Dépouillements

The Connection Between Sleep Problems and Emotional and Behavioural Difficulties in Autistic Children: A Network Analysis / Lucy SOMMERS in Journal of Autism and Developmental Disorders, 55-4 (April 2024)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-4 (April 2024) . - p.1159-1171 Titre : The Connection Between Sleep Problems and Emotional and Behavioural Difficulties in Autistic Children: A Network Analysis Type de document : Texte imprimé et/ou numérique Auteurs : Lucy SOMMERS, Auteur ; Nicole PAPADOPOULOS, Auteur ; Matthew FULLER-TYSZKIEWICZ, Auteur ; Emma SCIBERRAS, Auteur ; Jane MCGILLIVRAY, Auteur ; Patricia HOWLIN, Auteur ; Nicole RINEHART, Auteur Article en page(s) : p.1159-1171 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The interactions between sleep problems, autism symptoms and emotional and behavioural difficulties were explored using network analysis in 240 autistic children (mean age: 8.8 years, range 5-13 years) with moderate to severe sleep problems. Findings revealed a highly connected and interpretable network, with three separate clusters identified of the modelled variables. Depression, anxiety and behavioural difficulties were the most central variables of the network. Depression, anxiety and restricted repetitive and stereotyped patterns behaviours (RRBs) were the strongest bridging variables in the network model, transmitting activation both within and between other symptom clusters. The results highlight that depression and anxiety were highly connected symptoms within the network, suggesting support in these areas could be helpful, as well as future research. En ligne : https://doi.org/10.1007/s10803-024-06298-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550 [article] The Connection Between Sleep Problems and Emotional and Behavioural Difficulties in Autistic Children: A Network Analysis [Texte imprimé et/ou numérique] / Lucy SOMMERS, Auteur ; Nicole PAPADOPOULOS, Auteur ; Matthew FULLER-TYSZKIEWICZ, Auteur ; Emma SCIBERRAS, Auteur ; Jane MCGILLIVRAY, Auteur ; Patricia HOWLIN, Auteur ; Nicole RINEHART, Auteur . - p.1159-1171. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-4 (April 2024) . - p.1159-1171 Index. décimale : PER Périodiques Résumé : The interactions between sleep problems, autism symptoms and emotional and behavioural difficulties were explored using network analysis in 240 autistic children (mean age: 8.8 years, range 5-13 years) with moderate to severe sleep problems. Findings revealed a highly connected and interpretable network, with three separate clusters identified of the modelled variables. Depression, anxiety and behavioural difficulties were the most central variables of the network. Depression, anxiety and restricted repetitive and stereotyped patterns behaviours (RRBs) were the strongest bridging variables in the network model, transmitting activation both within and between other symptom clusters. The results highlight that depression and anxiety were highly connected symptoms within the network, suggesting support in these areas could be helpful, as well as future research. En ligne : https://doi.org/10.1007/s10803-024-06298-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550

The Social Validity of Behavioral Interventions: Seeking Input from Autistic Adults / Kaitlynn M. P. BAIDEN in Journal of Autism and Developmental Disorders, 55-4 (April 2024)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-4 (April 2024) . - p.1172-1186 Titre : The Social Validity of Behavioral Interventions: Seeking Input from Autistic Adults Type de document : Texte imprimé et/ou numérique Auteurs : Kaitlynn M. P. BAIDEN, Auteur ; Zachary J. WILLIAMS, Auteur ; Rachel K. SCHUCK, Auteur ; Patrick DWYER, Auteur ; Mian WANG, Auteur Article en page(s) : p.1172-1186 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Many in the autistic community have expressed concerns regarding the use of behavioral interventions with autistic children, suggesting that these interventions may not be socially valid. Though behavioral interventions have evolved to be more naturalistic and child-centered, little structured research has been done to explicitly seek autistic perspectives on the acceptability of specific components of behavioral interventions. Autistic adults (N = 235) were recruited online to take the Autism Intervention Attitudes Scale (AIAS), a questionnaire designed to gather feedback on common intervention goals and practices. Results indicate that participants find goals and practices that highlight quality of life, safety, and autistic interactions acceptable, while those that focus on normalization based on neurotypical standards are not. An exploratory graph analysis revealed three communities of goals ("uncontroversial goals", "controversial goals", and "social goals"). Comparison between naturalistic and structured intervention components additionally showed that autistic participants favored naturalistic strategies. These findings are in line with known criticisms of behavioral intervention from autistic adults, but also provide more information on the specific ways in which behavioral interventions can be reformed. This information can guide professionals in the development of appropriate goals and decisions around intervention planning. En ligne : https://doi.org/10.1007/s10803-024-06297-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550 [article] The Social Validity of Behavioral Interventions: Seeking Input from Autistic Adults [Texte imprimé et/ou numérique] / Kaitlynn M. P. BAIDEN, Auteur ; Zachary J. WILLIAMS, Auteur ; Rachel K. SCHUCK, Auteur ; Patrick DWYER, Auteur ; Mian WANG, Auteur . - p.1172-1186. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-4 (April 2024) . - p.1172-1186 Index. décimale : PER Périodiques Résumé : Many in the autistic community have expressed concerns regarding the use of behavioral interventions with autistic children, suggesting that these interventions may not be socially valid. Though behavioral interventions have evolved to be more naturalistic and child-centered, little structured research has been done to explicitly seek autistic perspectives on the acceptability of specific components of behavioral interventions. Autistic adults (N = 235) were recruited online to take the Autism Intervention Attitudes Scale (AIAS), a questionnaire designed to gather feedback on common intervention goals and practices. Results indicate that participants find goals and practices that highlight quality of life, safety, and autistic interactions acceptable, while those that focus on normalization based on neurotypical standards are not. An exploratory graph analysis revealed three communities of goals ("uncontroversial goals", "controversial goals", and "social goals"). Comparison between naturalistic and structured intervention components additionally showed that autistic participants favored naturalistic strategies. These findings are in line with known criticisms of behavioral intervention from autistic adults, but also provide more information on the specific ways in which behavioral interventions can be reformed. This information can guide professionals in the development of appropriate goals and decisions around intervention planning. En ligne : https://doi.org/10.1007/s10803-024-06297-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550

Effects of a Contingent Responses Intervention on the Quantity and Quality of Vocalizations of Preschool Children with Autism Spectrum Disorder / Jena MCDANIEL in Journal of Autism and Developmental Disorders, 55-4 (April 2024)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-4 (April 2024) . - p.1187-1202 Titre : Effects of a Contingent Responses Intervention on the Quantity and Quality of Vocalizations of Preschool Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Jena MCDANIEL, Auteur Article en page(s) : p.1187-1202 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Multiple contemporary theories emphasize the quantity and quality of child vocalizations for promoting spoken language acquisition. Yet, empirical evidence for facilitating vocal development is strikingly lacking including for children with autism spectrum disorder (ASD) who have difficulty developing language. We evaluate use of contingent responses and vocal enhancement strategies to increase the quantity and quality of child vocalizations to which adults can respond with language-facilitating input for children with ASD. Three preschool children with ASD and minimal verbal skills participated. Using an alternating treatments design embedded within a multiple probe across participants design, we compared using contingent responses with and without vocal enhancement strategies versus a non-contingent control condition. Based on visual analysis and effect sizes, all participants showed a functional relation between both active intervention conditions and quantity of vocalizations, as predicted. For quality of vocalizations, changes under the active intervention conditions were less pronounced than those observed for quantity. Two participants showed a functional relation between at least one quality variable and the active interventions. Our hypothesis that vocal enhancement strategies would exhibit a value-added effect was partially supported for quantity and quality. Findings support using contingent responses to improve the quantity and to some degree the quality of vocalizations in young children with ASD and minimal verbal skills. Support for the added value of vocal enhancement strategies was mixed. Refining the intervention strategies is warranted to meet the needs of the understudied population of children with ASD and minimal verbal skills. En ligne : https://doi.org/10.1007/s10803-024-06279-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550 [article] Effects of a Contingent Responses Intervention on the Quantity and Quality of Vocalizations of Preschool Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Jena MCDANIEL, Auteur . - p.1187-1202. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-4 (April 2024) . - p.1187-1202 Index. décimale : PER Périodiques Résumé : Multiple contemporary theories emphasize the quantity and quality of child vocalizations for promoting spoken language acquisition. Yet, empirical evidence for facilitating vocal development is strikingly lacking including for children with autism spectrum disorder (ASD) who have difficulty developing language. We evaluate use of contingent responses and vocal enhancement strategies to increase the quantity and quality of child vocalizations to which adults can respond with language-facilitating input for children with ASD. Three preschool children with ASD and minimal verbal skills participated. Using an alternating treatments design embedded within a multiple probe across participants design, we compared using contingent responses with and without vocal enhancement strategies versus a non-contingent control condition. Based on visual analysis and effect sizes, all participants showed a functional relation between both active intervention conditions and quantity of vocalizations, as predicted. For quality of vocalizations, changes under the active intervention conditions were less pronounced than those observed for quantity. Two participants showed a functional relation between at least one quality variable and the active interventions. Our hypothesis that vocal enhancement strategies would exhibit a value-added effect was partially supported for quantity and quality. Findings support using contingent responses to improve the quantity and to some degree the quality of vocalizations in young children with ASD and minimal verbal skills. Support for the added value of vocal enhancement strategies was mixed. Refining the intervention strategies is warranted to meet the needs of the understudied population of children with ASD and minimal verbal skills. En ligne : https://doi.org/10.1007/s10803-024-06279-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550

Continuation of Pediatric Care after Transfer to Adult Care Among Autistic Youth Overlap of Pediatric and Adult Care / Joseph SIRRIANNI in Journal of Autism and Developmental Disorders, 55-4 (April 2024)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-4 (April 2024) . - p.1203-1214 Titre : Continuation of Pediatric Care after Transfer to Adult Care Among Autistic Youth Overlap of Pediatric and Adult Care Type de document : Texte imprimé et/ou numérique Auteurs : Joseph SIRRIANNI, Auteur ; Christopher HANKS, Auteur ; Steve RUST, Auteur ; Laura C. HART, Auteur Article en page(s) : p.1203-1214 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The transition from pediatric to adult health care is a vulnerable time period for autistic adolescents and young adults (AYA) and for some autistic AYA may include a period of receiving care in both the pediatric and adult health systems. We sought to assess the proportion of autistic AYA who continued to use pediatric health services after their first adult primary care appointment and to identify factors associated with continued pediatric contact. We analyzed electronic medical record (EMR) data from a cohort of autistic AYA seen in a primary-care-based program for autistic people. Using logistic and linear regression, we assessed the relationship between eight patient characteristics and (1) the odds of a patient having ANY pediatric visits after their first adult appointment and (2) the number of pediatric visits among those with at least one pediatric visit. The cohort included 230 autistic AYA, who were mostly white (68%), mostly male (82%), with a mean age of 19.4 years at the time of their last pediatric visit before entering adult care. The majority (n = 149; 65%) had pediatric contact after the first adult visit. Younger age at the time of the first adult visit and more pediatric visits prior to the first adult visit were associated with continued pediatric contact. In this cohort of autistic AYA, most patients had contact with the pediatric system after their first adult primary care appointment. En ligne : https://doi.org/10.1007/s10803-024-06314-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550 [article] Continuation of Pediatric Care after Transfer to Adult Care Among Autistic Youth Overlap of Pediatric and Adult Care [Texte imprimé et/ou numérique] / Joseph SIRRIANNI, Auteur ; Christopher HANKS, Auteur ; Steve RUST, Auteur ; Laura C. HART, Auteur . - p.1203-1214. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-4 (April 2024) . - p.1203-1214 Index. décimale : PER Périodiques Résumé : The transition from pediatric to adult health care is a vulnerable time period for autistic adolescents and young adults (AYA) and for some autistic AYA may include a period of receiving care in both the pediatric and adult health systems. We sought to assess the proportion of autistic AYA who continued to use pediatric health services after their first adult primary care appointment and to identify factors associated with continued pediatric contact. We analyzed electronic medical record (EMR) data from a cohort of autistic AYA seen in a primary-care-based program for autistic people. Using logistic and linear regression, we assessed the relationship between eight patient characteristics and (1) the odds of a patient having ANY pediatric visits after their first adult appointment and (2) the number of pediatric visits among those with at least one pediatric visit. The cohort included 230 autistic AYA, who were mostly white (68%), mostly male (82%), with a mean age of 19.4 years at the time of their last pediatric visit before entering adult care. The majority (n = 149; 65%) had pediatric contact after the first adult visit. Younger age at the time of the first adult visit and more pediatric visits prior to the first adult visit were associated with continued pediatric contact. In this cohort of autistic AYA, most patients had contact with the pediatric system after their first adult primary care appointment. En ligne : https://doi.org/10.1007/s10803-024-06314-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550

A Pilot Randomized Controlled Trial of Motivation-Based Social Skills Group Treatment with Parent Training / Jane SHKEL in Journal of Autism and Developmental Disorders, 55-4 (April 2024)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-4 (April 2024) . - p.1215-1228 Titre : A Pilot Randomized Controlled Trial of Motivation-Based Social Skills Group Treatment with Parent Training Type de document : Texte imprimé et/ou numérique Auteurs : Jane SHKEL, Auteur ; Alicia GENG, Auteur ; Elise PILCHAK, Auteur ; Maria Estefania MILLAN, Auteur ; Jessica M. SCHWARTZMAN, Auteur ; Rachel SCHUCK, Auteur ; Maria Victoria BUNDANG, Auteur ; Agatha BARNOWSKI, Auteur ; Devon M. SLAP, Auteur ; Sydney STRATFORD, Auteur ; Antonio Y. HARDAN, Auteur ; Jennifer M. PHILLIPS, Auteur ; Grace W. GENGOUX, Auteur Article en page(s) : p.1215-1228 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Despite the popularity of social skills groups, there remains a need for empirical investigation of treatment effects, especially when targeting pivotal aspects of social functioning such as initiations to peers. The goal of the present study was to conduct a randomized controlled trial of a 12-week social intervention (SUCCESS), which combined an inclusive social group with a parent education program. Twenty-five 4- to 6-year-olds with Autism Spectrum Disorder (ASD) were randomized to SUCCESS (N = 11) or to treatment as usual (N = 14). Combining a peer group model with a parent training program, the SUCCESS intervention used naturalistic behavioral techniques (e.g., environmental arrangement, natural reinforcement) to increase social initiations to peers. After 12 weeks, children participating in the SUCCESS program made more frequent initiations to peers than children in the treatment-as-usual group, including more prompted and unprompted initiations to request. Additional gains in clinician-rated social functioning were observed in children randomized to SUCCESS, while differential treatment effects were not detected in parent-rated measures. However, lower baseline social motivation was associated with greater parent-reported initiation improvement. This study provides preliminary support for the efficacy of a naturalistic, behavioral social skills intervention to improve peer initiations for children with ASD. The findings suggest that using a motivation-based social skills group was effective in increasing both prompted and spontaneous initiations to peers, and highlights the need for further research into the role of baseline social motivation in predicting social skills treatment response. En ligne : https://doi.org/10.1007/s10803-024-06302-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550 [article] A Pilot Randomized Controlled Trial of Motivation-Based Social Skills Group Treatment with Parent Training [Texte imprimé et/ou numérique] / Jane SHKEL, Auteur ; Alicia GENG, Auteur ; Elise PILCHAK, Auteur ; Maria Estefania MILLAN, Auteur ; Jessica M. SCHWARTZMAN, Auteur ; Rachel SCHUCK, Auteur ; Maria Victoria BUNDANG, Auteur ; Agatha BARNOWSKI, Auteur ; Devon M. SLAP, Auteur ; Sydney STRATFORD, Auteur ; Antonio Y. HARDAN, Auteur ; Jennifer M. PHILLIPS, Auteur ; Grace W. GENGOUX, Auteur . - p.1215-1228. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-4 (April 2024) . - p.1215-1228 Index. décimale : PER Périodiques Résumé : Despite the popularity of social skills groups, there remains a need for empirical investigation of treatment effects, especially when targeting pivotal aspects of social functioning such as initiations to peers. The goal of the present study was to conduct a randomized controlled trial of a 12-week social intervention (SUCCESS), which combined an inclusive social group with a parent education program. Twenty-five 4- to 6-year-olds with Autism Spectrum Disorder (ASD) were randomized to SUCCESS (N = 11) or to treatment as usual (N = 14). Combining a peer group model with a parent training program, the SUCCESS intervention used naturalistic behavioral techniques (e.g., environmental arrangement, natural reinforcement) to increase social initiations to peers. After 12 weeks, children participating in the SUCCESS program made more frequent initiations to peers than children in the treatment-as-usual group, including more prompted and unprompted initiations to request. Additional gains in clinician-rated social functioning were observed in children randomized to SUCCESS, while differential treatment effects were not detected in parent-rated measures. However, lower baseline social motivation was associated with greater parent-reported initiation improvement. This study provides preliminary support for the efficacy of a naturalistic, behavioral social skills intervention to improve peer initiations for children with ASD. The findings suggest that using a motivation-based social skills group was effective in increasing both prompted and spontaneous initiations to peers, and highlights the need for further research into the role of baseline social motivation in predicting social skills treatment response. En ligne : https://doi.org/10.1007/s10803-024-06302-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550

Exploring Latine Parent Leaders' and a Program Coordinator?s Lived Experiences with a Culturally Adapted Parent-Directed Training Program / Javier Cavazos VELA in Journal of Autism and Developmental Disorders, 55-4 (April 2024)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-4 (April 2024) . - p.1229-1242 Titre : Exploring Latine Parent Leaders' and a Program Coordinator?s Lived Experiences with a Culturally Adapted Parent-Directed Training Program Type de document : Texte imprimé et/ou numérique Auteurs : Javier Cavazos VELA, Auteur ; Noe RAMOS, Auteur ; Cheryl FIELDING, Auteur ; Denisse ELIZONDO, Auteur Article en page(s) : p.1229-1242 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The purpose of the current study was to explore the lived experiences among parent leaders and a program coordinator who participated in a parent-directed training program to support other Latine parents of children with autism spectrum disorder. We used qualitative methods to explore 4 Latine parent leaders' and 1 program coordinator?s experiences with a parent-directed training program to support other Latine parents who have children with autism spectrum disorder. We interviewed parent leaders and a program coordinator to learn about their lived experiences as leaders in a parent-directed training program. The following themes emerged from Interpretative Phenomenological Analysis data analysis: (a) personal growth, (b) leadership development, (c) sense of connection and community, (d) contributing to a larger and meaningful purpose, and (e) applying knowledge and skills to help other parents. A culturally adapted parent-directed training program has the potential to positively influence Latine parent leaders who are prepared to support parents of children with ASD. There were positive program impacts on parent leaders regarding personal growth, leadership development, connection and community, contribution to a larger purpose, and use of knowledge and skills to help other parents. We also discovered the importance of building a safe community for Latine parent leaders and other parents who have children with ASD in a parent-directed training program. En ligne : https://doi.org/10.1007/s10803-024-06270-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550 [article] Exploring Latine Parent Leaders' and a Program Coordinator?s Lived Experiences with a Culturally Adapted Parent-Directed Training Program [Texte imprimé et/ou numérique] / Javier Cavazos VELA, Auteur ; Noe RAMOS, Auteur ; Cheryl FIELDING, Auteur ; Denisse ELIZONDO, Auteur . - p.1229-1242. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-4 (April 2024) . - p.1229-1242 Index. décimale : PER Périodiques Résumé : The purpose of the current study was to explore the lived experiences among parent leaders and a program coordinator who participated in a parent-directed training program to support other Latine parents of children with autism spectrum disorder. We used qualitative methods to explore 4 Latine parent leaders' and 1 program coordinator?s experiences with a parent-directed training program to support other Latine parents who have children with autism spectrum disorder. We interviewed parent leaders and a program coordinator to learn about their lived experiences as leaders in a parent-directed training program. The following themes emerged from Interpretative Phenomenological Analysis data analysis: (a) personal growth, (b) leadership development, (c) sense of connection and community, (d) contributing to a larger and meaningful purpose, and (e) applying knowledge and skills to help other parents. A culturally adapted parent-directed training program has the potential to positively influence Latine parent leaders who are prepared to support parents of children with ASD. There were positive program impacts on parent leaders regarding personal growth, leadership development, connection and community, contribution to a larger purpose, and use of knowledge and skills to help other parents. We also discovered the importance of building a safe community for Latine parent leaders and other parents who have children with ASD in a parent-directed training program. En ligne : https://doi.org/10.1007/s10803-024-06270-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550

An Exploration of Online and In-Person Administration of the Kaufman Brief Intelligence Test, Second Edition (KBIT-2) in Children and Adolescents Being Evaluated for Autism Spectrum Disorder / Joshua Anbar in Journal of Autism and Developmental Disorders, 55-4 (April 2024)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-4 (April 2024) . - p.1243-1253 Titre : An Exploration of Online and In-Person Administration of the Kaufman Brief Intelligence Test, Second Edition (KBIT-2) in Children and Adolescents Being Evaluated for Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Joshua Anbar, Auteur ; Maurice METOYER, Auteur ; Christopher J. SMITH, Auteur ; Nicole L. MATTHEWS, Auteur Article en page(s) : p.1243-1253 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Purpose: Most assessment tools used to diagnose and characterize autism spectrum disorder (ASD) were developed for in-person administration. The coronavirus disease 2019 (COVID-19) pandemic resulted in the need to adapt traditional assessment tools for online administration with only minimal evidence to support validity of such practices. Methods: The current exploratory study compared scores from online administration of the Kaufman Brief Intelligence Test, Second Edition (KBIT-2) during the pandemic to scores derived from follow-up testing using traditional in-person administration. Participants were 47 children and adolescents (M age = 9.48 years, SD = 4.06; 68.10% male) who participated in a telehealth diagnostic evaluation for ASD that included online administration of the KBIT-2. Participants were invited to complete the KBIT-2 a second time during an in-person study visit. Results: Pearson?s correlation coefficients suggested acceptable to good reliability between online and in-person administration. Although most participants' online and in-person scores were within one standard deviation of each other, results suggested statistically significant differences between scores derived from the two modalities. Additionally, 19-26% of participants (depending on domain examined) had scores that differed by more than one standard deviation. Notably, all but one of these participants was under the age of 12 years. Conclusion: Findings suggest that online administration of the KBIT-2 is likely appropriate for older children and adolescents with ASD. However, additional research is needed to test online administration of intellectual assessments for children with ASD. En ligne : https://doi.org/10.1007/s10803-024-06323-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550 [article] An Exploration of Online and In-Person Administration of the Kaufman Brief Intelligence Test, Second Edition (KBIT-2) in Children and Adolescents Being Evaluated for Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Joshua Anbar, Auteur ; Maurice METOYER, Auteur ; Christopher J. SMITH, Auteur ; Nicole L. MATTHEWS, Auteur . - p.1243-1253. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-4 (April 2024) . - p.1243-1253 Index. décimale : PER Périodiques Résumé : Purpose: Most assessment tools used to diagnose and characterize autism spectrum disorder (ASD) were developed for in-person administration. The coronavirus disease 2019 (COVID-19) pandemic resulted in the need to adapt traditional assessment tools for online administration with only minimal evidence to support validity of such practices. Methods: The current exploratory study compared scores from online administration of the Kaufman Brief Intelligence Test, Second Edition (KBIT-2) during the pandemic to scores derived from follow-up testing using traditional in-person administration. Participants were 47 children and adolescents (M age = 9.48 years, SD = 4.06; 68.10% male) who participated in a telehealth diagnostic evaluation for ASD that included online administration of the KBIT-2. Participants were invited to complete the KBIT-2 a second time during an in-person study visit. Results: Pearson?s correlation coefficients suggested acceptable to good reliability between online and in-person administration. Although most participants' online and in-person scores were within one standard deviation of each other, results suggested statistically significant differences between scores derived from the two modalities. Additionally, 19-26% of participants (depending on domain examined) had scores that differed by more than one standard deviation. Notably, all but one of these participants was under the age of 12 years. Conclusion: Findings suggest that online administration of the KBIT-2 is likely appropriate for older children and adolescents with ASD. However, additional research is needed to test online administration of intellectual assessments for children with ASD. En ligne : https://doi.org/10.1007/s10803-024-06323-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550

Perceived Parent Needs for Improving Parent Participation in School-Based Therapies for Children with Disabilities Using the Parent-Therapist Partnership Survey / Ashley N. MURPHY in Journal of Autism and Developmental Disorders, 55-4 (April 2024)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-4 (April 2024) . - p.1254-1273 Titre : Perceived Parent Needs for Improving Parent Participation in School-Based Therapies for Children with Disabilities Using the Parent-Therapist Partnership Survey Type de document : Texte imprimé et/ou numérique Auteurs : Ashley N. MURPHY, Auteur ; Kathleen MOSKOWITZ, Auteur ; Francesca FERNANDEZ, Auteur ; Heather J. RISSER, Auteur Article en page(s) : p.1254-1273 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Rehabilitative and habilitative therapies can help children with disabilities increase independence and overall wellbeing. However, children and their caregivers face many barriers to accessing these therapies and often rely on the school for therapy access. Given the limited resources available within the special education system, increasing parent involvement in special education therapies could improve service delivery. However, providers must first understand what parents need to participate in therapies before attempting to engage families. 217 parents completed an online survey consisting of the Parent-Therapist Partnership Survey and demographic questionnaires about theirfamiliesand their child[ren] with disabilities. The percentage of needs parents endorsed as important and thepercentageofimportantneedsendorsedasunmetwere calculated. Differences across demographic variables were assessed. Overall, parents reported an average of 75% of needs as important with significantly more needs endorsed as important regarding being an informed, engaged member of the child?s care team (M = 83%) than needs related to support and guidance (M = 65%, p < 0.001). Furthermore, parentsreportedan average of 58% of important needs as unmet, with no significant differences in subscale averages. Significant associations were found for race/ethnicity, education, income, partner availability, number of children with disabilities in the household, transportation access, neighborhood opportunities, parent efficacy and social, emotional, and behavioral concerns. Parents reported a high percentage of needs as important, but a large percentage of these important needs were considered unmet. Significant disparities based on racial/ethnic identities and access to resources were found. In order to successfully engage parents in special education therapy activities, providers must work to understand and address parents' engagement needs, paying special attention to each family?s unique circumstances to optimize engagement. En ligne : https://doi.org/10.1007/s10803-024-06282-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550 [article] Perceived Parent Needs for Improving Parent Participation in School-Based Therapies for Children with Disabilities Using the Parent-Therapist Partnership Survey [Texte imprimé et/ou numérique] / Ashley N. MURPHY, Auteur ; Kathleen MOSKOWITZ, Auteur ; Francesca FERNANDEZ, Auteur ; Heather J. RISSER, Auteur . - p.1254-1273. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-4 (April 2024) . - p.1254-1273 Index. décimale : PER Périodiques Résumé : Rehabilitative and habilitative therapies can help children with disabilities increase independence and overall wellbeing. However, children and their caregivers face many barriers to accessing these therapies and often rely on the school for therapy access. Given the limited resources available within the special education system, increasing parent involvement in special education therapies could improve service delivery. However, providers must first understand what parents need to participate in therapies before attempting to engage families. 217 parents completed an online survey consisting of the Parent-Therapist Partnership Survey and demographic questionnaires about theirfamiliesand their child[ren] with disabilities. The percentage of needs parents endorsed as important and thepercentageofimportantneedsendorsedasunmetwere calculated. Differences across demographic variables were assessed. Overall, parents reported an average of 75% of needs as important with significantly more needs endorsed as important regarding being an informed, engaged member of the child?s care team (M = 83%) than needs related to support and guidance (M = 65%, p < 0.001). Furthermore, parentsreportedan average of 58% of important needs as unmet, with no significant differences in subscale averages. Significant associations were found for race/ethnicity, education, income, partner availability, number of children with disabilities in the household, transportation access, neighborhood opportunities, parent efficacy and social, emotional, and behavioral concerns. Parents reported a high percentage of needs as important, but a large percentage of these important needs were considered unmet. Significant disparities based on racial/ethnic identities and access to resources were found. In order to successfully engage parents in special education therapy activities, providers must work to understand and address parents' engagement needs, paying special attention to each family?s unique circumstances to optimize engagement. En ligne : https://doi.org/10.1007/s10803-024-06282-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550

A Direct Comparison of Three Screening Methods for Autism Spectrum Disorder in a High-Likelihood Sibling Population / Chui Mae WONG in Journal of Autism and Developmental Disorders, 55-4 (April 2024)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-4 (April 2024) . - p.1274-1285 Titre : A Direct Comparison of Three Screening Methods for Autism Spectrum Disorder in a High-Likelihood Sibling Population Type de document : Texte imprimé et/ou numérique Auteurs : Chui Mae WONG, Auteur ; Nurhafizah MOHD ZAMBRI, Auteur ; Hui Hua FAN, Auteur ; Lily H. S. LAU, Auteur ; L. Mary DANIEL, Auteur ; Hwan Cui KOH, Auteur Article en page(s) : p.1274-1285 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Targeted screening of children at increased likelihood of autism is recommended. However, autism screening tools are usually validated for use mainly in low-likelihood populations. This study compared the accuracy of the Modified Checklist for Autism in Toddlers, Revised with Follow-up (M-CHAT-R/F), the ASDetect app, and the Social Attention and Communication Surveillance, Revised (SACS-R). Siblings of autistic children underwent autism screening at 12, 18 and 30 months old. At each visit, caregivers completed the M-CHAT-R/F and ASDetect while trained nurses tested the siblings using the SACS-R. At 36 to 48 months, the siblings underwent an Autism Diagnostic Observation Schedule-Second Edition (ADOS-2) assessment. 189 siblings were screened, 141 completed the study, and 32 were confirmed to have autism. Although not validated for use at 12 months, the M-CHAT-R/F had the best sensitivity among the three tools for this age group, suggesting that early signs are already apparent to caregivers. The M-CHAT-R/F had overall better sensitivity (0.72-0.83) across all age groups, but with overall lower specificity (0.55-0.77). The SACS-R and ASDetect had better positive predictive values at 18 and 30 months (0.60-0.68), while the M-CHAT-R/F was 0.43-0.48. Negative predictive values were generally high across all three tools across all age groups (0.78-0.93). Targeted screening of children at high likelihood of autism yielded a detection rate of 22.7% and should therefore be implemented routinely to facilitate early detection and intervention. The performance of autism screening tools should be examined in higher-likelihood populations for targeted screening of these children. En ligne : https://doi.org/10.1007/s10803-024-06294-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550 [article] A Direct Comparison of Three Screening Methods for Autism Spectrum Disorder in a High-Likelihood Sibling Population [Texte imprimé et/ou numérique] / Chui Mae WONG, Auteur ; Nurhafizah MOHD ZAMBRI, Auteur ; Hui Hua FAN, Auteur ; Lily H. S. LAU, Auteur ; L. Mary DANIEL, Auteur ; Hwan Cui KOH, Auteur . - p.1274-1285. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-4 (April 2024) . - p.1274-1285 Index. décimale : PER Périodiques Résumé : Targeted screening of children at increased likelihood of autism is recommended. However, autism screening tools are usually validated for use mainly in low-likelihood populations. This study compared the accuracy of the Modified Checklist for Autism in Toddlers, Revised with Follow-up (M-CHAT-R/F), the ASDetect app, and the Social Attention and Communication Surveillance, Revised (SACS-R). Siblings of autistic children underwent autism screening at 12, 18 and 30 months old. At each visit, caregivers completed the M-CHAT-R/F and ASDetect while trained nurses tested the siblings using the SACS-R. At 36 to 48 months, the siblings underwent an Autism Diagnostic Observation Schedule-Second Edition (ADOS-2) assessment. 189 siblings were screened, 141 completed the study, and 32 were confirmed to have autism. Although not validated for use at 12 months, the M-CHAT-R/F had the best sensitivity among the three tools for this age group, suggesting that early signs are already apparent to caregivers. The M-CHAT-R/F had overall better sensitivity (0.72-0.83) across all age groups, but with overall lower specificity (0.55-0.77). The SACS-R and ASDetect had better positive predictive values at 18 and 30 months (0.60-0.68), while the M-CHAT-R/F was 0.43-0.48. Negative predictive values were generally high across all three tools across all age groups (0.78-0.93). Targeted screening of children at high likelihood of autism yielded a detection rate of 22.7% and should therefore be implemented routinely to facilitate early detection and intervention. The performance of autism screening tools should be examined in higher-likelihood populations for targeted screening of these children. En ligne : https://doi.org/10.1007/s10803-024-06294-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550

Self-Regulation and Academic Learning in Preschoolers with Autism Spectrum Disorder: Links to School Engagement and Levels of Autism Characteristics / Yanru CHEN in Journal of Autism and Developmental Disorders, 55-4 (April 2024)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-4 (April 2024) . - p.1286-1301 Titre : Self-Regulation and Academic Learning in Preschoolers with Autism Spectrum Disorder: Links to School Engagement and Levels of Autism Characteristics Type de document : Texte imprimé et/ou numérique Auteurs : Yanru CHEN, Auteur ; Laudan B. JAHROMI, Auteur Article en page(s) : p.1286-1301 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder often demonstrate self-regulation challenges and academic difficulties. Although self-regulation has been well documented as an important factor for academic achievement in neurotypical children, little is known about how it is related to academic learning in autistic children, especially during preschool, a critical developmental period for both emergent academic skills and self-regulatory abilities. It is also unclear whether school engagement or autism characteristics influence the relation between self-regulation and academic learning in autistic children during preschool. Thirty-two autistic preschoolers participated in this study. Direct measures and parent reports were used to measure three dimensions of self-regulation, including executive function, effortful control, and emotion regulation. Classroom-based data from multiple academic programs were used to reflect their average rates of achieving new literacy and mathematics learning goals. Teachers reported the participants' levels of school engagement, and their autism characteristics were measured directly. Emotion regulation was significantly linked to the rate of meeting literacy learning goals in autistic preschoolers, whereas multiple executive function skills, including inhibitory and attentional control and working memory, were associated with their mathematics learning rate. Emotion regulation demonstrated a stronger association with literacy learning when autistic children were more engaged in classroom activities. Levels of autism characteristics did not mediate or moderate the association between self-regulation and academic learning. Future interventions and teaching should consider fostering self-regulation and facilitating school engagement for autistic preschoolers besides targeting their learning performance on specific academic content to promote their current and future academic success. En ligne : https://doi.org/10.1007/s10803-024-06288-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550 [article] Self-Regulation and Academic Learning in Preschoolers with Autism Spectrum Disorder: Links to School Engagement and Levels of Autism Characteristics [Texte imprimé et/ou numérique] / Yanru CHEN, Auteur ; Laudan B. JAHROMI, Auteur . - p.1286-1301. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-4 (April 2024) . - p.1286-1301 Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder often demonstrate self-regulation challenges and academic difficulties. Although self-regulation has been well documented as an important factor for academic achievement in neurotypical children, little is known about how it is related to academic learning in autistic children, especially during preschool, a critical developmental period for both emergent academic skills and self-regulatory abilities. It is also unclear whether school engagement or autism characteristics influence the relation between self-regulation and academic learning in autistic children during preschool. Thirty-two autistic preschoolers participated in this study. Direct measures and parent reports were used to measure three dimensions of self-regulation, including executive function, effortful control, and emotion regulation. Classroom-based data from multiple academic programs were used to reflect their average rates of achieving new literacy and mathematics learning goals. Teachers reported the participants' levels of school engagement, and their autism characteristics were measured directly. Emotion regulation was significantly linked to the rate of meeting literacy learning goals in autistic preschoolers, whereas multiple executive function skills, including inhibitory and attentional control and working memory, were associated with their mathematics learning rate. Emotion regulation demonstrated a stronger association with literacy learning when autistic children were more engaged in classroom activities. Levels of autism characteristics did not mediate or moderate the association between self-regulation and academic learning. Future interventions and teaching should consider fostering self-regulation and facilitating school engagement for autistic preschoolers besides targeting their learning performance on specific academic content to promote their current and future academic success. En ligne : https://doi.org/10.1007/s10803-024-06288-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550

The Role of Theory of Mind, Executive Functions, and Central Coherence in Reading Comprehension for Children with ASD and Typical Development / Yael KIMHI in Journal of Autism and Developmental Disorders, 55-4 (April 2024)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-4 (April 2024) . - p.1302-1317 Titre : The Role of Theory of Mind, Executive Functions, and Central Coherence in Reading Comprehension for Children with ASD and Typical Development Type de document : Texte imprimé et/ou numérique Auteurs : Yael KIMHI, Auteur ; Yifat MIRSKY, Auteur ; Nirit BAUMINGER-ZVIELY, Auteur Article en page(s) : p.1302-1317 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Many children with autism spectrum disorders (ASD) have challenges in reading comprehension, especially when implicit information in narrative texts is involved. Three interrelated factors influencing reading comprehension have been proposed to explain these challenges: Theory of Mind - ToM; executive functions - EF; and central coherence - CC. This study investigated the differential contribution of these cognitive abilities to reading comprehension among cognitively able children with ASD compared to matched peers with typical development (TD). 28 third-grade children with ASD and 28 third-grade children with TD participated in the study. Four measures were administered: ToM, CC, EF (working memory, planning, inhibitory control, cognitive flexibility), and reading comprehension. One-way ANOVAs were computed to examine group differences in cognitive characteristics (ToM, CC, EF) and reading comprehension. Regressions were performed to examine the contribution of cognitive characteristics (ToM, CC, EF) to reading comprehension abilities (explicit, implicit, and general score) in ASD and TD. The TD group outperformed the ASD group in ToM and various EF measures but not in CC or reading comprehension. Positive main effects were found for ToM, and EF measures (planning - 3rd level, inhibition, and cognitive flexibility), demonstrating their contribution to reading comprehension abilities in both groups. Interactions revealed positive main effects for EF planning and CC for the ASD group only, showing the contribution of EF planning and CC for better reading comprehension. Our findings suggest different processing mechanisms regarding reading comprehension in each group. En ligne : https://doi.org/10.1007/s10803-024-06272-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550 [article] The Role of Theory of Mind, Executive Functions, and Central Coherence in Reading Comprehension for Children with ASD and Typical Development [Texte imprimé et/ou numérique] / Yael KIMHI, Auteur ; Yifat MIRSKY, Auteur ; Nirit BAUMINGER-ZVIELY, Auteur . - p.1302-1317. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-4 (April 2024) . - p.1302-1317 Index. décimale : PER Périodiques Résumé : Many children with autism spectrum disorders (ASD) have challenges in reading comprehension, especially when implicit information in narrative texts is involved. Three interrelated factors influencing reading comprehension have been proposed to explain these challenges: Theory of Mind - ToM; executive functions - EF; and central coherence - CC. This study investigated the differential contribution of these cognitive abilities to reading comprehension among cognitively able children with ASD compared to matched peers with typical development (TD). 28 third-grade children with ASD and 28 third-grade children with TD participated in the study. Four measures were administered: ToM, CC, EF (working memory, planning, inhibitory control, cognitive flexibility), and reading comprehension. One-way ANOVAs were computed to examine group differences in cognitive characteristics (ToM, CC, EF) and reading comprehension. Regressions were performed to examine the contribution of cognitive characteristics (ToM, CC, EF) to reading comprehension abilities (explicit, implicit, and general score) in ASD and TD. The TD group outperformed the ASD group in ToM and various EF measures but not in CC or reading comprehension. Positive main effects were found for ToM, and EF measures (planning - 3rd level, inhibition, and cognitive flexibility), demonstrating their contribution to reading comprehension abilities in both groups. Interactions revealed positive main effects for EF planning and CC for the ASD group only, showing the contribution of EF planning and CC for better reading comprehension. Our findings suggest different processing mechanisms regarding reading comprehension in each group. En ligne : https://doi.org/10.1007/s10803-024-06272-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550

Autistic People?s Perspectives on Functioning Labels and Associated Reasons, and Community Connectedness / Nathan KEATES in Journal of Autism and Developmental Disorders, 55-4 (April 2024)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-4 (April 2024) . - p.1318-1328 Titre : Autistic People?s Perspectives on Functioning Labels and Associated Reasons, and Community Connectedness Type de document : Texte imprimé et/ou numérique Auteurs : Nathan KEATES, Auteur ; Farradeh MARTIN, Auteur ; Krysia Emily WALDOCK, Auteur Article en page(s) : p.1318-1328 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Functioning labels have been used in relation to autistic people and differentiating between support needs. The main purpose of our study was to identify perspectives regarding language about being autistic. In regard to themselves and functioning. Furthermore, we investigated the influential factor of community connectedness on use of language acceptability and functioning labels. En ligne : https://doi.org/10.1007/s10803-024-06316-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550 [article] Autistic People?s Perspectives on Functioning Labels and Associated Reasons, and Community Connectedness [Texte imprimé et/ou numérique] / Nathan KEATES, Auteur ; Farradeh MARTIN, Auteur ; Krysia Emily WALDOCK, Auteur . - p.1318-1328. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-4 (April 2024) . - p.1318-1328 Index. décimale : PER Périodiques Résumé : Functioning labels have been used in relation to autistic people and differentiating between support needs. The main purpose of our study was to identify perspectives regarding language about being autistic. In regard to themselves and functioning. Furthermore, we investigated the influential factor of community connectedness on use of language acceptability and functioning labels. En ligne : https://doi.org/10.1007/s10803-024-06316-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550

The Economic Impacts of COVID-19 on Autistic Children and Their Families / Kristy A. ANDERSON in Journal of Autism and Developmental Disorders, 55-4 (April 2024)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-4 (April 2024) . - p.1329-1340 Titre : The Economic Impacts of COVID-19 on Autistic Children and Their Families Type de document : Texte imprimé et/ou numérique Auteurs : Kristy A. ANDERSON, Auteur ; Melissa RADEY, Auteur ; Jessica E. RAST, Auteur ; Anne M. ROUX, Auteur ; Lindsay SHEA, Auteur Article en page(s) : p.1329-1340 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : We used data from the National Survey of Children?s Health to (1) examine differences in economic hardship and safety net program use after the implementation of federal relief efforts, and (2) assess whether the COVID-19 pandemic exacerbated autism-based disparities in hardship and program use. En ligne : https://doi.org/10.1007/s10803-024-06280-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550 [article] The Economic Impacts of COVID-19 on Autistic Children and Their Families [Texte imprimé et/ou numérique] / Kristy A. ANDERSON, Auteur ; Melissa RADEY, Auteur ; Jessica E. RAST, Auteur ; Anne M. ROUX, Auteur ; Lindsay SHEA, Auteur . - p.1329-1340. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-4 (April 2024) . - p.1329-1340 Index. décimale : PER Périodiques Résumé : We used data from the National Survey of Children?s Health to (1) examine differences in economic hardship and safety net program use after the implementation of federal relief efforts, and (2) assess whether the COVID-19 pandemic exacerbated autism-based disparities in hardship and program use. En ligne : https://doi.org/10.1007/s10803-024-06280-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550

Friendship in Autism Spectrum Disorder Is Related to Diverse Developmental Changes Between Toddlerhood and Adolescence / Ronit SABAN-BEZALEL in Journal of Autism and Developmental Disorders, 55-4 (April 2024)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-4 (April 2024) . - p.1341-1352 Titre : Friendship in Autism Spectrum Disorder Is Related to Diverse Developmental Changes Between Toddlerhood and Adolescence Type de document : Texte imprimé et/ou numérique Auteurs : Ronit SABAN-BEZALEL, Auteur ; Esther BEN-ITZCHAK, Auteur ; Ditza A. ZACHOR, Auteur Article en page(s) : p.1341-1352 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Follow-up studies of children diagnosed with autism spectrum disorder (ASD) in early childhood that focus on friendship formation during adolescence are scarce. The present study focused on exploring characteristics possibly related to the ability to establish friendships during adolescence among children diagnosed with ASD in toddlerhood. En ligne : https://doi.org/10.1007/s10803-024-06284-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550 [article] Friendship in Autism Spectrum Disorder Is Related to Diverse Developmental Changes Between Toddlerhood and Adolescence [Texte imprimé et/ou numérique] / Ronit SABAN-BEZALEL, Auteur ; Esther BEN-ITZCHAK, Auteur ; Ditza A. ZACHOR, Auteur . - p.1341-1352. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-4 (April 2024) . - p.1341-1352 Index. décimale : PER Périodiques Résumé : Follow-up studies of children diagnosed with autism spectrum disorder (ASD) in early childhood that focus on friendship formation during adolescence are scarce. The present study focused on exploring characteristics possibly related to the ability to establish friendships during adolescence among children diagnosed with ASD in toddlerhood. En ligne : https://doi.org/10.1007/s10803-024-06284-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550

Assessing the Contribution of Measures of Attention and Executive Function to Diagnosis of ADHD or Autism / Kelsey HARKNESS in Journal of Autism and Developmental Disorders, 55-4 (April 2024)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-4 (April 2024) . - p.1353-1364 Titre : Assessing the Contribution of Measures of Attention and Executive Function to Diagnosis of ADHD or Autism Type de document : Texte imprimé et/ou numérique Auteurs : Kelsey HARKNESS, Auteur ; Signe BRAY, Auteur ; Chelsea M. DURBER, Auteur ; Deborah DEWEY, Auteur ; Kara MURIAS, Auteur Article en page(s) : p.1353-1364 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Attention and executive function (EF) dysregulation are common in a number of disorders including autism and attention-deficit/hyperactivity disorder (ADHD). Better understanding of the relationship between indirect and direct measures of attention and EF and common neurodevelopmental diagnoses may contribute to more efficient and effective diagnostic assessment in childhood. We obtained cognitive (NIH Toolbox, Little Man Task, Matrix Reasoning Task, and Rey Delayed Recall) and symptom (CBCL, and BPMT) assessment data from the Adolescent Brain and Cognitive Development (ABCD) database for three groups, autistic (N = 110), ADHD (N = 878), and control without autism or ADHD diagnoses (N = 9130) and used ridge regression to determine which attention and EF assessments were most strongly associated with autism or ADHD. More variance was accounted for in the model for the ADHD group (31%) compared to the autism group (2.7%). Finally, we ran odds ratios (using clinical cutoffs where available and 2 standard deviations below the mean when not) for each assessment measure, which generally demonstrated a greater significance within the indirect measures when compared to the direct measures. These results add to the growing literature of symptom variably across diagnostic groups allowing for better understanding of presentations in autism and ADHD and how best to assess diagnosis. It also highlights the increased difficulty in differentiating autism and controls when compared to ADHD and controls and the importance of indirect measures of attention and EF in this differentiation. En ligne : https://doi.org/10.1007/s10803-024-06275-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550 [article] Assessing the Contribution of Measures of Attention and Executive Function to Diagnosis of ADHD or Autism [Texte imprimé et/ou numérique] / Kelsey HARKNESS, Auteur ; Signe BRAY, Auteur ; Chelsea M. DURBER, Auteur ; Deborah DEWEY, Auteur ; Kara MURIAS, Auteur . - p.1353-1364. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-4 (April 2024) . - p.1353-1364 Index. décimale : PER Périodiques Résumé : Attention and executive function (EF) dysregulation are common in a number of disorders including autism and attention-deficit/hyperactivity disorder (ADHD). Better understanding of the relationship between indirect and direct measures of attention and EF and common neurodevelopmental diagnoses may contribute to more efficient and effective diagnostic assessment in childhood. We obtained cognitive (NIH Toolbox, Little Man Task, Matrix Reasoning Task, and Rey Delayed Recall) and symptom (CBCL, and BPMT) assessment data from the Adolescent Brain and Cognitive Development (ABCD) database for three groups, autistic (N = 110), ADHD (N = 878), and control without autism or ADHD diagnoses (N = 9130) and used ridge regression to determine which attention and EF assessments were most strongly associated with autism or ADHD. More variance was accounted for in the model for the ADHD group (31%) compared to the autism group (2.7%). Finally, we ran odds ratios (using clinical cutoffs where available and 2 standard deviations below the mean when not) for each assessment measure, which generally demonstrated a greater significance within the indirect measures when compared to the direct measures. These results add to the growing literature of symptom variably across diagnostic groups allowing for better understanding of presentations in autism and ADHD and how best to assess diagnosis. It also highlights the increased difficulty in differentiating autism and controls when compared to ADHD and controls and the importance of indirect measures of attention and EF in this differentiation. En ligne : https://doi.org/10.1007/s10803-024-06275-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550

Detecting Autism Spectrum Disorder and Attention Deficit Hyperactivity Disorder Using Multimodal Time-Frequency Analysis with Machine Learning Using the Electroretinogram from Two Flash Strengths / Sultan Mohammad MANJUR in Journal of Autism and Developmental Disorders, 55-4 (April 2024)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-4 (April 2024) . - p.1365-1378 Titre : Detecting Autism Spectrum Disorder and Attention Deficit Hyperactivity Disorder Using Multimodal Time-Frequency Analysis with Machine Learning Using the Electroretinogram from Two Flash Strengths Type de document : Texte imprimé et/ou numérique Auteurs : Sultan Mohammad MANJUR, Auteur ; Luis Roberto Mercado DIAZ, Auteur ; Irene O. LEE, Auteur ; David H. SKUSE, Auteur ; Dorothy A. THOMPSON, Auteur ; Fernando MARMOLEJOS-RAMOS, Auteur ; Paul A. CONSTABLE, Auteur ; Hugo F. POSADA-QUINTERO, Auteur Article en page(s) : p.1365-1378 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Autism spectrum disorder (ASD) and attention deficit hyperactivity disorder (ADHD) are conditions that similarly alter cognitive functioning ability and challenge the social interaction, attention, and communication skills of affected individuals. Yet these are distinct neurological conditions that can exhibit diverse characteristics which require different management strategies. It is desirable to develop tools to assist with early distinction so that appropriate early interventions and support may be tailored to an individual?s specific requirements. The current diagnostic procedures for ASD and ADHD require a multidisciplinary approach and can be lengthy. This study investigated the potential of electroretinogram (ERG), an eye test measuring retinal responses to light, for rapid screening of ASD and ADHD. Methods: Previous studies identified differences in ERG amplitude between ASD and ADHD, but this study explored time-frequency analysis (TFS) to capture dynamic changes in the signal. ERG data from 286 subjects (146 control, 94 ASD, 46 ADHD) was analyzed using two TFS techniques. Results: Key features were selected, and machine learning models were trained to classify individuals based on their ERG response. The best model achieved 70% overall accuracy in distinguishing control, ASD, and ADHD groups. Conclusion: The ERG to the stronger flash strength provided better separation and the high frequency dynamics (80-300 Hz) were more informative features than lower frequency components. To further improve classification a greater number of different flash strengths may be required along with a discrimination comparison to participants who meet both ASD and ADHD classifications and carry both diagnoses. En ligne : https://doi.org/10.1007/s10803-024-06290-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550 [article] Detecting Autism Spectrum Disorder and Attention Deficit Hyperactivity Disorder Using Multimodal Time-Frequency Analysis with Machine Learning Using the Electroretinogram from Two Flash Strengths [Texte imprimé et/ou numérique] / Sultan Mohammad MANJUR, Auteur ; Luis Roberto Mercado DIAZ, Auteur ; Irene O. LEE, Auteur ; David H. SKUSE, Auteur ; Dorothy A. THOMPSON, Auteur ; Fernando MARMOLEJOS-RAMOS, Auteur ; Paul A. CONSTABLE, Auteur ; Hugo F. POSADA-QUINTERO, Auteur . - p.1365-1378. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-4 (April 2024) . - p.1365-1378 Index. décimale : PER Périodiques Résumé : Autism spectrum disorder (ASD) and attention deficit hyperactivity disorder (ADHD) are conditions that similarly alter cognitive functioning ability and challenge the social interaction, attention, and communication skills of affected individuals. Yet these are distinct neurological conditions that can exhibit diverse characteristics which require different management strategies. It is desirable to develop tools to assist with early distinction so that appropriate early interventions and support may be tailored to an individual?s specific requirements. The current diagnostic procedures for ASD and ADHD require a multidisciplinary approach and can be lengthy. This study investigated the potential of electroretinogram (ERG), an eye test measuring retinal responses to light, for rapid screening of ASD and ADHD. Methods: Previous studies identified differences in ERG amplitude between ASD and ADHD, but this study explored time-frequency analysis (TFS) to capture dynamic changes in the signal. ERG data from 286 subjects (146 control, 94 ASD, 46 ADHD) was analyzed using two TFS techniques. Results: Key features were selected, and machine learning models were trained to classify individuals based on their ERG response. The best model achieved 70% overall accuracy in distinguishing control, ASD, and ADHD groups. Conclusion: The ERG to the stronger flash strength provided better separation and the high frequency dynamics (80-300 Hz) were more informative features than lower frequency components. To further improve classification a greater number of different flash strengths may be required along with a discrimination comparison to participants who meet both ASD and ADHD classifications and carry both diagnoses. En ligne : https://doi.org/10.1007/s10803-024-06290-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550

The Comprehension of Grammatical Structures in a Pediatric Population with ASD and Epilepsy: A Comparative Study / Alejandro Cano VILLAGRASA in Journal of Autism and Developmental Disorders, 55-4 (April 2024)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-4 (April 2024) . - p.1379-1388 Titre : The Comprehension of Grammatical Structures in a Pediatric Population with ASD and Epilepsy: A Comparative Study Type de document : Texte imprimé et/ou numérique Auteurs : Alejandro Cano VILLAGRASA, Auteur ; Nadia Porcar GOZALBO, Auteur ; Beatriz Valles GONZÁLEZ, Auteur ; Miguel LÓPEZ-ZAMORA, Auteur Article en page(s) : p.1379-1388 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Autism Spectrum Disorder (ASD) and epilepsy represent a comorbidity that negatively influences the proper development of linguistic competencies, particularly in receptive language, in the pediatric population. This group displays impairments in the auditory comprehension of both simple and complex grammatical structures, significantly limiting their performance in language-related activities, hampering their integration into social contexts, and affecting their quality of life. The main objective of this study was to assess auditory comprehension of grammatical structures in individuals with ASD and epilepsy and compare the results among the three groups. A non-experimental cross-sectional study was designed, including a total of 170 participants aged between 7 and 9 years, divided into three groups: a group with ASD, a group with epilepsy, and a comorbid group with both ASD and epilepsy (ASDEP). The comprehension of grammatical structures was assessed using the CEG and CELF-5 instruments. Statistical analyses included MANOVA and ANOVA to compare scores between groups to verify associations between study variables. The results indicate that the group with ASD and epilepsy performed worse compared to the ASD and epilepsy-only groups, respectively. Additionally, a significant and directly proportional association was observed among all variables within the measures of grammatical structure comprehension. The neurological damage caused by epilepsy in the pediatric population with ASD leads to difficulties in understanding oral language. This level of functioning significantly limits the linguistic performance of these children, negatively impacting their quality of life and the development of core language skills. En ligne : https://doi.org/10.1007/s10803-024-06291-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550 [article] The Comprehension of Grammatical Structures in a Pediatric Population with ASD and Epilepsy: A Comparative Study [Texte imprimé et/ou numérique] / Alejandro Cano VILLAGRASA, Auteur ; Nadia Porcar GOZALBO, Auteur ; Beatriz Valles GONZÁLEZ, Auteur ; Miguel LÓPEZ-ZAMORA, Auteur . - p.1379-1388. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-4 (April 2024) . - p.1379-1388 Index. décimale : PER Périodiques Résumé : Autism Spectrum Disorder (ASD) and epilepsy represent a comorbidity that negatively influences the proper development of linguistic competencies, particularly in receptive language, in the pediatric population. This group displays impairments in the auditory comprehension of both simple and complex grammatical structures, significantly limiting their performance in language-related activities, hampering their integration into social contexts, and affecting their quality of life. The main objective of this study was to assess auditory comprehension of grammatical structures in individuals with ASD and epilepsy and compare the results among the three groups. A non-experimental cross-sectional study was designed, including a total of 170 participants aged between 7 and 9 years, divided into three groups: a group with ASD, a group with epilepsy, and a comorbid group with both ASD and epilepsy (ASDEP). The comprehension of grammatical structures was assessed using the CEG and CELF-5 instruments. Statistical analyses included MANOVA and ANOVA to compare scores between groups to verify associations between study variables. The results indicate that the group with ASD and epilepsy performed worse compared to the ASD and epilepsy-only groups, respectively. Additionally, a significant and directly proportional association was observed among all variables within the measures of grammatical structure comprehension. The neurological damage caused by epilepsy in the pediatric population with ASD leads to difficulties in understanding oral language. This level of functioning significantly limits the linguistic performance of these children, negatively impacting their quality of life and the development of core language skills. En ligne : https://doi.org/10.1007/s10803-024-06291-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550

Intolerance of Uncertainty and Anxiety (but not Alexithymia) Mediate the Association Between Autistic Traits and Quality of Life / Yeju LIN in Journal of Autism and Developmental Disorders, 55-4 (April 2024)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-4 (April 2024) . - p.1389-1401 Titre : Intolerance of Uncertainty and Anxiety (but not Alexithymia) Mediate the Association Between Autistic Traits and Quality of Life Type de document : Texte imprimé et/ou numérique Auteurs : Yeju LIN, Auteur ; David MASON, Auteur ; Colette HIRSCH, Auteur ; Francesca HAPPE, Auteur Article en page(s) : p.1389-1401 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Previous research has indicated that autistic individuals report lower quality of life (QoL) than non-autistic people. It is unclear whether it is the autism traits themselves or co-occurring thinking styles or mental health difficulties that most impair QoL. This study tested a hypothesised model to explore how 'intolerance of uncertainty' (IU), alexithymia (difficulty in identifying and describing own emotions), and anxiety play into the association between autistic traits and QoL. Online survey data were analysed from 116 autistic and 51 non-autistic adults who completed six standardised questionnaires measuring autistic traits, alexithymia, IU, anxiety and QoL (physical health, psychological health, social relations, and environment domains). The autistic group reported higher scores for alexithymia, IU and anxiety, and lower scores for QoL across domains, compared to the non-autistic group. Across the entire sample, autistic traits, alexithymia, IU and anxiety were positively correlated with one another, and negatively related to the four domains of QoL. Finally, IU and anxiety partially serially mediated the pathways from autistic traits to physical health and environment domains of QoL, and fully mediated the pathways from autistic traits to psychological health and social relations domains of QoL, across the full sample. The lower QoL experienced by autistic people may be explained in part by the mediating effect of both IU and anxiety (but not alexithymia). This study highlights the need for evidence-based interventions to address both IU and anxiety to improve QoL for autistic people/those with high levels of autistic traits. En ligne : https://doi.org/10.1007/s10803-024-06310-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550 [article] Intolerance of Uncertainty and Anxiety (but not Alexithymia) Mediate the Association Between Autistic Traits and Quality of Life [Texte imprimé et/ou numérique] / Yeju LIN, Auteur ; David MASON, Auteur ; Colette HIRSCH, Auteur ; Francesca HAPPE, Auteur . - p.1389-1401. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-4 (April 2024) . - p.1389-1401 Index. décimale : PER Périodiques Résumé : Previous research has indicated that autistic individuals report lower quality of life (QoL) than non-autistic people. It is unclear whether it is the autism traits themselves or co-occurring thinking styles or mental health difficulties that most impair QoL. This study tested a hypothesised model to explore how 'intolerance of uncertainty' (IU), alexithymia (difficulty in identifying and describing own emotions), and anxiety play into the association between autistic traits and QoL. Online survey data were analysed from 116 autistic and 51 non-autistic adults who completed six standardised questionnaires measuring autistic traits, alexithymia, IU, anxiety and QoL (physical health, psychological health, social relations, and environment domains). The autistic group reported higher scores for alexithymia, IU and anxiety, and lower scores for QoL across domains, compared to the non-autistic group. Across the entire sample, autistic traits, alexithymia, IU and anxiety were positively correlated with one another, and negatively related to the four domains of QoL. Finally, IU and anxiety partially serially mediated the pathways from autistic traits to physical health and environment domains of QoL, and fully mediated the pathways from autistic traits to psychological health and social relations domains of QoL, across the full sample. The lower QoL experienced by autistic people may be explained in part by the mediating effect of both IU and anxiety (but not alexithymia). This study highlights the need for evidence-based interventions to address both IU and anxiety to improve QoL for autistic people/those with high levels of autistic traits. En ligne : https://doi.org/10.1007/s10803-024-06310-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550

Paranoia and Data-Gathering Biases in Autism / Kristina BENNERT in Journal of Autism and Developmental Disorders, 55-4 (April 2024)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-4 (April 2024) . - p.1402-1410 Titre : Paranoia and Data-Gathering Biases in Autism Type de document : Texte imprimé et/ou numérique Auteurs : Kristina BENNERT, Auteur ; Mark BROSNAN, Auteur ; Amy CANNING, Auteur ; Ged ROBERTS, Auteur ; Ailsa RUSSELL, Auteur Article en page(s) : p.1402-1410 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Previous research has identified contradictory patterns in autism upon probabilistic reasoning tasks, and high levels of self-report paranoia symptoms have also been reported. To explore this relationship, the present study assessed 64 non-autistic and 39 autistic adults on two variants of a probabilistic reasoning task which examined the amount of evidence required before making a decision and 'jumping to conclusions' (a neutral beads task and an emotionally-salient words variant). The autism group was found to require significantly more evidence before making a decision and to have significantly less jumping to conclusions than the non-autistic group. For those with relatively low levels of paranoia, the emotionally-salient variant impacted on the non-autistic group, but not the autism group. En ligne : https://doi.org/10.1007/s10803-024-06301-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550 [article] Paranoia and Data-Gathering Biases in Autism [Texte imprimé et/ou numérique] / Kristina BENNERT, Auteur ; Mark BROSNAN, Auteur ; Amy CANNING, Auteur ; Ged ROBERTS, Auteur ; Ailsa RUSSELL, Auteur . - p.1402-1410. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-4 (April 2024) . - p.1402-1410 Index. décimale : PER Périodiques Résumé : Previous research has identified contradictory patterns in autism upon probabilistic reasoning tasks, and high levels of self-report paranoia symptoms have also been reported. To explore this relationship, the present study assessed 64 non-autistic and 39 autistic adults on two variants of a probabilistic reasoning task which examined the amount of evidence required before making a decision and 'jumping to conclusions' (a neutral beads task and an emotionally-salient words variant). The autism group was found to require significantly more evidence before making a decision and to have significantly less jumping to conclusions than the non-autistic group. For those with relatively low levels of paranoia, the emotionally-salient variant impacted on the non-autistic group, but not the autism group. En ligne : https://doi.org/10.1007/s10803-024-06301-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550

Assessment of Autism Spectrum Disorders in Children with Visual Impairment and Blindness: A Scoping Review / Moire STEVENSON in Journal of Autism and Developmental Disorders, 55-4 (April 2024)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-4 (April 2024) . - p.1411-1423 Titre : Assessment of Autism Spectrum Disorders in Children with Visual Impairment and Blindness: A Scoping Review Type de document : Texte imprimé et/ou numérique Auteurs : Moire STEVENSON, Auteur ; Emmanuela TEDONE, Auteur Article en page(s) : p.1411-1423 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : There is a higher incidence of diagnosed Autism Spectrum Disorder (ASD) in children with visual impairment and blindness (VIB) than in typically sighted children. However, we currently lack appropriate assessment measures to fully understand the neurodevelopment of children with VIB. Numerous factors, such as common characteristics between children with VIB and ASD and the reliance of visual behaviours in assessments of ASD, complicate the clinical and diagnostic understanding of these children. This scoping review aims to describe the published knowledge on ASD assessment in children with VIB. The literature search was performed through MEDLINE, PsycINFO and Scopus. Reference lists of pertinent articles were scrutinized for snowball searching. Articles retained were based on original empirical studies, were relevant to or conducted with children or adolescents with VIB and described assessments for ASD. Pertinent information was extracted, and a thematic analysis was performed. Only 13 articles retrieved pertained to and described the assessment of ASD in children with VIB. The following themes emerged: appropriateness of commonly used ASD assessment tools for children with VIB, modification of pre-existing ASD assessment tools for a better assessment, creation of new assessment tools for this population, time points of assessment, and professional training and practice guidelines. The reviewed literature highlights that there is still much work to be done to better understand the complex relationship between VIB and ASD, and consensus is needed on how best to go about assessing neurodevelopmental disorders in children with VIB. En ligne : https://doi.org/10.1007/s10803-024-06300-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550 [article] Assessment of Autism Spectrum Disorders in Children with Visual Impairment and Blindness: A Scoping Review [Texte imprimé et/ou numérique] / Moire STEVENSON, Auteur ; Emmanuela TEDONE, Auteur . - p.1411-1423. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-4 (April 2024) . - p.1411-1423 Index. décimale : PER Périodiques Résumé : There is a higher incidence of diagnosed Autism Spectrum Disorder (ASD) in children with visual impairment and blindness (VIB) than in typically sighted children. However, we currently lack appropriate assessment measures to fully understand the neurodevelopment of children with VIB. Numerous factors, such as common characteristics between children with VIB and ASD and the reliance of visual behaviours in assessments of ASD, complicate the clinical and diagnostic understanding of these children. This scoping review aims to describe the published knowledge on ASD assessment in children with VIB. The literature search was performed through MEDLINE, PsycINFO and Scopus. Reference lists of pertinent articles were scrutinized for snowball searching. Articles retained were based on original empirical studies, were relevant to or conducted with children or adolescents with VIB and described assessments for ASD. Pertinent information was extracted, and a thematic analysis was performed. Only 13 articles retrieved pertained to and described the assessment of ASD in children with VIB. The following themes emerged: appropriateness of commonly used ASD assessment tools for children with VIB, modification of pre-existing ASD assessment tools for a better assessment, creation of new assessment tools for this population, time points of assessment, and professional training and practice guidelines. The reviewed literature highlights that there is still much work to be done to better understand the complex relationship between VIB and ASD, and consensus is needed on how best to go about assessing neurodevelopmental disorders in children with VIB. En ligne : https://doi.org/10.1007/s10803-024-06300-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550

Validating the International Classification of Functioning, Disability and Health Core Sets for Autism in a Sample of Australian School-Aged Children on the Spectrum / Maya HAYDEN-EVANS in Journal of Autism and Developmental Disorders, 55-4 (April 2024)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-4 (April 2024) . - p.1424-1437 Titre : Validating the International Classification of Functioning, Disability and Health Core Sets for Autism in a Sample of Australian School-Aged Children on the Spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Maya HAYDEN-EVANS, Auteur ; Kiah EVANS, Auteur ; Benjamin MILBOURN, Auteur ; Emily D?ARCY, Auteur ; Angela CHAMBERLAIN, Auteur ; Bahareh AFSHARNEJAD, Auteur ; Andrew WHITEHOUSE, Auteur ; Sven BÖLTE, Auteur ; Sonya GIRDLER, Auteur Article en page(s) : p.1424-1437 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Assessing functioning of children on the autism spectrum is necessary to determine the level of support they require to participate in everyday activities across contexts. The International Classification of Functioning, Disability and Health (ICF) is a comprehensive biopsychosocial framework recommended for classifying health-related functioning in a holistic manner, across the components of body functions, activities and participation, and environmental factors. The ICF Core Sets (ICF-CSs) are sub-sets of relevant codes from the broader framework that provide a basis for developing condition-specific measures. This study combined the ICF-CSs for autism, attention deficit hyperactivity disorder (ADHD) and cerebral palsy (CP) to validate the ICF-CSs for autism in an Australian sample of school-aged children. This cross-sectional study involved caregivers of school-aged children on the spectrum (n = 70) completing an online survey and being visited in their homes by an occupational therapist to complete the proxy-report measure based on the ICF-CSs for autism, ADHD and CP. Absolute and relative frequencies of ratings for each of the codes included in the measure were calculated and reported, along with the number of participants who required clarification to understand the terminology used. Findings indicate that the body functions and activities and participation represented in the ICF-CSs for autism were the most applicable for the sample. However, findings relating to environmental factors were less conclusive. Some codes not currently included in the ICF-CSs for autism may warrant further investigation, and the language used in measures based on the ICF-CSs should be revised to ensure clarity. En ligne : https://doi.org/10.1007/s10803-024-06295-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550 [article] Validating the International Classification of Functioning, Disability and Health Core Sets for Autism in a Sample of Australian School-Aged Children on the Spectrum [Texte imprimé et/ou numérique] / Maya HAYDEN-EVANS, Auteur ; Kiah EVANS, Auteur ; Benjamin MILBOURN, Auteur ; Emily D?ARCY, Auteur ; Angela CHAMBERLAIN, Auteur ; Bahareh AFSHARNEJAD, Auteur ; Andrew WHITEHOUSE, Auteur ; Sven BÖLTE, Auteur ; Sonya GIRDLER, Auteur . - p.1424-1437. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-4 (April 2024) . - p.1424-1437 Index. décimale : PER Périodiques Résumé : Assessing functioning of children on the autism spectrum is necessary to determine the level of support they require to participate in everyday activities across contexts. The International Classification of Functioning, Disability and Health (ICF) is a comprehensive biopsychosocial framework recommended for classifying health-related functioning in a holistic manner, across the components of body functions, activities and participation, and environmental factors. The ICF Core Sets (ICF-CSs) are sub-sets of relevant codes from the broader framework that provide a basis for developing condition-specific measures. This study combined the ICF-CSs for autism, attention deficit hyperactivity disorder (ADHD) and cerebral palsy (CP) to validate the ICF-CSs for autism in an Australian sample of school-aged children. This cross-sectional study involved caregivers of school-aged children on the spectrum (n = 70) completing an online survey and being visited in their homes by an occupational therapist to complete the proxy-report measure based on the ICF-CSs for autism, ADHD and CP. Absolute and relative frequencies of ratings for each of the codes included in the measure were calculated and reported, along with the number of participants who required clarification to understand the terminology used. Findings indicate that the body functions and activities and participation represented in the ICF-CSs for autism were the most applicable for the sample. However, findings relating to environmental factors were less conclusive. Some codes not currently included in the ICF-CSs for autism may warrant further investigation, and the language used in measures based on the ICF-CSs should be revised to ensure clarity. En ligne : https://doi.org/10.1007/s10803-024-06295-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550

Exploring Factors of Diagnostic Timing Among Black Autistic Youth / Harlee Onovbiona in Journal of Autism and Developmental Disorders, 55-4 (April 2024)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-4 (April 2024) . - p.1438-1449 Titre : Exploring Factors of Diagnostic Timing Among Black Autistic Youth Type de document : Texte imprimé et/ou numérique Auteurs : Harlee Onovbiona, Auteur ; Lauren QUETSCH, Auteur ; Emily-Anne DEL ROSARIO, Auteur Article en page(s) : p.1438-1449 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The goal of the present study was to compare profiles among Black families of autistic youth who were identified Early (??2 years of age), Mid (age 3 or 4), and Delayed (??5 years of age) to better identify the characteristics that contribute to early ASD identification and delayed ASD identification. Black caregivers with autistic youth (N = 101) were divided into Early (N = 34), Mid (N = 39), and Delayed (N = 28) groups and compared on (a) the age at which signs of autism signs were first noticed, (b) wait times, (c) previous misdiagnoses rates, and (d) racial barriers experienced during the diagnostic process. The results revealed differences between the diagnostic profiles. Specifically, (a) Delayed families noticed the first signs of autism significantly later, (b) Early families had significantly smaller wait times between age of noticing signs of autism and age of receiving the diagnosis, (c) the odds of receiving a later or delayed autism diagnosis was nearly three times higher for caregivers who reported receiving a misdiagnosis, and (d) there were no significant differences in racial barriers experienced between Early, Mid, and Delayed families. Challenges in receiving a timely diagnosis remain for some Black autistic youth. To improve early identification for Black autistic youth who are at risk for receiving delayed diagnostic care, further research should examine factors and practices that improve autism knowledge among professionals and caregivers, enhance assessment practices, and integrate culturally responsive practices into assessment and screening procedures. En ligne : https://doi.org/10.1007/s10803-024-06283-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550 [article] Exploring Factors of Diagnostic Timing Among Black Autistic Youth [Texte imprimé et/ou numérique] / Harlee Onovbiona, Auteur ; Lauren QUETSCH, Auteur ; Emily-Anne DEL ROSARIO, Auteur . - p.1438-1449. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-4 (April 2024) . - p.1438-1449 Index. décimale : PER Périodiques Résumé : The goal of the present study was to compare profiles among Black families of autistic youth who were identified Early (??2 years of age), Mid (age 3 or 4), and Delayed (??5 years of age) to better identify the characteristics that contribute to early ASD identification and delayed ASD identification. Black caregivers with autistic youth (N = 101) were divided into Early (N = 34), Mid (N = 39), and Delayed (N = 28) groups and compared on (a) the age at which signs of autism signs were first noticed, (b) wait times, (c) previous misdiagnoses rates, and (d) racial barriers experienced during the diagnostic process. The results revealed differences between the diagnostic profiles. Specifically, (a) Delayed families noticed the first signs of autism significantly later, (b) Early families had significantly smaller wait times between age of noticing signs of autism and age of receiving the diagnosis, (c) the odds of receiving a later or delayed autism diagnosis was nearly three times higher for caregivers who reported receiving a misdiagnosis, and (d) there were no significant differences in racial barriers experienced between Early, Mid, and Delayed families. Challenges in receiving a timely diagnosis remain for some Black autistic youth. To improve early identification for Black autistic youth who are at risk for receiving delayed diagnostic care, further research should examine factors and practices that improve autism knowledge among professionals and caregivers, enhance assessment practices, and integrate culturally responsive practices into assessment and screening procedures. En ligne : https://doi.org/10.1007/s10803-024-06283-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550

Comprehension of Ditransitive Constructions in Mandarin-Speaking Children with Developmental Language Disorder and Children with Autism Spectrum Disorder Plus Language Impairment / Weizhe QIU in Journal of Autism and Developmental Disorders, 55-4 (April 2024)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-4 (April 2024) . - p.1450-1464 Titre : Comprehension of Ditransitive Constructions in Mandarin-Speaking Children with Developmental Language Disorder and Children with Autism Spectrum Disorder Plus Language Impairment Type de document : Texte imprimé et/ou numérique Auteurs : Weizhe QIU, Auteur ; Xiaowei HE, Auteur Article en page(s) : p.1450-1464 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study examined and compared the comprehension of Mandarin ditransitive constructions in children with developmental language disorder (DLD) and children with autism spectrum disorder plus language impairment (ALI). Eighteen children with DLD, 17 children with ALI, and 27 age-matched typically developing (TDA) children, participated in a sentence-picture matching task on four patterns of Mandarin ditransitive constructions. Both children with DLD and children with ALI received significantly lower accuracy than TDA children in general and their most common errors were thematic role reversals. However, while children with ALI evinced a generalized deficit in all four patterns, only the comprehension of S1 (Subj.?+?Vgei?+?IO?+?DO) and S3 (Subj.?+?gei?+?IO?+?V?+?DO) was affected in children with DLD, with that of S2 (Subj.?+?V?+?DO?+?gei?+?IO) and S4 (Subj.?+?V?+?IO?+?DO) preserved in this population. Additionally, thematic role reversal errors were more dominant in children with DLD than in children with ALI who also committed a relatively higher proportion of Wrong Theme and No Recipient errors. It is concluded that the primary deficit of children with DLD lies in representing dependent relationships between the arguments and the verb as involved in thematic role assignment, but this is less critical in children with ALI, with their performance on the comprehension task possibly also related to other factors associated with the condition. To enhance the development of ditransitive constructions, intervention efforts for children with DLD and children with ALI could focus on strengthening the connection between each argument and its thematic role. En ligne : https://doi.org/10.1007/s10803-024-06271-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550 [article] Comprehension of Ditransitive Constructions in Mandarin-Speaking Children with Developmental Language Disorder and Children with Autism Spectrum Disorder Plus Language Impairment [Texte imprimé et/ou numérique] / Weizhe QIU, Auteur ; Xiaowei HE, Auteur . - p.1450-1464. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-4 (April 2024) . - p.1450-1464 Index. décimale : PER Périodiques Résumé : This study examined and compared the comprehension of Mandarin ditransitive constructions in children with developmental language disorder (DLD) and children with autism spectrum disorder plus language impairment (ALI). Eighteen children with DLD, 17 children with ALI, and 27 age-matched typically developing (TDA) children, participated in a sentence-picture matching task on four patterns of Mandarin ditransitive constructions. Both children with DLD and children with ALI received significantly lower accuracy than TDA children in general and their most common errors were thematic role reversals. However, while children with ALI evinced a generalized deficit in all four patterns, only the comprehension of S1 (Subj.?+?Vgei?+?IO?+?DO) and S3 (Subj.?+?gei?+?IO?+?V?+?DO) was affected in children with DLD, with that of S2 (Subj.?+?V?+?DO?+?gei?+?IO) and S4 (Subj.?+?V?+?IO?+?DO) preserved in this population. Additionally, thematic role reversal errors were more dominant in children with DLD than in children with ALI who also committed a relatively higher proportion of Wrong Theme and No Recipient errors. It is concluded that the primary deficit of children with DLD lies in representing dependent relationships between the arguments and the verb as involved in thematic role assignment, but this is less critical in children with ALI, with their performance on the comprehension task possibly also related to other factors associated with the condition. To enhance the development of ditransitive constructions, intervention efforts for children with DLD and children with ALI could focus on strengthening the connection between each argument and its thematic role. En ligne : https://doi.org/10.1007/s10803-024-06271-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550

Health, Wellbeing and Empowerment E-workshops for Mothers of Children with Disabilities: A Non-randomised Comparison Study / Helen M. BOURKE-TAYLOR in Journal of Autism and Developmental Disorders, 55-4 (April 2024)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-4 (April 2024) . - p.1465-1480 Titre : Health, Wellbeing and Empowerment E-workshops for Mothers of Children with Disabilities: A Non-randomised Comparison Study Type de document : Texte imprimé et/ou numérique Auteurs : Helen M. BOURKE-TAYLOR, Auteur ; Monica LEO, Auteur ; Loredana TIRLEA, Auteur Article en page(s) : p.1465-1480 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Mothers of children with disabilities can experience compromised health. Targeted interventions require investigation to determine effectiveness. Healthy Mothers Healthy Families (HMHF) is a health, wellbeing and empowerment program that addresses mothers need to protect, and or, recover their own health due to caregiving impacts. This study compared the effectiveness of HMHF e-workshops online compared to no intervention. The HMHF e-workshops were delivered to 290 mothers across the 2020-2022 Covid-19 pandemic and 172 participated in research. The HMHF e-workshops included 3 online 2- hour workshops facilitated by credentialled peer-facilitators, closed online group chat, e-workbook and online learning package. Participants in both groups completed surveys pre and post the workshops (or control) over 8-10 weeks. Mothers who participated in HMHF significantly increased health help seeking behaviours (p < .001), and improved mental health and health behaviors over time: health behavior (p < .001), positive wellbeing (p < .004) and depression (p < .001) and stress symptoms (p = .005). Compared to controls, HMHF e-workshop participants significantly improved health behaviours (p < .001) and self-reported symptoms of depression (p = .002) and stress (p = .005) over 8-10 weeks. E-workshops were accessible and effective for mothers of children with high care needs and family responsibilities across the COVID-19 pandemic. Compared to no intervention, the HMHF intervention was more effective for improving healthy behaviours and mental health. En ligne : https://doi.org/10.1007/s10803-024-06287-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550 [article] Health, Wellbeing and Empowerment E-workshops for Mothers of Children with Disabilities: A Non-randomised Comparison Study [Texte imprimé et/ou numérique] / Helen M. BOURKE-TAYLOR, Auteur ; Monica LEO, Auteur ; Loredana TIRLEA, Auteur . - p.1465-1480. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-4 (April 2024) . - p.1465-1480 Index. décimale : PER Périodiques Résumé : Mothers of children with disabilities can experience compromised health. Targeted interventions require investigation to determine effectiveness. Healthy Mothers Healthy Families (HMHF) is a health, wellbeing and empowerment program that addresses mothers need to protect, and or, recover their own health due to caregiving impacts. This study compared the effectiveness of HMHF e-workshops online compared to no intervention. The HMHF e-workshops were delivered to 290 mothers across the 2020-2022 Covid-19 pandemic and 172 participated in research. The HMHF e-workshops included 3 online 2- hour workshops facilitated by credentialled peer-facilitators, closed online group chat, e-workbook and online learning package. Participants in both groups completed surveys pre and post the workshops (or control) over 8-10 weeks. Mothers who participated in HMHF significantly increased health help seeking behaviours (p < .001), and improved mental health and health behaviors over time: health behavior (p < .001), positive wellbeing (p < .004) and depression (p < .001) and stress symptoms (p = .005). Compared to controls, HMHF e-workshop participants significantly improved health behaviours (p < .001) and self-reported symptoms of depression (p = .002) and stress (p = .005) over 8-10 weeks. E-workshops were accessible and effective for mothers of children with high care needs and family responsibilities across the COVID-19 pandemic. Compared to no intervention, the HMHF intervention was more effective for improving healthy behaviours and mental health. En ligne : https://doi.org/10.1007/s10803-024-06287-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550

Sleep Quality and Evening Salivary Cortisol Levels in Association with the Psychological Resources of Parents of Children with Developmental Disorders and Type 1 Diabetes / Marija LJUBI?I? in Journal of Autism and Developmental Disorders, 55-4 (April 2024)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-4 (April 2024) . - p.1481-1494 Titre : Sleep Quality and Evening Salivary Cortisol Levels in Association with the Psychological Resources of Parents of Children with Developmental Disorders and Type 1 Diabetes Type de document : Texte imprimé et/ou numérique Auteurs : Marija LJUBI?I?, Auteur ; Sonja ?ARE, Auteur ; Ivana KOL?I?, Auteur Article en page(s) : p.1481-1494 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Sleep deprivation can decrease parental well-being and degrade mental and physical health in parents of children with chronic illness. The aim of this study was to explore the associations of sleep quality, psychological stress perception, and evening salivary cortisol concentration with self-esteem, optimism and happiness in parents of children with type 1 diabetes and developmental disorders compared to parents of healthy, typically developing children. En ligne : https://doi.org/10.1007/s10803-024-06269-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550 [article] Sleep Quality and Evening Salivary Cortisol Levels in Association with the Psychological Resources of Parents of Children with Developmental Disorders and Type 1 Diabetes [Texte imprimé et/ou numérique] / Marija LJUBI?I?, Auteur ; Sonja ?ARE, Auteur ; Ivana KOL?I?, Auteur . - p.1481-1494. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-4 (April 2024) . - p.1481-1494 Index. décimale : PER Périodiques Résumé : Sleep deprivation can decrease parental well-being and degrade mental and physical health in parents of children with chronic illness. The aim of this study was to explore the associations of sleep quality, psychological stress perception, and evening salivary cortisol concentration with self-esteem, optimism and happiness in parents of children with type 1 diabetes and developmental disorders compared to parents of healthy, typically developing children. En ligne : https://doi.org/10.1007/s10803-024-06269-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550

Quicker Exogenous Orienting and Slower Endogenous Orienting in Autistic People / Shuting LI in Journal of Autism and Developmental Disorders, 55-4 (April 2024)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-4 (April 2024) . - p.1495-1509 Titre : Quicker Exogenous Orienting and Slower Endogenous Orienting in Autistic People Type de document : Texte imprimé et/ou numérique Auteurs : Shuting LI, Auteur ; Keitaro MACHIDA, Auteur ; Emma L. BURROWS, Auteur ; Katherine A. JOHNSON, Auteur Article en page(s) : p.1495-1509 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Research is equivocal on whether attention orienting is atypical in autism. This study investigated two types of attention orienting in autistic people and accounted for the potential confounders of alerting level, co-occurring symptoms of attention-deficit/hyperactivity disorder (ADHD) and anxiety, age, and sex. Twenty-seven autistic participants (14 males; 9-43 years) and 22 age- and sex-matched non-autistic participants (13 males; 9-42 years) completed the exogenous and endogenous Posner tasks. Response time and pupillometric data were recorded. Autistic participants were faster at orienting attention to valid cues in the exogenous task and slower at disengaging from invalid cues in the endogenous task compared to non-autistic participants. With increasing age, autistic participants showed faster exogenous and endogenous orienting, whereas non-autistic participants showed faster exogenous orienting but stable speed of endogenous orienting. Higher ADHD symptoms were associated with slower exogenous orienting in both groups, whereas higher anxiety symptoms were associated with faster exogenous orienting only in autistic participants. No group differences were noted for alerting levels, sex, or pupillary responses. This study provides new evidence of superior exogenous orienting and inefficient endogenous orienting in autistic people and suggests that age and co-occurring symptoms are important to consider when assessing attention orienting in autism. En ligne : https://doi.org/10.1007/s10803-024-06311-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550 [article] Quicker Exogenous Orienting and Slower Endogenous Orienting in Autistic People [Texte imprimé et/ou numérique] / Shuting LI, Auteur ; Keitaro MACHIDA, Auteur ; Emma L. BURROWS, Auteur ; Katherine A. JOHNSON, Auteur . - p.1495-1509. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-4 (April 2024) . - p.1495-1509 Index. décimale : PER Périodiques Résumé : Research is equivocal on whether attention orienting is atypical in autism. This study investigated two types of attention orienting in autistic people and accounted for the potential confounders of alerting level, co-occurring symptoms of attention-deficit/hyperactivity disorder (ADHD) and anxiety, age, and sex. Twenty-seven autistic participants (14 males; 9-43 years) and 22 age- and sex-matched non-autistic participants (13 males; 9-42 years) completed the exogenous and endogenous Posner tasks. Response time and pupillometric data were recorded. Autistic participants were faster at orienting attention to valid cues in the exogenous task and slower at disengaging from invalid cues in the endogenous task compared to non-autistic participants. With increasing age, autistic participants showed faster exogenous and endogenous orienting, whereas non-autistic participants showed faster exogenous orienting but stable speed of endogenous orienting. Higher ADHD symptoms were associated with slower exogenous orienting in both groups, whereas higher anxiety symptoms were associated with faster exogenous orienting only in autistic participants. No group differences were noted for alerting levels, sex, or pupillary responses. This study provides new evidence of superior exogenous orienting and inefficient endogenous orienting in autistic people and suggests that age and co-occurring symptoms are important to consider when assessing attention orienting in autism. En ligne : https://doi.org/10.1007/s10803-024-06311-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550

Schizophrenia in Autistic People with Intellectual Disabilities. Treatment and Interventions / Trine Lise BAKKEN in Journal of Autism and Developmental Disorders, 55-4 (April 2024)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-4 (April 2024) . - p.1510-1520 Titre : Schizophrenia in Autistic People with Intellectual Disabilities. Treatment and Interventions Type de document : Texte imprimé et/ou numérique Auteurs : Trine Lise BAKKEN, Auteur ; Jane Margrete ASKELAND HELLERUD, Auteur ; Arvid Nikolai KILDAHL, Auteur ; Ann Magritt SOLHEIM-INDERBERG, Auteur ; Oddbjørn HOVE, Auteur ; Sissel BERGE HELVERSCHOU, Auteur Article en page(s) : p.1510-1520 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Autistic people with intellectual disabilities appear to be at increased risk of schizophrenia. While current recommendations emphasize adapting interventions used for people with schizophrenia in general, few studies to date have investigated treatment of co-occurring schizophrenia in this specific population. To explore what interventions are provided to autistic people with intellectual disabilities and co-occurring schizophrenia in specialized mental health services, and to investigate whether changes in mental health symptoms and challenging behavior occurred during treatment. Using data from a longitudinal, national multicenter study, interventions provided to 26 autistic individuals with intellectual disabilities and co-occurring schizophrenia were explored. Symptoms were measured using the Psychopathology in Autism Checklist (PAC) and the Aberrant Behavior Checklist ABC) at referral (T1), at the end of treatment (T2), and at follow-up 12 months after T2 (T3). A broad range of interventions were provided to the participants, including inpatient admission, psychopharmacological treatment, various psychosocial interventions, and supportive interventions. Scores on the PAC and ABC were significantly lower at T2 than T1 for most scales, and no significant change was found from T2 to T3.Treatment of co-occurring schizophrenia appears feasible and effective in autistic people with intellectual disabilities. En ligne : https://doi.org/10.1007/s10803-024-06286-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550 [article] Schizophrenia in Autistic People with Intellectual Disabilities. Treatment and Interventions [Texte imprimé et/ou numérique] / Trine Lise BAKKEN, Auteur ; Jane Margrete ASKELAND HELLERUD, Auteur ; Arvid Nikolai KILDAHL, Auteur ; Ann Magritt SOLHEIM-INDERBERG, Auteur ; Oddbjørn HOVE, Auteur ; Sissel BERGE HELVERSCHOU, Auteur . - p.1510-1520. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-4 (April 2024) . - p.1510-1520 Index. décimale : PER Périodiques Résumé : Autistic people with intellectual disabilities appear to be at increased risk of schizophrenia. While current recommendations emphasize adapting interventions used for people with schizophrenia in general, few studies to date have investigated treatment of co-occurring schizophrenia in this specific population. To explore what interventions are provided to autistic people with intellectual disabilities and co-occurring schizophrenia in specialized mental health services, and to investigate whether changes in mental health symptoms and challenging behavior occurred during treatment. Using data from a longitudinal, national multicenter study, interventions provided to 26 autistic individuals with intellectual disabilities and co-occurring schizophrenia were explored. Symptoms were measured using the Psychopathology in Autism Checklist (PAC) and the Aberrant Behavior Checklist ABC) at referral (T1), at the end of treatment (T2), and at follow-up 12 months after T2 (T3). A broad range of interventions were provided to the participants, including inpatient admission, psychopharmacological treatment, various psychosocial interventions, and supportive interventions. Scores on the PAC and ABC were significantly lower at T2 than T1 for most scales, and no significant change was found from T2 to T3.Treatment of co-occurring schizophrenia appears feasible and effective in autistic people with intellectual disabilities. En ligne : https://doi.org/10.1007/s10803-024-06286-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550

Validation of the Arabic Version of Feeding Handicap Index for Children with Developmental Disabilities (A-FHI-C) / Nesreen Fathi MAHMOUD in Journal of Autism and Developmental Disorders, 55-4 (April 2024)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-4 (April 2024) . - p.1521-1529 Titre : Validation of the Arabic Version of Feeding Handicap Index for Children with Developmental Disabilities (A-FHI-C) Type de document : Texte imprimé et/ou numérique Auteurs : Nesreen Fathi MAHMOUD, Auteur ; Zeinab MOHAMMED, Auteur ; Hassnaa Othman MOHAMMED, Auteur ; Alshimaa Mohsen Mohamed LOTFY, Auteur Article en page(s) : p.1521-1529 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Children with developmental disabilities have different feeding and swallowing problems. The purposes of the present study were to develop an Arabic version of the FHI-C and to evaluate its validity, consistency, and reliability in Arabic children with developmental disabilities for assessing how feeding and swallowing problems impair the physical, functional, and emotional aspects of children?s lives. A prospective study including 113 children [62 children with autism spectrum disorder (ASD), 24 with cerebral palsy (CP), 27 with intellectual disability (ID)], in the age range of 2 to 10 years, selected randomly from the swallowing clinic, phoniatrics unit, Otorhinolaryngology department, University hospital between September 2023 and December 2023 complaining of feeding and swallowing problems. Validity was established by comparing patients` scores to typically developed controls (31 children). For test-retest reliability, forty parents filled out the A-FHI-C again two weeks after their initial visit. Cronbach?s alpha for A-FHI-C was 0.986, indicating good internal consistency. Intraclass correlation showed 0.850 with a 95% confidence interval from 0.779 to 0.898. All three clinical groups had significantly higher total FHI-C and FHI-C domain scores than the control group, indicating good validation. A-FHI-C was found to have significantly high test-retest reliability. The current study indicates that in children with ASD, CP, ID, feeding problems are more prevalent than children who are typically developed. The scores obtained can be used by phoniatricans to evaluate feeding problems and monitor the progress of the therapy plan in children with developmental disorders. En ligne : https://doi.org/10.1007/s10803-024-06289-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550 [article] Validation of the Arabic Version of Feeding Handicap Index for Children with Developmental Disabilities (A-FHI-C) [Texte imprimé et/ou numérique] / Nesreen Fathi MAHMOUD, Auteur ; Zeinab MOHAMMED, Auteur ; Hassnaa Othman MOHAMMED, Auteur ; Alshimaa Mohsen Mohamed LOTFY, Auteur . - p.1521-1529. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-4 (April 2024) . - p.1521-1529 Index. décimale : PER Périodiques Résumé : Children with developmental disabilities have different feeding and swallowing problems. The purposes of the present study were to develop an Arabic version of the FHI-C and to evaluate its validity, consistency, and reliability in Arabic children with developmental disabilities for assessing how feeding and swallowing problems impair the physical, functional, and emotional aspects of children?s lives. A prospective study including 113 children [62 children with autism spectrum disorder (ASD), 24 with cerebral palsy (CP), 27 with intellectual disability (ID)], in the age range of 2 to 10 years, selected randomly from the swallowing clinic, phoniatrics unit, Otorhinolaryngology department, University hospital between September 2023 and December 2023 complaining of feeding and swallowing problems. Validity was established by comparing patients` scores to typically developed controls (31 children). For test-retest reliability, forty parents filled out the A-FHI-C again two weeks after their initial visit. Cronbach?s alpha for A-FHI-C was 0.986, indicating good internal consistency. Intraclass correlation showed 0.850 with a 95% confidence interval from 0.779 to 0.898. All three clinical groups had significantly higher total FHI-C and FHI-C domain scores than the control group, indicating good validation. A-FHI-C was found to have significantly high test-retest reliability. The current study indicates that in children with ASD, CP, ID, feeding problems are more prevalent than children who are typically developed. The scores obtained can be used by phoniatricans to evaluate feeding problems and monitor the progress of the therapy plan in children with developmental disorders. En ligne : https://doi.org/10.1007/s10803-024-06289-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550

Brief Reports: Influence of Friendship on Loneliness Among Adolescents with Autism Spectrum Disorders in Japan / Motofumi SUMIYA in Journal of Autism and Developmental Disorders, 55-4 (April 2024)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-4 (April 2024) . - p.1530-1536 Titre : Brief Reports: Influence of Friendship on Loneliness Among Adolescents with Autism Spectrum Disorders in Japan Type de document : Texte imprimé et/ou numérique Auteurs : Motofumi SUMIYA, Auteur ; Atsushi SENJU, Auteur Article en page(s) : p.1530-1536 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Previous studies have reported that people with autism spectrum disorder (ASD) have higher levels of loneliness than neurotypical (NTP) people, most likely because of their difficulties in social communication with their predominantly NTP peers. However, direct investigations on the causal influence of friendship on their feelings of loneliness is scarce. En ligne : https://doi.org/10.1007/s10803-023-05958-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550 [article] Brief Reports: Influence of Friendship on Loneliness Among Adolescents with Autism Spectrum Disorders in Japan [Texte imprimé et/ou numérique] / Motofumi SUMIYA, Auteur ; Atsushi SENJU, Auteur . - p.1530-1536. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-4 (April 2024) . - p.1530-1536 Index. décimale : PER Périodiques Résumé : Previous studies have reported that people with autism spectrum disorder (ASD) have higher levels of loneliness than neurotypical (NTP) people, most likely because of their difficulties in social communication with their predominantly NTP peers. However, direct investigations on the causal influence of friendship on their feelings of loneliness is scarce. En ligne : https://doi.org/10.1007/s10803-023-05958-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550

Brief Report: Longitudinal Trajectory of Working Memory in School-Aged Children on the Autism Spectrum: Period of High Plasticity and "Late Bloomers" / Sohyun An KIM in Journal of Autism and Developmental Disorders, 55-4 (April 2024)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-4 (April 2024) . - p.1537-1546 Titre : Brief Report: Longitudinal Trajectory of Working Memory in School-Aged Children on the Autism Spectrum: Period of High Plasticity and "Late Bloomers" Type de document : Texte imprimé et/ou numérique Auteurs : Sohyun An KIM, Auteur ; Connie KASARI, Auteur Article en page(s) : p.1537-1546 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : While working memory (WM) is a powerful predictor for children?s school outcomes, autistic children are more likely to experience delays. This study compared autistic children and their neurotypical peers' WM development over their elementary school years, including relative growth and period of plasticity. En ligne : https://doi.org/10.1007/s10803-023-05960-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550 [article] Brief Report: Longitudinal Trajectory of Working Memory in School-Aged Children on the Autism Spectrum: Period of High Plasticity and "Late Bloomers" [Texte imprimé et/ou numérique] / Sohyun An KIM, Auteur ; Connie KASARI, Auteur . - p.1537-1546. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-4 (April 2024) . - p.1537-1546 Index. décimale : PER Périodiques Résumé : While working memory (WM) is a powerful predictor for children?s school outcomes, autistic children are more likely to experience delays. This study compared autistic children and their neurotypical peers' WM development over their elementary school years, including relative growth and period of plasticity. En ligne : https://doi.org/10.1007/s10803-023-05960-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550

Correction: The Chinese 10-Item Empathy Quotient and Systemising Quotient-Revised: Internal Consistency, Test-Retest Reliability, Known-Groups Validity, and Sex Differences in Autistic and Non-Autistic Adults / Karson T. F. KUNG in Journal of Autism and Developmental Disorders, 55-4 (April 2024)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-4 (April 2024) . - p.1547-1547 Titre : Correction: The Chinese 10-Item Empathy Quotient and Systemising Quotient-Revised: Internal Consistency, Test-Retest Reliability, Known-Groups Validity, and Sex Differences in Autistic and Non-Autistic Adults Type de document : Texte imprimé et/ou numérique Auteurs : Karson T. F. KUNG, Auteur Article en page(s) : p.1547-1547 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : https://doi.org/10.1007/s10803-024-06692-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550 [article] Correction: The Chinese 10-Item Empathy Quotient and Systemising Quotient-Revised: Internal Consistency, Test-Retest Reliability, Known-Groups Validity, and Sex Differences in Autistic and Non-Autistic Adults [Texte imprimé et/ou numérique] / Karson T. F. KUNG, Auteur . - p.1547-1547. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-4 (April 2024) . - p.1547-1547 Index. décimale : PER Périodiques En ligne : https://doi.org/10.1007/s10803-024-06692-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550

Correction: Initial Validation of the Mandarin Translation of the Stanford Social Dimensions Scale (SSDS) / Jiajia GE in Journal of Autism and Developmental Disorders, 55-4 (April 2024)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-4 (April 2024) . - p.1548-1549 Titre : Correction: Initial Validation of the Mandarin Translation of the Stanford Social Dimensions Scale (SSDS) Type de document : Texte imprimé et/ou numérique Auteurs : Jiajia GE, Auteur ; Xueyun SU, Auteur ; Mirko ULJAREVI?, Auteur ; Ru Ying CAI, Auteur Article en page(s) : p.1548-1549 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : https://doi.org/10.1007/s10803-024-06715-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550 [article] Correction: Initial Validation of the Mandarin Translation of the Stanford Social Dimensions Scale (SSDS) [Texte imprimé et/ou numérique] / Jiajia GE, Auteur ; Xueyun SU, Auteur ; Mirko ULJAREVI?, Auteur ; Ru Ying CAI, Auteur . - p.1548-1549. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-4 (April 2024) . - p.1548-1549 Index. décimale : PER Périodiques En ligne : https://doi.org/10.1007/s10803-024-06715-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550

RETRACTED ARTICLE: Assistive Technology-Based Analysis of Students' Foreign Language Anxiety Using Distributed Machine Learning and Intelligent Affective Computing / Wenli YAO in Journal of Autism and Developmental Disorders, 55-4 (April 2024)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-4 (April 2024) . - p.1550-1550 Titre : RETRACTED ARTICLE: Assistive Technology-Based Analysis of Students' Foreign Language Anxiety Using Distributed Machine Learning and Intelligent Affective Computing Type de document : Texte imprimé et/ou numérique Auteurs : Wenli YAO, Auteur Article en page(s) : p.1550-1550 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : https://doi.org/10.1007/s10803-023-06125-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550 [article] RETRACTED ARTICLE: Assistive Technology-Based Analysis of Students' Foreign Language Anxiety Using Distributed Machine Learning and Intelligent Affective Computing [Texte imprimé et/ou numérique] / Wenli YAO, Auteur . - p.1550-1550. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-4 (April 2024) . - p.1550-1550 Index. décimale : PER Périodiques En ligne : https://doi.org/10.1007/s10803-023-06125-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550