program to Engage Siblings of Autistic Adults in Future Planning : Journal of Autism and Developmental Disorders [Texte imprimé et/ou numérique] / Kristin A. LONG, Auteur ; Jade LaRochelle, Auteur ; Monica Gordillo, Auteur ; Emily M. Pariseau, Auteur ; Melissa G. DeCelle, Auteur ; Gael Orsmond, Auteur . - p.76-93.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 55-1 (January 2025) . - p.76-93
Index. décimale : PER Périodiques Résumé : The adult service system does not adequately meet the needs of autistic adults, prompting families to continue their supportive roles. Siblings frequently assume these roles when parents are no longer able to do so, often without preparation or planning. We received feedback on the proposed Siblings FORWARD (Focusing on Relationships, Well-being, and Responsibility aheaD) program concept, which would involve 6-7 individualized sessions over?~?3 months and would facilitate siblings' proactive future planning involvement with their autistic family member. Siblings FORWARD would bolster siblings' skills, knowledge, and self-efficacy to engage in future planning with their family members. We report on perceived need for a sibling program and feedback on the proposed program goals, content, and design. Adult siblings (n = 13), autistic adults (n = 6), and service providers (n = 17) participated in individual interviews or focus groups. Data were systematically coded and analyzed using directed content analysis. Siblings, autistic adults, and service providers expressed high enthusiasm for the Siblings FORWARD concept. Participants indicated that the combination of skill-building and education would promote continued, collaborative future planning that persists after the formal program ends. They had positive impressions of the program concept, goals, content, and design, including the telehealth delivery model. Siblings and autistic adults reported wanting to participate in Siblings FORWARD. This uniform, strong enthusiasm for the Siblings FORWARD concept warrants moving forward to examine preliminary acceptability and feasibility. Ultimately, greater sibling involvement in family future planning may improve autistic adults' functioning through improved continuity of care and support across adulthood. En ligne : https://doi.org/10.1007/s10803-023-06178-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546
Titre : Early Intervention Provider-Reported NDBI Use and Relationships with Provider- to System-Level Implementation Determinants : Journal of Autism and Developmental Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Nicole HENDRIX, Auteur ; Emma CHATSON, Auteur ; Hannah Davies, Auteur ; Brooke Demetri, Auteur ; Yijin Xiang, Auteur ; Millena Yohannes, Auteur ; Ainsley Buck, Auteur ; Shannon Harper, Auteur ; Jennifer STAPEL-WAX, Auteur ; Katherine PICKARD, Auteur Article en page(s) : p.103-113 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : An expanding evidence base has advocated for delivery of naturalistic developmental behavioral interventions (NDBIs) within community systems, thus extending the reach of these practices to young autistic children. The current study examined provider-reported use of NBDIs within a Part C Early Intervention (EI) system and the extent to which provider background, attitudes, and perceived organizational support predicted NDBI use. Results from 100 EI providers representing multiple disciplines indicated reported use of NDBI strategies within their practice despite inconsistent reported competency with manualized NDBI programs. Although NDBI strategy use was not predicted by provider experiences or perceived organizational support, provider openness to new interventions predicted the reported use of NDBI strategies. Future directions include mixed methods data collection across and within EI systems to better understand NDBI use and ultimately facilitate NDBI implementation. En ligne : https://doi.org/10.1007/s10803-023-06203-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546
in Journal of Autism and Developmental Disorders > 55-1 (January 2025) . - p.103-113[article] Early Intervention Provider-Reported NDBI Use and Relationships with Provider- to System-Level Implementation Determinants : Journal of Autism and Developmental Disorders [Texte imprimé et/ou numérique] / Nicole HENDRIX, Auteur ; Emma CHATSON, Auteur ; Hannah Davies, Auteur ; Brooke Demetri, Auteur ; Yijin Xiang, Auteur ; Millena Yohannes, Auteur ; Ainsley Buck, Auteur ; Shannon Harper, Auteur ; Jennifer STAPEL-WAX, Auteur ; Katherine PICKARD, Auteur . - p.103-113.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 55-1 (January 2025) . - p.103-113
Index. décimale : PER Périodiques Résumé : An expanding evidence base has advocated for delivery of naturalistic developmental behavioral interventions (NDBIs) within community systems, thus extending the reach of these practices to young autistic children. The current study examined provider-reported use of NBDIs within a Part C Early Intervention (EI) system and the extent to which provider background, attitudes, and perceived organizational support predicted NDBI use. Results from 100 EI providers representing multiple disciplines indicated reported use of NDBI strategies within their practice despite inconsistent reported competency with manualized NDBI programs. Although NDBI strategy use was not predicted by provider experiences or perceived organizational support, provider openness to new interventions predicted the reported use of NDBI strategies. Future directions include mixed methods data collection across and within EI systems to better understand NDBI use and ultimately facilitate NDBI implementation. En ligne : https://doi.org/10.1007/s10803-023-06203-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546
Titre : From Symptomatology to Functioning - Applying the ICF to Autism Measures to Facilitate Neurodiversity-Affirmative Data Harmonization : Journal of Autism and Developmental Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Melissa H. BLACK, Auteur ; Karl Lundin Remnélius, Auteur ; Lovisa ALEHAGEN, Auteur ; Thomas BOURGERON, Auteur ; Sven BÖLTE, Auteur Article en page(s) : p.114-129 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : A considerable number of screening and diagnostic tools for autism exist, but variability in these measures presents challenges to data harmonization and the comparability and generalizability of findings. At the same time, there is a movement away from autism symptomatology to stances that capture heterogeneity and appreciate diversity. The International Classification of Functioning, Disability and Health (ICF) provides a classification system that can support content harmonization of different screening and diagnostic tools for autism while enabling the translation of diagnostic information into functioning. En ligne : https://doi.org/10.1007/s10803-023-06204-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546
in Journal of Autism and Developmental Disorders > 55-1 (January 2025) . - p.114-129[article] From Symptomatology to Functioning - Applying the ICF to Autism Measures to Facilitate Neurodiversity-Affirmative Data Harmonization : Journal of Autism and Developmental Disorders [Texte imprimé et/ou numérique] / Melissa H. BLACK, Auteur ; Karl Lundin Remnélius, Auteur ; Lovisa ALEHAGEN, Auteur ; Thomas BOURGERON, Auteur ; Sven BÖLTE, Auteur . - p.114-129.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 55-1 (January 2025) . - p.114-129
Index. décimale : PER Périodiques Résumé : A considerable number of screening and diagnostic tools for autism exist, but variability in these measures presents challenges to data harmonization and the comparability and generalizability of findings. At the same time, there is a movement away from autism symptomatology to stances that capture heterogeneity and appreciate diversity. The International Classification of Functioning, Disability and Health (ICF) provides a classification system that can support content harmonization of different screening and diagnostic tools for autism while enabling the translation of diagnostic information into functioning. En ligne : https://doi.org/10.1007/s10803-023-06204-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546
Titre : Investigating Social Competence in a Pilot Randomized Clinical Trial of a Theatre-Based Intervention Enhanced for Adults with Autism Spectrum Disorder : Journal of Autism and Developmental Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Blythe A. CORBETT, Auteur ; Alexandra P. KEY, Auteur ; Mark E. KLEMENCIC, Auteur ; Rachael A. MUSCATELLO, Auteur ; Dorita JONES, Auteur ; Jennifer Pilkington, Auteur ; Christina BURROUGHS, Auteur ; Simon VANDEKAR, Auteur Article en page(s) : p.130-146 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Autism spectrum disorder (ASD) is characterized by challenges in social competence that persist in adulthood, yet few treatment options exist. A pilot randomized clinical trial (RCT) of a peer-mediated, theatre-based intervention with established efficacy in youth with ASD was examined in autistic adults. The final sample consisted of forty-seven 18-to-40-year-old participants randomized to the experimental (EXP N = 23) or waitlist control (WLC N = 24) condition. A multimodal, social interdependent model was employed to examine social competence changes in brain (incidental face memory (IFM) using event-related potentials), cognition (Wechsler Memory Scale-III), behavior (Contextual Assessment of Social Skills) and function (Social Responsiveness Scale (SRS); Adaptive Behavior Assessment Scale (ABAS) Social Composite). Using analysis of covariance in which pretest was controlled in the model, posttest between-group differences were observed on IFM (p = 0.016, ?2 = 0.139, d = 0.79) and several social and adaptive functional (SRS, ABAS) outcomes in social communication and interaction (SCI) (p = 0.019, ?2 = 0.121, d = -00.45), communication (p = 0.044 ?2 = 0.09, d = -00.31), and motivation (p = 0.001, ?2 = 0.229, d = -0.79) domains. At two-month follow-up, gains in social motivation remained (p = 0.041, ?2 = 0.100, d = -0.77). The results offer preliminary support for a unique theatre-based social skills intervention for autistic adults who have few treatment options to enhance social competence. The trial was pre-registered with ClinicalTrials.gov (Identifier: NCT04349644). En ligne : https://doi.org/10.1007/s10803-023-06214-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546
in Journal of Autism and Developmental Disorders > 55-1 (January 2025) . - p.130-146[article] Investigating Social Competence in a Pilot Randomized Clinical Trial of a Theatre-Based Intervention Enhanced for Adults with Autism Spectrum Disorder : Journal of Autism and Developmental Disorders [Texte imprimé et/ou numérique] / Blythe A. CORBETT, Auteur ; Alexandra P. KEY, Auteur ; Mark E. KLEMENCIC, Auteur ; Rachael A. MUSCATELLO, Auteur ; Dorita JONES, Auteur ; Jennifer Pilkington, Auteur ; Christina BURROUGHS, Auteur ; Simon VANDEKAR, Auteur . - p.130-146.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 55-1 (January 2025) . - p.130-146
Index. décimale : PER Périodiques Résumé : Autism spectrum disorder (ASD) is characterized by challenges in social competence that persist in adulthood, yet few treatment options exist. A pilot randomized clinical trial (RCT) of a peer-mediated, theatre-based intervention with established efficacy in youth with ASD was examined in autistic adults. The final sample consisted of forty-seven 18-to-40-year-old participants randomized to the experimental (EXP N = 23) or waitlist control (WLC N = 24) condition. A multimodal, social interdependent model was employed to examine social competence changes in brain (incidental face memory (IFM) using event-related potentials), cognition (Wechsler Memory Scale-III), behavior (Contextual Assessment of Social Skills) and function (Social Responsiveness Scale (SRS); Adaptive Behavior Assessment Scale (ABAS) Social Composite). Using analysis of covariance in which pretest was controlled in the model, posttest between-group differences were observed on IFM (p = 0.016, ?2 = 0.139, d = 0.79) and several social and adaptive functional (SRS, ABAS) outcomes in social communication and interaction (SCI) (p = 0.019, ?2 = 0.121, d = -00.45), communication (p = 0.044 ?2 = 0.09, d = -00.31), and motivation (p = 0.001, ?2 = 0.229, d = -0.79) domains. At two-month follow-up, gains in social motivation remained (p = 0.041, ?2 = 0.100, d = -0.77). The results offer preliminary support for a unique theatre-based social skills intervention for autistic adults who have few treatment options to enhance social competence. The trial was pre-registered with ClinicalTrials.gov (Identifier: NCT04349644). En ligne : https://doi.org/10.1007/s10803-023-06214-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546
Titre : Autistic Characteristics in a Nationally Representative Clinical Sample of Adolescents Seeking Medical Gender-Affirming Treatment in Norway : Journal of Autism and Developmental Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Linda W. David, Auteur ; Nina STENBERG, Auteur ; Trond H. DISETH, Auteur ; Sissel Berge HELVERSCHOU, Auteur ; Cecilie Bjertness Nyquist, Auteur ; Roald A. ØIEN, Auteur ; Anne Waehre, Auteur Article en page(s) : p.147-157 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Several studies have reported on the intersection of autism and gender incongruence (GI) in clinical populations. This study aims to investigate autistic characteristics and registered autism spectrum diagnoses (ASD) in a clinical cohort of 83 adolescents referred to the National Gender Team for Children and Adolescents in Norway during 2020. En ligne : https://doi.org/10.1007/s10803-023-06181-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546
in Journal of Autism and Developmental Disorders > 55-1 (January 2025) . - p.147-157[article] Autistic Characteristics in a Nationally Representative Clinical Sample of Adolescents Seeking Medical Gender-Affirming Treatment in Norway : Journal of Autism and Developmental Disorders [Texte imprimé et/ou numérique] / Linda W. David, Auteur ; Nina STENBERG, Auteur ; Trond H. DISETH, Auteur ; Sissel Berge HELVERSCHOU, Auteur ; Cecilie Bjertness Nyquist, Auteur ; Roald A. ØIEN, Auteur ; Anne Waehre, Auteur . - p.147-157.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 55-1 (January 2025) . - p.147-157
Index. décimale : PER Périodiques Résumé : Several studies have reported on the intersection of autism and gender incongruence (GI) in clinical populations. This study aims to investigate autistic characteristics and registered autism spectrum diagnoses (ASD) in a clinical cohort of 83 adolescents referred to the National Gender Team for Children and Adolescents in Norway during 2020. En ligne : https://doi.org/10.1007/s10803-023-06181-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546
Titre : Comparison of the Clancy Autism Behavior Scale and Autism Behavior Checklist for Screening Autism Spectrum Disorder : Journal of Autism and Developmental Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Kunyi Lan, Auteur ; X. X. Wang, Auteur ; Yan?e Lu, Auteur ; Anyi Zhang, Auteur ; Meixiang JIA, Auteur ; Lin Lu, Auteur ; Y. B. Wei, Auteur ; J. J. Liu, Auteur Article en page(s) : p.158-165 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : To make early detection of individuals with autism spectrum disorder (ASD), caregiver-report instruments remain an efficient and adaptable option for the preliminary assessment. This study aimed to compare the psychometric properties of the Clancy Autism Behavior Scale (CABS) and Autism Behavior Checklist (ABC) as screening tools for ASD by caregivers. En ligne : https://doi.org/10.1007/s10803-023-06180-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546
in Journal of Autism and Developmental Disorders > 55-1 (January 2025) . - p.158-165[article] Comparison of the Clancy Autism Behavior Scale and Autism Behavior Checklist for Screening Autism Spectrum Disorder : Journal of Autism and Developmental Disorders [Texte imprimé et/ou numérique] / Kunyi Lan, Auteur ; X. X. Wang, Auteur ; Yan?e Lu, Auteur ; Anyi Zhang, Auteur ; Meixiang JIA, Auteur ; Lin Lu, Auteur ; Y. B. Wei, Auteur ; J. J. Liu, Auteur . - p.158-165.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 55-1 (January 2025) . - p.158-165
Index. décimale : PER Périodiques Résumé : To make early detection of individuals with autism spectrum disorder (ASD), caregiver-report instruments remain an efficient and adaptable option for the preliminary assessment. This study aimed to compare the psychometric properties of the Clancy Autism Behavior Scale (CABS) and Autism Behavior Checklist (ABC) as screening tools for ASD by caregivers. En ligne : https://doi.org/10.1007/s10803-023-06180-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546
Titre : Navigating the Transition to Adulthood: Insights from Caregivers of Autistic Individuals : Journal of Autism and Developmental Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Samara M. Wolpe, Auteur ; Amanda R. Johnson, Auteur ; Sunny KIM, Auteur Article en page(s) : p.166-180 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : With many teens having to transition from a mainly educational system of support to a set of health and social service systems (Shattuck et al. in Autism Res Treat https://doi.org/10.1155/2014/924182, 2017), there is a critical need to advance research and support services in the area of autism and transition to aid autistic* individuals and their families. This study aims to learn more about the experiences of caregivers of autistic young adults, their experiences navigating the transition process post-graduation, and what realistic steps could be undertaken by high schools, vocational schools, colleges, Regional Centers, and places of employment to ease this transition. Ten semi-structured interviews were conducted with caregivers of autistic young adults over the age of 18 focused on their experiences helping their children navigate the transition to adulthood. Using an iterative and inductive coding approach, three overarching themes were uncovered with twelve subthemes. The three major themes recurring in caregiver interviews were their experiences with navigating service receipt, exploring the landscape of opportunities available for their children, and the parent experiences specific to their role in their child?s transition into adulthood. Findings from this study provide a chance for stakeholders to learn from the lived experiences of caregivers navigating the frustration and confusion pertaining to transition for their autistic adult child due to the highly prohibitive access to service receipt, experiencing significant financial burdens, finding a niche for their children that fits their needs, desires, and talents, and managing their well-being. En ligne : https://doi.org/10.1007/s10803-023-06196-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546
in Journal of Autism and Developmental Disorders > 55-1 (January 2025) . - p.166-180[article] Navigating the Transition to Adulthood: Insights from Caregivers of Autistic Individuals : Journal of Autism and Developmental Disorders [Texte imprimé et/ou numérique] / Samara M. Wolpe, Auteur ; Amanda R. Johnson, Auteur ; Sunny KIM, Auteur . - p.166-180.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 55-1 (January 2025) . - p.166-180
Index. décimale : PER Périodiques Résumé : With many teens having to transition from a mainly educational system of support to a set of health and social service systems (Shattuck et al. in Autism Res Treat https://doi.org/10.1155/2014/924182, 2017), there is a critical need to advance research and support services in the area of autism and transition to aid autistic* individuals and their families. This study aims to learn more about the experiences of caregivers of autistic young adults, their experiences navigating the transition process post-graduation, and what realistic steps could be undertaken by high schools, vocational schools, colleges, Regional Centers, and places of employment to ease this transition. Ten semi-structured interviews were conducted with caregivers of autistic young adults over the age of 18 focused on their experiences helping their children navigate the transition to adulthood. Using an iterative and inductive coding approach, three overarching themes were uncovered with twelve subthemes. The three major themes recurring in caregiver interviews were their experiences with navigating service receipt, exploring the landscape of opportunities available for their children, and the parent experiences specific to their role in their child?s transition into adulthood. Findings from this study provide a chance for stakeholders to learn from the lived experiences of caregivers navigating the frustration and confusion pertaining to transition for their autistic adult child due to the highly prohibitive access to service receipt, experiencing significant financial burdens, finding a niche for their children that fits their needs, desires, and talents, and managing their well-being. En ligne : https://doi.org/10.1007/s10803-023-06196-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546
Titre : Training and Educational Pathways for Clinicians (Post-graduation) for the Assessment and Diagnosis of Autism Spectrum Disorders: A Scoping Review : Journal of Autism and Developmental Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Christine Curran, Auteur ; Rachel Roberts, Auteur ; Anne Gannoni, Auteur ; Deepa Jeyaseelan, Auteur Article en page(s) : p.181-201 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This review aimed to identify the post-graduation training pathways available for both clinicians and trainers in the assessment and diagnosis of Autism Spectrum Disorder (ASD). The study was guided by two research questions: What is known about ASD-specific educational, training, or other pathways available to support clinicians of any discipline, post-graduation, to meet the required expertise relevant to assessments of ASD concerns? What is known about the educational pathways available to clinicians seeking to provide training to other clinicians, post-graduation, in the assessment of ASD concerns? A scoping review was undertaken with searches completed across five databases (PubMed, PsycINFO, PsycEXTRA, ERIC and CINAHL). A Google search strategy was also executed using the "advanced" search function. Eligible records were literature, written in English, that examined post-graduation training and/ or education of clinicians to assess and/ or diagnose ASD. Fourteen relevant records were identified. Post-graduate training has the potential to enhance clinician confidence and service provision in ASD assessment and diagnosis. System-wide training approaches show promise in building large-scale, diagnostic capacity and the use of tele-mentoring offers a cost-effective, convenient mode of training delivery. A lack of evidence to support ASD diagnostic training pathways was found and may pose a challenge for clinicians and service users. The limited evidence found suggests that high quality research will be fundamental in determining how to build clinician capacity in ASD assessment and diagnosis and to ascertain whether training pathways are a necessary component. En ligne : https://doi.org/10.1007/s10803-023-06202-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546
in Journal of Autism and Developmental Disorders > 55-1 (January 2025) . - p.181-201[article] Training and Educational Pathways for Clinicians (Post-graduation) for the Assessment and Diagnosis of Autism Spectrum Disorders: A Scoping Review : Journal of Autism and Developmental Disorders [Texte imprimé et/ou numérique] / Christine Curran, Auteur ; Rachel Roberts, Auteur ; Anne Gannoni, Auteur ; Deepa Jeyaseelan, Auteur . - p.181-201.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 55-1 (January 2025) . - p.181-201
Index. décimale : PER Périodiques Résumé : This review aimed to identify the post-graduation training pathways available for both clinicians and trainers in the assessment and diagnosis of Autism Spectrum Disorder (ASD). The study was guided by two research questions: What is known about ASD-specific educational, training, or other pathways available to support clinicians of any discipline, post-graduation, to meet the required expertise relevant to assessments of ASD concerns? What is known about the educational pathways available to clinicians seeking to provide training to other clinicians, post-graduation, in the assessment of ASD concerns? A scoping review was undertaken with searches completed across five databases (PubMed, PsycINFO, PsycEXTRA, ERIC and CINAHL). A Google search strategy was also executed using the "advanced" search function. Eligible records were literature, written in English, that examined post-graduation training and/ or education of clinicians to assess and/ or diagnose ASD. Fourteen relevant records were identified. Post-graduate training has the potential to enhance clinician confidence and service provision in ASD assessment and diagnosis. System-wide training approaches show promise in building large-scale, diagnostic capacity and the use of tele-mentoring offers a cost-effective, convenient mode of training delivery. A lack of evidence to support ASD diagnostic training pathways was found and may pose a challenge for clinicians and service users. The limited evidence found suggests that high quality research will be fundamental in determining how to build clinician capacity in ASD assessment and diagnosis and to ascertain whether training pathways are a necessary component. En ligne : https://doi.org/10.1007/s10803-023-06202-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546
Titre : Program for the Education and Enrichment of Relational Skills (PEERS®) for Italy: A Randomized Controlled Trial of a Social Skills Intervention for Autistic Adolescents : Journal of Autism and Developmental Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Laura Maria FATTA, Auteur ; Elizabeth A. LAUGESON, Auteur ; Dora Bianchi, Auteur ; Fiorenzo LAGHI, Auteur ; Maria Luisa SCATTONI, Auteur ; group Italian Peers® team support, Auteur Article en page(s) : p.202-220 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The Program for the Education and Enrichment of Relational Skills (PEERS®) is an intervention targeting social skills for autistic adolescents and those with other social challenges. The efficacy of the PEERS® on adolescents has been extensively explored but the program has not been validated in Italy. In the present study, we adapted PEERS® to Italian culture and evaluated its efficacy in an Italian sample. A Randomized Controlled Trial was conducted, analyzing the results of 37 autistic adolescents who were randomly assigned to two groups: experimental group (TG) and waitlist group (WL). The primary outcomes (social abilities) and secondary outcomes (co-occurring conditions, executive functions) were assessed at four time points. No differences were found at pre-treatment between groups on baseline measures and primary outcomes. At post-treatment, significant group differences emerged in primary outcomes (social knowledge and social performance) and secondary outcomes (emotion regulation). The groups' results pooled together (TG?+?WL) confirmed the findings at post-treatment and showed further changes in primary outcomes (global social competence and social cognition) and secondary outcomes (externalizing problems, emotive and behavioral total problems, functional problems related to depressive symptoms). The improvements were maintained at a 3-month follow-up, except for global social competence and social cognition. Additionally, new results emerged regarding internalizing problems and global executive functioning. The efficacy of the Italian version of PEERS® was ascertained on primary and secondary outcomes. Innovative findings on emotion regulation, behavioral problems, and depression symptoms also emerged. En ligne : https://doi.org/10.1007/s10803-023-06211-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546
in Journal of Autism and Developmental Disorders > 55-1 (January 2025) . - p.202-220[article] Program for the Education and Enrichment of Relational Skills (PEERS®) for Italy: A Randomized Controlled Trial of a Social Skills Intervention for Autistic Adolescents : Journal of Autism and Developmental Disorders [Texte imprimé et/ou numérique] / Laura Maria FATTA, Auteur ; Elizabeth A. LAUGESON, Auteur ; Dora Bianchi, Auteur ; Fiorenzo LAGHI, Auteur ; Maria Luisa SCATTONI, Auteur ; group Italian Peers® team support, Auteur . - p.202-220.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 55-1 (January 2025) . - p.202-220
Index. décimale : PER Périodiques Résumé : The Program for the Education and Enrichment of Relational Skills (PEERS®) is an intervention targeting social skills for autistic adolescents and those with other social challenges. The efficacy of the PEERS® on adolescents has been extensively explored but the program has not been validated in Italy. In the present study, we adapted PEERS® to Italian culture and evaluated its efficacy in an Italian sample. A Randomized Controlled Trial was conducted, analyzing the results of 37 autistic adolescents who were randomly assigned to two groups: experimental group (TG) and waitlist group (WL). The primary outcomes (social abilities) and secondary outcomes (co-occurring conditions, executive functions) were assessed at four time points. No differences were found at pre-treatment between groups on baseline measures and primary outcomes. At post-treatment, significant group differences emerged in primary outcomes (social knowledge and social performance) and secondary outcomes (emotion regulation). The groups' results pooled together (TG?+?WL) confirmed the findings at post-treatment and showed further changes in primary outcomes (global social competence and social cognition) and secondary outcomes (externalizing problems, emotive and behavioral total problems, functional problems related to depressive symptoms). The improvements were maintained at a 3-month follow-up, except for global social competence and social cognition. Additionally, new results emerged regarding internalizing problems and global executive functioning. The efficacy of the Italian version of PEERS® was ascertained on primary and secondary outcomes. Innovative findings on emotion regulation, behavioral problems, and depression symptoms also emerged. En ligne : https://doi.org/10.1007/s10803-023-06211-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546
Titre : The Developmental Autism Early Screening (DAES): A Novel Test for Screening Autism Spectrum Disorder : Journal of Autism and Developmental Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Lara CIRNIGLIARO, Auteur ; Maria Stella VALLE, Auteur ; Antonino CASABONA, Auteur ; Martina RANDAZZO, Auteur ; Francesca La Bruna, Auteur ; Fabio PETTINATO, Auteur ; Antonio NARZISI, Auteur ; Renata RIZZO, Auteur ; Rita BARONE, Auteur Article en page(s) : p.221-236 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study was undertaken to set a novel developmental screening test for autism spectrum disorder (ASD) using the Griffiths Scales of Child Development (Griffith III) (Green et al., 2016; Stroud et al., 2016), in order to intercept the early atypical developmental patterns indicating ASD risk in the first 3 years of age. An observational and interactive ASD screener, the Developmental Autism Early Screening (DAES), was developed by detecting Griffiths III items differentiating toddlers with ASD risk from those with global developmental delay (DD) or neurotypical development. The DAES was validated with ASD-specific diagnostic instruments (ADOS-2) and the cut-off score based on sensitivity, specificity and positive predictive value that best differentiates between ASD and non-ASD children was identified. We enrolled a total sample of 297 subjects, including children at risk for ASD or DD and neurotypical children. At a cut-off score of 12.5, the DAES had a sensitivity of 93%, specificity of 98.4%, positive predictive value of 96.3% and negative predictive value of 96.9% for identifying children at risk for ASD from non-ASD participants (DD/neurotypical children). The DAES total score correlated significantly with the ADOS-2 calibrated severity scores (CSS) (R = 0.53, p < 0.001). Three ASD risk ranges were identified according to DAES total and ADOS-2 CSS: Little-to-no risk (CSS: 1-3, DAES: 1-7); Mild-to-moderate risk (CSS: 4-5, DAES: 8-14); Moderate-to-severe risk (CSS: 6-10, DAES???15). The DAES provides a direct approach based on developmental profiles to stratify risk for ASD in early childhood ensuring at risk children the most appropriate diagnostic procedures and targeted intervention. En ligne : https://doi.org/10.1007/s10803-023-06184-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546
in Journal of Autism and Developmental Disorders > 55-1 (January 2025) . - p.221-236[article] The Developmental Autism Early Screening (DAES): A Novel Test for Screening Autism Spectrum Disorder : Journal of Autism and Developmental Disorders [Texte imprimé et/ou numérique] / Lara CIRNIGLIARO, Auteur ; Maria Stella VALLE, Auteur ; Antonino CASABONA, Auteur ; Martina RANDAZZO, Auteur ; Francesca La Bruna, Auteur ; Fabio PETTINATO, Auteur ; Antonio NARZISI, Auteur ; Renata RIZZO, Auteur ; Rita BARONE, Auteur . - p.221-236.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 55-1 (January 2025) . - p.221-236
Index. décimale : PER Périodiques Résumé : This study was undertaken to set a novel developmental screening test for autism spectrum disorder (ASD) using the Griffiths Scales of Child Development (Griffith III) (Green et al., 2016; Stroud et al., 2016), in order to intercept the early atypical developmental patterns indicating ASD risk in the first 3 years of age. An observational and interactive ASD screener, the Developmental Autism Early Screening (DAES), was developed by detecting Griffiths III items differentiating toddlers with ASD risk from those with global developmental delay (DD) or neurotypical development. The DAES was validated with ASD-specific diagnostic instruments (ADOS-2) and the cut-off score based on sensitivity, specificity and positive predictive value that best differentiates between ASD and non-ASD children was identified. We enrolled a total sample of 297 subjects, including children at risk for ASD or DD and neurotypical children. At a cut-off score of 12.5, the DAES had a sensitivity of 93%, specificity of 98.4%, positive predictive value of 96.3% and negative predictive value of 96.9% for identifying children at risk for ASD from non-ASD participants (DD/neurotypical children). The DAES total score correlated significantly with the ADOS-2 calibrated severity scores (CSS) (R = 0.53, p < 0.001). Three ASD risk ranges were identified according to DAES total and ADOS-2 CSS: Little-to-no risk (CSS: 1-3, DAES: 1-7); Mild-to-moderate risk (CSS: 4-5, DAES: 8-14); Moderate-to-severe risk (CSS: 6-10, DAES???15). The DAES provides a direct approach based on developmental profiles to stratify risk for ASD in early childhood ensuring at risk children the most appropriate diagnostic procedures and targeted intervention. En ligne : https://doi.org/10.1007/s10803-023-06184-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546
Titre : Parents' and Teachers' Perspectives of Autism and Co-Morbidity Symptom Severity in Young Children with ASD Over One School Year : Journal of Autism and Developmental Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Einat AVNI, Auteur ; Esther BEN-ITZCHAK, Auteur ; Ronit SABAN-BEZALEL, Auteur ; Ditza A. ZACHOR, Auteur Article en page(s) : p.237-249 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Only a few studies examined the longitudinal pattern of parent-teacher reports on autism severity and comorbidities in autism spectrum disorder (ASD) and yielded conflicting results. The study?s aims were to compare parents and teachers' perception of autism, attention deficit hyperactivity disorder (ADHD) and anxiety symptoms severity in children with ASD, at the start (T1) and end (T2) of the school year, to assess changes in their perception over time and to examine correlations between their reports. En ligne : https://doi.org/10.1007/s10803-023-06183-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546
in Journal of Autism and Developmental Disorders > 55-1 (January 2025) . - p.237-249[article] Parents' and Teachers' Perspectives of Autism and Co-Morbidity Symptom Severity in Young Children with ASD Over One School Year : Journal of Autism and Developmental Disorders [Texte imprimé et/ou numérique] / Einat AVNI, Auteur ; Esther BEN-ITZCHAK, Auteur ; Ronit SABAN-BEZALEL, Auteur ; Ditza A. ZACHOR, Auteur . - p.237-249.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 55-1 (January 2025) . - p.237-249
Index. décimale : PER Périodiques Résumé : Only a few studies examined the longitudinal pattern of parent-teacher reports on autism severity and comorbidities in autism spectrum disorder (ASD) and yielded conflicting results. The study?s aims were to compare parents and teachers' perception of autism, attention deficit hyperactivity disorder (ADHD) and anxiety symptoms severity in children with ASD, at the start (T1) and end (T2) of the school year, to assess changes in their perception over time and to examine correlations between their reports. En ligne : https://doi.org/10.1007/s10803-023-06183-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546
Titre : Oral Health and Behavioral Management of Children with Autistic Spectrum Disorder: A 30-year Retrospective Study : Journal of Autism and Developmental Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Vivian de Oliveira Marques, Auteur ; Luana Mota Kort-Kamp, Auteur ; Marina Antonino Nunes de Souza, Auteur ; Maristela Barbosa Portela, Auteur ; Gloria Fernanda Barbosa de Araújo Castro, Auteur Article en page(s) : p.250-257 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Purpose: This article aims to determine the oral health status, the dental treatment, the behavioral management techniques, and the follow-up of pediatric autistic spectrum disorder (ASD) patients treated at the Clinic for Pediatric Patients with Disabilities (CPPD) at a public university in Brazil. Methods. The medical records of all the patients seen between 1990 and 2020 were evaluated. Data were collected on the autistic patients' medical and dental conditions, treatments, behavior during dental visits, behavioral management techniques used, and the entire follow-up period at the clinic. The Student?s t-test and chi-square tests were used to perform the statistical analysis (? = 0.05%). Results: Sixty-six records of ASD children were analyzed from a total of 656 dental records. The majority were male (80.3%). The mean age was 7.39?+?2.75 years. All the children had a cognitive deficit, and 62.5% used medication. Most of the children arrived with caries lesions (56.1%), and the mean number of decayed, missed and filled teeth in both the deciduous (dmft-d) and permanent dentition (DMFT) was 2.45?+?3.13 and 0.87?+?1.51, respectively. The restorative technique was the most commonly used procedure (54.5%), and protective stabilization was the most frequently used behavioral management technique (18.2%). Of the children who sought treatment, 86.4% were discharged, and 15.2% abandoned the procedure. The majority (those discharged) continued to undergo regular follow-up at the clinic (86%), and the incidence of new caries lesions observed was 33.33% Conclusions: Although our ASD patients had a high frequency of caries and dental treatment needs, we observed good adherence to the treatment, with a low dropout rate, and high discharge rate. En ligne : https://doi.org/10.1007/s10803-023-06209-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546
in Journal of Autism and Developmental Disorders > 55-1 (January 2025) . - p.250-257[article] Oral Health and Behavioral Management of Children with Autistic Spectrum Disorder: A 30-year Retrospective Study : Journal of Autism and Developmental Disorders [Texte imprimé et/ou numérique] / Vivian de Oliveira Marques, Auteur ; Luana Mota Kort-Kamp, Auteur ; Marina Antonino Nunes de Souza, Auteur ; Maristela Barbosa Portela, Auteur ; Gloria Fernanda Barbosa de Araújo Castro, Auteur . - p.250-257.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 55-1 (January 2025) . - p.250-257
Index. décimale : PER Périodiques Résumé : Purpose: This article aims to determine the oral health status, the dental treatment, the behavioral management techniques, and the follow-up of pediatric autistic spectrum disorder (ASD) patients treated at the Clinic for Pediatric Patients with Disabilities (CPPD) at a public university in Brazil. Methods. The medical records of all the patients seen between 1990 and 2020 were evaluated. Data were collected on the autistic patients' medical and dental conditions, treatments, behavior during dental visits, behavioral management techniques used, and the entire follow-up period at the clinic. The Student?s t-test and chi-square tests were used to perform the statistical analysis (? = 0.05%). Results: Sixty-six records of ASD children were analyzed from a total of 656 dental records. The majority were male (80.3%). The mean age was 7.39?+?2.75 years. All the children had a cognitive deficit, and 62.5% used medication. Most of the children arrived with caries lesions (56.1%), and the mean number of decayed, missed and filled teeth in both the deciduous (dmft-d) and permanent dentition (DMFT) was 2.45?+?3.13 and 0.87?+?1.51, respectively. The restorative technique was the most commonly used procedure (54.5%), and protective stabilization was the most frequently used behavioral management technique (18.2%). Of the children who sought treatment, 86.4% were discharged, and 15.2% abandoned the procedure. The majority (those discharged) continued to undergo regular follow-up at the clinic (86%), and the incidence of new caries lesions observed was 33.33% Conclusions: Although our ASD patients had a high frequency of caries and dental treatment needs, we observed good adherence to the treatment, with a low dropout rate, and high discharge rate. En ligne : https://doi.org/10.1007/s10803-023-06209-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546
Titre : Psychotropic Medication Use in Children and Youth with Autism Enrolled in Medicaid : Journal of Autism and Developmental Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Jessica E. RAST, Auteur ; Sha TAO, Auteur ; Whitney SCHOTT, Auteur ; Lindsay L. SHEA, Auteur ; Edward S. BRODKIN, Auteur ; Connor M. KERNS, Auteur ; Charles E. Leonard, Auteur ; Michael J. MURRAY, Auteur ; Brian K. LEE, Auteur Article en page(s) : p.258-266 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Children with autism frequently present with complex mental health diagnoses and psychotropic medications are often a component of comprehensive biopsychosocial treatment plans for these conditions. The purpose of this study is to provide rates and patterns of psychotropic medication use, and predictors thereof, in children and youth with autism enrolled in Medicaid across the US. This study examined national Medicaid claims from 2008 to 2016 of all children and youth with autism ages 0-21 years enrolled in Medicaid. Psychotropic medication use was examined across several child and youth characteristics, including age, co-occurring mental health conditions, sex, and race and ethnicity. About half of children and youth with autism enrolled in Medicaid had at least one psychotropic prescription in a year, a number that decreased slightly across the study period due to decreases in the prescription of antipsychotics. As new medications for autism or co-occurring conditions are developed and deployed, and as the understanding of the characteristics of the population of children with autism evolves, studying rates of medication usage helps to understand utilization patterns and differences in access to quality care. En ligne : https://doi.org/10.1007/s10803-023-06182-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546
in Journal of Autism and Developmental Disorders > 55-1 (January 2025) . - p.258-266[article] Psychotropic Medication Use in Children and Youth with Autism Enrolled in Medicaid : Journal of Autism and Developmental Disorders [Texte imprimé et/ou numérique] / Jessica E. RAST, Auteur ; Sha TAO, Auteur ; Whitney SCHOTT, Auteur ; Lindsay L. SHEA, Auteur ; Edward S. BRODKIN, Auteur ; Connor M. KERNS, Auteur ; Charles E. Leonard, Auteur ; Michael J. MURRAY, Auteur ; Brian K. LEE, Auteur . - p.258-266.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 55-1 (January 2025) . - p.258-266
Index. décimale : PER Périodiques Résumé : Children with autism frequently present with complex mental health diagnoses and psychotropic medications are often a component of comprehensive biopsychosocial treatment plans for these conditions. The purpose of this study is to provide rates and patterns of psychotropic medication use, and predictors thereof, in children and youth with autism enrolled in Medicaid across the US. This study examined national Medicaid claims from 2008 to 2016 of all children and youth with autism ages 0-21 years enrolled in Medicaid. Psychotropic medication use was examined across several child and youth characteristics, including age, co-occurring mental health conditions, sex, and race and ethnicity. About half of children and youth with autism enrolled in Medicaid had at least one psychotropic prescription in a year, a number that decreased slightly across the study period due to decreases in the prescription of antipsychotics. As new medications for autism or co-occurring conditions are developed and deployed, and as the understanding of the characteristics of the population of children with autism evolves, studying rates of medication usage helps to understand utilization patterns and differences in access to quality care. En ligne : https://doi.org/10.1007/s10803-023-06182-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546
Titre : Profiles and Longitudinal Growth Trajectories of Teacher-Rated Academic Skills and Enablers in Autistic Children and Adolescents : Journal of Autism and Developmental Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Dawn ADAMS, Auteur ; Matt Stainer, Auteur ; Kate SIMPSON, Auteur ; Jessica PAYNTER, Auteur ; Marleen WESTERVELD, Auteur Article en page(s) : p.267-283 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : In non-autistic children, academic skills are associated with academic enablers (motivation, engagement, study/interpersonal skills), but few studies have explored these in autistic children. This study identified profiles of academic skills and enablers in autistic students and explored the trajectory of each profile over time. Teachers completed the Academic Competences Evaluation Scales for autistic children in primary and secondary educational settings annually for 5 years. Latent profile analysis identified six profiles in the primary/younger cohort and seven in the secondary/older cohort. Whilst some profiles showed relative stability across skills and enablers, others profiles were more variable. The profiles remained stable and significantly different from each other over time, with no profile * time interactions identified. Autistic children may show variability across their academic skills and enablers. This highlights the importance of understanding each individual student and their profile of strengths and challenges when planning supports. En ligne : https://doi.org/10.1007/s10803-023-06186-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546
in Journal of Autism and Developmental Disorders > 55-1 (January 2025) . - p.267-283[article] Profiles and Longitudinal Growth Trajectories of Teacher-Rated Academic Skills and Enablers in Autistic Children and Adolescents : Journal of Autism and Developmental Disorders [Texte imprimé et/ou numérique] / Dawn ADAMS, Auteur ; Matt Stainer, Auteur ; Kate SIMPSON, Auteur ; Jessica PAYNTER, Auteur ; Marleen WESTERVELD, Auteur . - p.267-283.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 55-1 (January 2025) . - p.267-283
Index. décimale : PER Périodiques Résumé : In non-autistic children, academic skills are associated with academic enablers (motivation, engagement, study/interpersonal skills), but few studies have explored these in autistic children. This study identified profiles of academic skills and enablers in autistic students and explored the trajectory of each profile over time. Teachers completed the Academic Competences Evaluation Scales for autistic children in primary and secondary educational settings annually for 5 years. Latent profile analysis identified six profiles in the primary/younger cohort and seven in the secondary/older cohort. Whilst some profiles showed relative stability across skills and enablers, others profiles were more variable. The profiles remained stable and significantly different from each other over time, with no profile * time interactions identified. Autistic children may show variability across their academic skills and enablers. This highlights the importance of understanding each individual student and their profile of strengths and challenges when planning supports. En ligne : https://doi.org/10.1007/s10803-023-06186-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546
Titre : Impact of Receiving Genetic Diagnoses on Parents' Perceptions of Their Children with Autism and Intellectual Disability : Journal of Autism and Developmental Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Robert Klitzman, Auteur ; Ekaterina Bezborodko, Auteur ; Wendy K. CHUNG, Auteur ; Paul S. APPELBAUM, Auteur Article en page(s) : p.284-296 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : To assess whether genetic test results identifying the cause of a child?s autism, when accompanied by other neurodevelopmental disorders (NDD), including intellectual disability, alter how parents perceive and treat their child. 28 parents of 22 individuals with autism (mean age: 15 years), usually with other NDDs, were interviewed after receiving genetic diagnoses indicating a de novo mutation through the Simons Foundation Powering Autism Research for Knowledge study. Diagnosis of a de novo genetic variant can alter parental perceptions of offspring with autism and other NDDs. Parents often blamed their child less, saw their child as less in control of symptoms, and developed more patience, framing expectations accordingly. Parents had mixed feelings about receiving genetic diagnoses, with sadness sometimes accompanying reframed expectations. Genetic diagnoses could change views of the child among extended family members, teachers, social service agencies, insurers, and broader communities and society. Genetic testing might also reduce delays in diagnoses of autism among African American, Latino and other children. These data, the first to examine several critical aspects of how parents and others view children with autism and other NDDs after receiving genetic diagnoses, highlight vital needs for education of multiple stakeholders (including geneticists, other physicians, genetic counselors, parents, individuals with autism, social service agencies, insurers, policymakers, and the broader public), research (to include perspectives of extended family members, insurers, social service agencies and teachers) and practice (to increase recognition and awareness of the potential benefits and effects of genetic testing for such children). En ligne : https://doi.org/10.1007/s10803-023-06195-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546
in Journal of Autism and Developmental Disorders > 55-1 (January 2025) . - p.284-296[article] Impact of Receiving Genetic Diagnoses on Parents' Perceptions of Their Children with Autism and Intellectual Disability : Journal of Autism and Developmental Disorders [Texte imprimé et/ou numérique] / Robert Klitzman, Auteur ; Ekaterina Bezborodko, Auteur ; Wendy K. CHUNG, Auteur ; Paul S. APPELBAUM, Auteur . - p.284-296.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 55-1 (January 2025) . - p.284-296
Index. décimale : PER Périodiques Résumé : To assess whether genetic test results identifying the cause of a child?s autism, when accompanied by other neurodevelopmental disorders (NDD), including intellectual disability, alter how parents perceive and treat their child. 28 parents of 22 individuals with autism (mean age: 15 years), usually with other NDDs, were interviewed after receiving genetic diagnoses indicating a de novo mutation through the Simons Foundation Powering Autism Research for Knowledge study. Diagnosis of a de novo genetic variant can alter parental perceptions of offspring with autism and other NDDs. Parents often blamed their child less, saw their child as less in control of symptoms, and developed more patience, framing expectations accordingly. Parents had mixed feelings about receiving genetic diagnoses, with sadness sometimes accompanying reframed expectations. Genetic diagnoses could change views of the child among extended family members, teachers, social service agencies, insurers, and broader communities and society. Genetic testing might also reduce delays in diagnoses of autism among African American, Latino and other children. These data, the first to examine several critical aspects of how parents and others view children with autism and other NDDs after receiving genetic diagnoses, highlight vital needs for education of multiple stakeholders (including geneticists, other physicians, genetic counselors, parents, individuals with autism, social service agencies, insurers, policymakers, and the broader public), research (to include perspectives of extended family members, insurers, social service agencies and teachers) and practice (to increase recognition and awareness of the potential benefits and effects of genetic testing for such children). En ligne : https://doi.org/10.1007/s10803-023-06195-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546
Titre : Profiling Autism and Attention Deficit Hyperactivity Disorder Traits in Children with SYNGAP1-Related Intellectual Disability : Journal of Autism and Developmental Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Damien Wright, Auteur ; Aisling KENNY, Auteur ; Lindsay A. M. Mizen, Auteur ; Andrew G. MCKECHANIE, Auteur ; Andrew C. STANFIELD, Auteur Article en page(s) : p.297-309 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : SYNGAP1-related ID is a genetic condition characterised by global developmental delay and epilepsy. Individuals with SYNGAP1-related ID also commonly show differences in attention and social communication/interaction and frequently receive additional diagnoses of Autism Spectrum Disorder (ASD) or Attention Deficit Hyperactivity Disorder (ADHD). We thus set out to quantify ASD and ADHD symptoms in children with this syndrome. To assess ASD and ADHD, parents and caregivers of a child with SYNGAP1-related ID (N = 34) or a typically developing control (N = 21) completed the Social Responsiveness Scale-2, the Social Communication Questionnaire with a subset of these also completing the Conners-3. We found that those with SYNGAP1-related ID demonstrated higher levels of autistic traits on both the SRS and SCQ than typically developing controls. On the SRS, those with SYNGAP1-related ID scored highest for restricted repetitive behaviours, and were least impaired in social awareness. On the Conners-3, those with SYNGAP1-related ID also showed a high prevalence of ADHD traits, with scores demonstrating difficulties with peer relations but relatively low occurrence of symptoms for DSM-5 conduct disorder and DSM-5 oppositional defiant disorder. Hierarchical clustering analysis highlighted distinct SYNGAP1-related ID subgroups for both ASD and ADHD traits. These findings provide further characterisation of the SYNGAP1-related ID behavioural phenotype, guiding diagnosis, assessment and potential interventions. En ligne : https://doi.org/10.1007/s10803-023-06162-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546
in Journal of Autism and Developmental Disorders > 55-1 (January 2025) . - p.297-309[article] Profiling Autism and Attention Deficit Hyperactivity Disorder Traits in Children with SYNGAP1-Related Intellectual Disability : Journal of Autism and Developmental Disorders [Texte imprimé et/ou numérique] / Damien Wright, Auteur ; Aisling KENNY, Auteur ; Lindsay A. M. Mizen, Auteur ; Andrew G. MCKECHANIE, Auteur ; Andrew C. STANFIELD, Auteur . - p.297-309.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 55-1 (January 2025) . - p.297-309
Index. décimale : PER Périodiques Résumé : SYNGAP1-related ID is a genetic condition characterised by global developmental delay and epilepsy. Individuals with SYNGAP1-related ID also commonly show differences in attention and social communication/interaction and frequently receive additional diagnoses of Autism Spectrum Disorder (ASD) or Attention Deficit Hyperactivity Disorder (ADHD). We thus set out to quantify ASD and ADHD symptoms in children with this syndrome. To assess ASD and ADHD, parents and caregivers of a child with SYNGAP1-related ID (N = 34) or a typically developing control (N = 21) completed the Social Responsiveness Scale-2, the Social Communication Questionnaire with a subset of these also completing the Conners-3. We found that those with SYNGAP1-related ID demonstrated higher levels of autistic traits on both the SRS and SCQ than typically developing controls. On the SRS, those with SYNGAP1-related ID scored highest for restricted repetitive behaviours, and were least impaired in social awareness. On the Conners-3, those with SYNGAP1-related ID also showed a high prevalence of ADHD traits, with scores demonstrating difficulties with peer relations but relatively low occurrence of symptoms for DSM-5 conduct disorder and DSM-5 oppositional defiant disorder. Hierarchical clustering analysis highlighted distinct SYNGAP1-related ID subgroups for both ASD and ADHD traits. These findings provide further characterisation of the SYNGAP1-related ID behavioural phenotype, guiding diagnosis, assessment and potential interventions. En ligne : https://doi.org/10.1007/s10803-023-06162-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546
Titre : Parental Quality of Life and Impact of Multidisciplinary Intervention for Children with Autism Spectrum Disorders: A Qualitative Study : Journal of Autism and Developmental Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Chiara FANTE, Auteur ; Raffaele DE LUCA PICIONE, Auteur ; Barbara DIONI, Auteur ; Tommaso MANARI, Auteur ; Cinzia RAFFIN, Auteur ; Francesca CAPELLI, Auteur ; Christian Franceschini, Auteur ; Vittorio LENZO, Auteur ; Alessandro MUSETTI, Auteur Article en page(s) : p.310-322 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The presence of a child with Autism Spectrum Disorder (ASD) in the family can have a negative impact on parental Quality of Life (QoL), but evidence on how treatments for children with ASD can affect parental QoL is currently limited. In this qualitative study, we develop a semi-structured interview in order to investigate the impact of ASD on the QoL of mothers and fathers from a subjective perspective, as well as the effect of the intervention on their QoL and adjustment process. The sample consisted of 31 parents of children with ASD severity 2 or 3, aged 5 to 11 years, undergoing a multidisciplinary intervention. In order to identify emerging themes from the interview transcripts, a Thematic Analysis was conducted using a bottom-up approach. We identified three main themes relating to parental QoL (ASD impact on QoL, useful external resources, QoL improvement-related factors) and five themes relating to parents' views on the intervention (positive impact on parent, dissatisfaction with previous interventions, parental involvement, useful features, critical issues). The results provide indications of the process of parental adaptation and the components of interventions that foster an improvement in their QoL. In conclusion, living with a child with ASD can have a significant influence on a parents' QoL, not just physically and emotionally, but also in terms of general goals, family structure, and social interactions. En ligne : https://doi.org/10.1007/s10803-023-06225-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546
in Journal of Autism and Developmental Disorders > 55-1 (January 2025) . - p.310-322[article] Parental Quality of Life and Impact of Multidisciplinary Intervention for Children with Autism Spectrum Disorders: A Qualitative Study : Journal of Autism and Developmental Disorders [Texte imprimé et/ou numérique] / Chiara FANTE, Auteur ; Raffaele DE LUCA PICIONE, Auteur ; Barbara DIONI, Auteur ; Tommaso MANARI, Auteur ; Cinzia RAFFIN, Auteur ; Francesca CAPELLI, Auteur ; Christian Franceschini, Auteur ; Vittorio LENZO, Auteur ; Alessandro MUSETTI, Auteur . - p.310-322.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 55-1 (January 2025) . - p.310-322
Index. décimale : PER Périodiques Résumé : The presence of a child with Autism Spectrum Disorder (ASD) in the family can have a negative impact on parental Quality of Life (QoL), but evidence on how treatments for children with ASD can affect parental QoL is currently limited. In this qualitative study, we develop a semi-structured interview in order to investigate the impact of ASD on the QoL of mothers and fathers from a subjective perspective, as well as the effect of the intervention on their QoL and adjustment process. The sample consisted of 31 parents of children with ASD severity 2 or 3, aged 5 to 11 years, undergoing a multidisciplinary intervention. In order to identify emerging themes from the interview transcripts, a Thematic Analysis was conducted using a bottom-up approach. We identified three main themes relating to parental QoL (ASD impact on QoL, useful external resources, QoL improvement-related factors) and five themes relating to parents' views on the intervention (positive impact on parent, dissatisfaction with previous interventions, parental involvement, useful features, critical issues). The results provide indications of the process of parental adaptation and the components of interventions that foster an improvement in their QoL. In conclusion, living with a child with ASD can have a significant influence on a parents' QoL, not just physically and emotionally, but also in terms of general goals, family structure, and social interactions. En ligne : https://doi.org/10.1007/s10803-023-06225-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546
Titre : Lockdown Drills and Young Children with Autism Spectrum Disorder: Practitioner Confidence, Experiences, and Perceptions : Journal of Autism and Developmental Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Melissa A. JACKSON, Auteur ; Elizabeth J. Golini, Auteur Article en page(s) : p.323-338 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Lockdown drill practice is part of the "new normal" in schools for young children with autism spectrum disorder (ASD) and educational practitioners in K-12 schools across the United States. These drills place a tremendous amount of responsibility on practitioners (i.e., teachers, paraprofessionals) that is beyond the scope of their training and typical requirements of their position in the classroom. Lockdown drills also require young children with ASD to engage in actions that are inherently hard for most young children but could be especially difficult for children with ASD who need individualized support to develop the executive function and self-regulation skills to participate in drills successfully. This study investigates practitioners' training experiences and perceptions of perceived confidence in teaching young children with ASD lockdown drills. Practitioner?s self-efficacy was measured through survey analysis and their perceptions and experiences were investigated through individual interviews. Results indicated low rates of confidence to teach lockdown drills to young children with ASD and higher rates of confidence were correlated with more drill practice. Themes gleaned from interview data revealed varied training and practice experiences for children and practitioners, general characteristics of ASD that help or hinder children?s participation, connections between these characteristics and aspects of lockdown drills that make them difficult to teach, and identification of practitioner responsibilities beyond following protocols. En ligne : https://doi.org/10.1007/s10803-023-06201-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546
in Journal of Autism and Developmental Disorders > 55-1 (January 2025) . - p.323-338[article] Lockdown Drills and Young Children with Autism Spectrum Disorder: Practitioner Confidence, Experiences, and Perceptions : Journal of Autism and Developmental Disorders [Texte imprimé et/ou numérique] / Melissa A. JACKSON, Auteur ; Elizabeth J. Golini, Auteur . - p.323-338.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 55-1 (January 2025) . - p.323-338
Index. décimale : PER Périodiques Résumé : Lockdown drill practice is part of the "new normal" in schools for young children with autism spectrum disorder (ASD) and educational practitioners in K-12 schools across the United States. These drills place a tremendous amount of responsibility on practitioners (i.e., teachers, paraprofessionals) that is beyond the scope of their training and typical requirements of their position in the classroom. Lockdown drills also require young children with ASD to engage in actions that are inherently hard for most young children but could be especially difficult for children with ASD who need individualized support to develop the executive function and self-regulation skills to participate in drills successfully. This study investigates practitioners' training experiences and perceptions of perceived confidence in teaching young children with ASD lockdown drills. Practitioner?s self-efficacy was measured through survey analysis and their perceptions and experiences were investigated through individual interviews. Results indicated low rates of confidence to teach lockdown drills to young children with ASD and higher rates of confidence were correlated with more drill practice. Themes gleaned from interview data revealed varied training and practice experiences for children and practitioners, general characteristics of ASD that help or hinder children?s participation, connections between these characteristics and aspects of lockdown drills that make them difficult to teach, and identification of practitioner responsibilities beyond following protocols. En ligne : https://doi.org/10.1007/s10803-023-06201-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546
Titre : "Their Happiness, Not Neurotypical Success": Autistic Adults Reflect on the Parenting of Autistic Children : Journal of Autism and Developmental Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Jia Ying Sarah Lee, Auteur ; Koa WHITTINGHAM, Auteur ; Rebecca Olson, Auteur ; Amy E. MITCHELL, Auteur Article en page(s) : p.339-352 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Parenting has implications for psychosocial adjustment well into adulthood. While much is known about the parenting behaviors that influence adjustment in autistic children, little is known about how the effects of parenting persist in autistic adults. Further, autistic adults' perspectives on how they were parented have not been investigated to date. This study aimed to examine autistic adults' perspectives on their experiences of being parented in childhood and the advice they would like to offer to parents of autistic children in the context of their lived experience. En ligne : https://doi.org/10.1007/s10803-023-06188-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546
in Journal of Autism and Developmental Disorders > 55-1 (January 2025) . - p.339-352[article] "Their Happiness, Not Neurotypical Success": Autistic Adults Reflect on the Parenting of Autistic Children : Journal of Autism and Developmental Disorders [Texte imprimé et/ou numérique] / Jia Ying Sarah Lee, Auteur ; Koa WHITTINGHAM, Auteur ; Rebecca Olson, Auteur ; Amy E. MITCHELL, Auteur . - p.339-352.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 55-1 (January 2025) . - p.339-352
Index. décimale : PER Périodiques Résumé : Parenting has implications for psychosocial adjustment well into adulthood. While much is known about the parenting behaviors that influence adjustment in autistic children, little is known about how the effects of parenting persist in autistic adults. Further, autistic adults' perspectives on how they were parented have not been investigated to date. This study aimed to examine autistic adults' perspectives on their experiences of being parented in childhood and the advice they would like to offer to parents of autistic children in the context of their lived experience. En ligne : https://doi.org/10.1007/s10803-023-06188-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546
Titre : Motor Signature Differences Between Autism Spectrum Disorder and Developmental Coordination Disorder, and Their Neural Mechanisms : Journal of Autism and Developmental Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Christiana BUTERA, Auteur ; Jonathan Delafield-Butt, Auteur ; Szu-Ching Lu, Auteur ; Krzysztof Sobota, Auteur ; Timothy McGowan, Auteur ; Laura HARRISON, Auteur ; Emily KILROY, Auteur ; Aditya JAYASHANKAR, Auteur ; Lisa AZIZ-ZADEH, Auteur Article en page(s) : p.353-368 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Autism spectrum disorder (ASD) and Developmental Coordination Disorder (DCD) are distinct clinical groups with overlapping motor features. We attempted to (1) differentiate children with ASD from those with DCD, and from those typically developing (TD) (ages 8-17; 18 ASD, 16 DCD, 20 TD) using a 5-min coloring game on a smart tablet and (2) identify neural correlates of these differences. We utilized standardized behavioral motor assessments (e.g. fine motor, gross motor, and balance skills) and video recordings of a smart tablet task to capture any visible motor, behavioral, posture, or engagement differences. We employed machine learning analytics of motor kinematics during a 5-min coloring game on a smart tablet. Imaging data was captured using functional magnetic resonance imaging (fMRI) during action production tasks. While subject-rated motor assessments could not differentiate the two clinical groups, machine learning computational analysis provided good predictive discrimination: between TD and ASD (76% accuracy), TD and DCD (78% accuracy), and ASD and DCD (71% accuracy). Two kinematic markers which strongly drove categorization were significantly correlated with cerebellar activity. Findings demonstrate unique neuromotor patterns between ASD and DCD relate to cerebellar function and present a promising route for computational techniques in early identification. These are promising preliminary results that warrant replication with larger samples. En ligne : https://doi.org/10.1007/s10803-023-06171-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=547
in Journal of Autism and Developmental Disorders > 55-1 (January 2025) . - p.353-368[article] Motor Signature Differences Between Autism Spectrum Disorder and Developmental Coordination Disorder, and Their Neural Mechanisms : Journal of Autism and Developmental Disorders [Texte imprimé et/ou numérique] / Christiana BUTERA, Auteur ; Jonathan Delafield-Butt, Auteur ; Szu-Ching Lu, Auteur ; Krzysztof Sobota, Auteur ; Timothy McGowan, Auteur ; Laura HARRISON, Auteur ; Emily KILROY, Auteur ; Aditya JAYASHANKAR, Auteur ; Lisa AZIZ-ZADEH, Auteur . - p.353-368.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 55-1 (January 2025) . - p.353-368
Index. décimale : PER Périodiques Résumé : Autism spectrum disorder (ASD) and Developmental Coordination Disorder (DCD) are distinct clinical groups with overlapping motor features. We attempted to (1) differentiate children with ASD from those with DCD, and from those typically developing (TD) (ages 8-17; 18 ASD, 16 DCD, 20 TD) using a 5-min coloring game on a smart tablet and (2) identify neural correlates of these differences. We utilized standardized behavioral motor assessments (e.g. fine motor, gross motor, and balance skills) and video recordings of a smart tablet task to capture any visible motor, behavioral, posture, or engagement differences. We employed machine learning analytics of motor kinematics during a 5-min coloring game on a smart tablet. Imaging data was captured using functional magnetic resonance imaging (fMRI) during action production tasks. While subject-rated motor assessments could not differentiate the two clinical groups, machine learning computational analysis provided good predictive discrimination: between TD and ASD (76% accuracy), TD and DCD (78% accuracy), and ASD and DCD (71% accuracy). Two kinematic markers which strongly drove categorization were significantly correlated with cerebellar activity. Findings demonstrate unique neuromotor patterns between ASD and DCD relate to cerebellar function and present a promising route for computational techniques in early identification. These are promising preliminary results that warrant replication with larger samples. En ligne : https://doi.org/10.1007/s10803-023-06171-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=547
Titre : To What Extent is the Contribution of Language to Learning via Instructions Modulated by the Expression of Autism Traits? : Journal of Autism and Developmental Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Félice van 't Wout, Auteur ; Christopher JARROLD, Auteur Article en page(s) : p.369-376 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Language plays a fundamental role in enabling flexible, goal-directed behaviour. This study investigated whether the contribution of language to instruction encoding is modulated by the expression of autism traits, as measured by the Autism Spectrum Quotient (ASQ) questionnaire. Participants (N = 108) completed six choice reaction time tasks, with each task consisting of six stimulus-response mappings. During an instruction phase preceding each task, participants performed either a verbal, non-verbal or no distractor task. Participants made more errors in the verbal distractor task condition, but this detrimental effect did not differ significantly between the high (top 33%) and low (bottom 33%) ASQ groups. Hence, the contribution of language to instruction encoding does not appear to be modulated by the expression of autism traits. En ligne : https://doi.org/10.1007/s10803-022-05843-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=547
in Journal of Autism and Developmental Disorders > 55-1 (January 2025) . - p.369-376[article] To What Extent is the Contribution of Language to Learning via Instructions Modulated by the Expression of Autism Traits? : Journal of Autism and Developmental Disorders [Texte imprimé et/ou numérique] / Félice van 't Wout, Auteur ; Christopher JARROLD, Auteur . - p.369-376.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 55-1 (January 2025) . - p.369-376
Index. décimale : PER Périodiques Résumé : Language plays a fundamental role in enabling flexible, goal-directed behaviour. This study investigated whether the contribution of language to instruction encoding is modulated by the expression of autism traits, as measured by the Autism Spectrum Quotient (ASQ) questionnaire. Participants (N = 108) completed six choice reaction time tasks, with each task consisting of six stimulus-response mappings. During an instruction phase preceding each task, participants performed either a verbal, non-verbal or no distractor task. Participants made more errors in the verbal distractor task condition, but this detrimental effect did not differ significantly between the high (top 33%) and low (bottom 33%) ASQ groups. Hence, the contribution of language to instruction encoding does not appear to be modulated by the expression of autism traits. En ligne : https://doi.org/10.1007/s10803-022-05843-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=547
Titre : Reinvigorating the Promise of the National Database for Autism Research (NDAR) to Advance Autism Knowledge : Journal of Autism and Developmental Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Michelle L. Stransky, Auteur ; Laneva Cobb, Auteur ; Nina Menon, Auteur ; Emily Barnard, Auteur ; Cynthia Belfleur, Auteur ; Lawrence SCAHILL, Auteur ; Jocelyn KUHN, Auteur Article en page(s) : p.385-389 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The National Institute of Mental Health created the National Database for Autism Research (NDAR) to accelerate autism knowledge through data sharing and collaboration. However, our experience using NDAR reveals systematic challenges across several aspects of data submission, selection, management, and analysis that limit utility of this resource. We describe our NDAR experience in an ongoing project examining autism intervention outcomes among marginalized racial, ethnic, and gender groups. For this study, we planned to gather data from NDAR to conduct an individual participant data meta-analysis. Eighteen studies met inclusion criteria and reported data on participants at more than one point in time on the Vineland Adaptive Behavior Scales (Vineland) and the Autism Diagnostic Observation Schedule (ADOS). The difficulties with submitting, selecting, downloading, and managing data from NDAR posed limitations on data availability and analysis. Of the 3,850 unique participants in the selected studies, data at multiple time points were available for 312 participants on the Vineland and 278 on the ADOS. No participants had data on all assessment domains. To accelerate autism research via data sharing and collaboration with NDAR necessitates improving the processes for submitting, selecting, and managing data. En ligne : https://doi.org/10.1007/s10803-024-06641-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=547
in Journal of Autism and Developmental Disorders > 55-1 (January 2025) . - p.385-389[article] Reinvigorating the Promise of the National Database for Autism Research (NDAR) to Advance Autism Knowledge : Journal of Autism and Developmental Disorders [Texte imprimé et/ou numérique] / Michelle L. Stransky, Auteur ; Laneva Cobb, Auteur ; Nina Menon, Auteur ; Emily Barnard, Auteur ; Cynthia Belfleur, Auteur ; Lawrence SCAHILL, Auteur ; Jocelyn KUHN, Auteur . - p.385-389.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 55-1 (January 2025) . - p.385-389
Index. décimale : PER Périodiques Résumé : The National Institute of Mental Health created the National Database for Autism Research (NDAR) to accelerate autism knowledge through data sharing and collaboration. However, our experience using NDAR reveals systematic challenges across several aspects of data submission, selection, management, and analysis that limit utility of this resource. We describe our NDAR experience in an ongoing project examining autism intervention outcomes among marginalized racial, ethnic, and gender groups. For this study, we planned to gather data from NDAR to conduct an individual participant data meta-analysis. Eighteen studies met inclusion criteria and reported data on participants at more than one point in time on the Vineland Adaptive Behavior Scales (Vineland) and the Autism Diagnostic Observation Schedule (ADOS). The difficulties with submitting, selecting, downloading, and managing data from NDAR posed limitations on data availability and analysis. Of the 3,850 unique participants in the selected studies, data at multiple time points were available for 312 participants on the Vineland and 278 on the ADOS. No participants had data on all assessment domains. To accelerate autism research via data sharing and collaboration with NDAR necessitates improving the processes for submitting, selecting, and managing data. En ligne : https://doi.org/10.1007/s10803-024-06641-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=547
Titre : Correction to: The Moderating Effect of Sex on Autistic Trait Emotional Intelligence, Alexithymia, and Empathy : Journal of Autism and Developmental Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Mary Isaac CARGILL, Auteur ; Matthew D. LERNER, Auteur ; Erin KANG, Auteur Article en page(s) : p.390-390 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : https://doi.org/10.1007/s10803-024-06619-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=547
in Journal of Autism and Developmental Disorders > 55-1 (January 2025) . - p.390-390[article] Correction to: The Moderating Effect of Sex on Autistic Trait Emotional Intelligence, Alexithymia, and Empathy : Journal of Autism and Developmental Disorders [Texte imprimé et/ou numérique] / Mary Isaac CARGILL, Auteur ; Matthew D. LERNER, Auteur ; Erin KANG, Auteur . - p.390-390.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 55-1 (January 2025) . - p.390-390
Index. décimale : PER Périodiques En ligne : https://doi.org/10.1007/s10803-024-06619-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=547
Titre : Correction: Gastrointestinal, Behaviour and Anxiety Outcomes in Autistic Children Following an Open Label, Randomised Pilot Study of Synbiotics vs Synbiotics and Gut-Directed Hypnotherapy : Journal of Autism and Developmental Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Leanne K. Mitchell, Auteur ; Helen S. HEUSSLER, Auteur ; Christopher J. Burgess, Auteur ; Ateequr Rehman, Auteur ; Robert E. Steinert, Auteur ; Peter S. W. Davies, Auteur Article en page(s) : p.391-391 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : https://doi.org/10.1007/s10803-024-06632-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=547
in Journal of Autism and Developmental Disorders > 55-1 (January 2025) . - p.391-391[article] Correction: Gastrointestinal, Behaviour and Anxiety Outcomes in Autistic Children Following an Open Label, Randomised Pilot Study of Synbiotics vs Synbiotics and Gut-Directed Hypnotherapy : Journal of Autism and Developmental Disorders [Texte imprimé et/ou numérique] / Leanne K. Mitchell, Auteur ; Helen S. HEUSSLER, Auteur ; Christopher J. Burgess, Auteur ; Ateequr Rehman, Auteur ; Robert E. Steinert, Auteur ; Peter S. W. Davies, Auteur . - p.391-391.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 55-1 (January 2025) . - p.391-391
Index. décimale : PER Périodiques En ligne : https://doi.org/10.1007/s10803-024-06632-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=547
