Dépouillements

Mind the Gap: Executive Function Is Associated with the Discrepancy Between Cognitive and Adaptive Functioning in Autistic Children Without Cognitive Delay / Sarah R. EDMUNDS ; Ingrid Hastedt ; Susan FAJA in Journal of Autism and Developmental Disorders, 55-8 (August 2025)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-8 (August 2025) . - p.2601-2614 Titre : Mind the Gap: Executive Function Is Associated with the Discrepancy Between Cognitive and Adaptive Functioning in Autistic Children Without Cognitive Delay Type de document : Texte imprimé et/ou numérique Auteurs : Sarah R. EDMUNDS, Auteur ; Ingrid Hastedt, Auteur ; Susan FAJA, Auteur Article en page(s) : p.2601-2614 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Adaptive functioning is central to autistic individuals' independence and well-being. However, autism spectrum disorder (ASD) is associated with poor adaptive functioning, even in the absence of cognitive delays or deficits. This study examined how age and executive function associate with adaptive functioning-particularly the gap between cognitive and adaptive functioning. We addressed our research questions separately for a school-age (N = 101 ages 7-12) cohort and a preschool (N = 48 ages 2 and 4) cohort of autistic children without cognitive delays. Both cohorts of parents reported on their children?s adaptive and executive functioning skills. The difference between adaptive and cognitive skills was computed for each participant. For each cohort, we evaluated whether adaptive skills decline with age. Next, we measured, in each cohort, whether children?s executive function corresponded with this gap between their adaptive and cognitive skills. Adaptive functioning did not decline relative to cognitive ability in the younger cohort, but the gap was present in the school-age cohort. Yet, reduced executive function consistently corresponded with a greater cognitive-adaptive gap in socialization domains for both preschool and school-age children. Targeting EF, specifically emotional control, during preschool years may support both adaptive functioning and social connectedness for autistic children without cognitive delays. En ligne : https://doi.org/10.1007/s10803-024-06354-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565 [article] Mind the Gap: Executive Function Is Associated with the Discrepancy Between Cognitive and Adaptive Functioning in Autistic Children Without Cognitive Delay [Texte imprimé et/ou numérique] / Sarah R. EDMUNDS, Auteur ; Ingrid Hastedt, Auteur ; Susan FAJA, Auteur . - p.2601-2614. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-8 (August 2025) . - p.2601-2614 Index. décimale : PER Périodiques Résumé : Adaptive functioning is central to autistic individuals' independence and well-being. However, autism spectrum disorder (ASD) is associated with poor adaptive functioning, even in the absence of cognitive delays or deficits. This study examined how age and executive function associate with adaptive functioning-particularly the gap between cognitive and adaptive functioning. We addressed our research questions separately for a school-age (N = 101 ages 7-12) cohort and a preschool (N = 48 ages 2 and 4) cohort of autistic children without cognitive delays. Both cohorts of parents reported on their children?s adaptive and executive functioning skills. The difference between adaptive and cognitive skills was computed for each participant. For each cohort, we evaluated whether adaptive skills decline with age. Next, we measured, in each cohort, whether children?s executive function corresponded with this gap between their adaptive and cognitive skills. Adaptive functioning did not decline relative to cognitive ability in the younger cohort, but the gap was present in the school-age cohort. Yet, reduced executive function consistently corresponded with a greater cognitive-adaptive gap in socialization domains for both preschool and school-age children. Targeting EF, specifically emotional control, during preschool years may support both adaptive functioning and social connectedness for autistic children without cognitive delays. En ligne : https://doi.org/10.1007/s10803-024-06354-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565

Impact of Adverse Childhood Experiences and Mental Health on School Success in Autistic Children: Findings from the 2016-2021 National Survey of Children?s Health / Cheng-Shi SHIU ; Christianna DANGUILAN ; Iulia MIHAILA ; Kruti ACHARYA ; Kristin L. BERG in Journal of Autism and Developmental Disorders, 55-8 (August 2025)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-8 (August 2025) . - p.2615-2627 Titre : Impact of Adverse Childhood Experiences and Mental Health on School Success in Autistic Children: Findings from the 2016-2021 National Survey of Children?s Health Type de document : Texte imprimé et/ou numérique Auteurs : Cheng-Shi SHIU, Auteur ; Christianna DANGUILAN, Auteur ; Iulia MIHAILA, Auteur ; Kruti ACHARYA, Auteur ; Kristin L. BERG, Auteur Article en page(s) : p.2615-2627 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : School is an important developmental setting for children. Adverse childhood experiences (ACEs) are linked to overall lower educational attainment and are more prevalent in children with Autism Spectrum Disorder (ASD) than in their neurotypical peers. The aim of this study is to test the association between ACEs and school outcomes among autistic children and whether mental health conditions explain this association. En ligne : https://doi.org/10.1007/s10803-024-06338-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565 [article] Impact of Adverse Childhood Experiences and Mental Health on School Success in Autistic Children: Findings from the 2016-2021 National Survey of Children?s Health [Texte imprimé et/ou numérique] / Cheng-Shi SHIU, Auteur ; Christianna DANGUILAN, Auteur ; Iulia MIHAILA, Auteur ; Kruti ACHARYA, Auteur ; Kristin L. BERG, Auteur . - p.2615-2627. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-8 (August 2025) . - p.2615-2627 Index. décimale : PER Périodiques Résumé : School is an important developmental setting for children. Adverse childhood experiences (ACEs) are linked to overall lower educational attainment and are more prevalent in children with Autism Spectrum Disorder (ASD) than in their neurotypical peers. The aim of this study is to test the association between ACEs and school outcomes among autistic children and whether mental health conditions explain this association. En ligne : https://doi.org/10.1007/s10803-024-06338-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565

Effects of Motor Intervention Program on Academic Skills, Motor Skills and Social Skills in Children with Autism Spectrum Disorder / Dilara Fato? ÖZER ; Salih PINAR in Journal of Autism and Developmental Disorders, 55-8 (August 2025)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-8 (August 2025) . - p.2628-2642 Titre : Effects of Motor Intervention Program on Academic Skills, Motor Skills and Social Skills in Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Dilara Fato? ÖZER, Auteur ; Salih PINAR, Auteur Article en page(s) : p.2628-2642 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The aim of this study was to examine the effect of motor intervention program (MIP) on autistic index, pre-academic skills, motor skills and social skills of children with Autism Spectrum Disorder (ASD). The research group consisted of a total of 34 participants between the ages of 3-6, 17 in the control group (CG) and 17 in the experimental group (EG). EG participated in the motor intervention program for 60 min a day, 2 days a week for 12 weeks. In the study, the Gilliam Autistic Disorder Rating Scale-2-Turkish Version (GARS-2 TV), Peabody Motor Development Scale-2 (PMDS-2), Pre-Academic Skills Evaluation Form (PASAF) and Social Skills Evaluation System Preschool Teacher Form (SSRS-PTF) were used. The increase in all subtests and total scores of PASAF and posttest scores obtained from PMDS-2 were found to be higher in favor of the experimental group (p < 0.05). The decrease in the stereotype and social interaction scores of GARS-2 TV and the change in the cooperation, self-control and externalization sub-dimensions of SSRS-PTF were found to be statistically significant in favor of the EG group (p < 0.05). In conclusion, it was found that MIP applied to autistic children was effective on the development of motor skills, academic skills and social skills and decreased the level of autistic index. This result shows that MIP is an effective practice that provides a favorable environment for autistic young children to develop multiple skills. En ligne : https://doi.org/10.1007/s10803-024-06384-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565 [article] Effects of Motor Intervention Program on Academic Skills, Motor Skills and Social Skills in Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Dilara Fato? ÖZER, Auteur ; Salih PINAR, Auteur . - p.2628-2642. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-8 (August 2025) . - p.2628-2642 Index. décimale : PER Périodiques Résumé : The aim of this study was to examine the effect of motor intervention program (MIP) on autistic index, pre-academic skills, motor skills and social skills of children with Autism Spectrum Disorder (ASD). The research group consisted of a total of 34 participants between the ages of 3-6, 17 in the control group (CG) and 17 in the experimental group (EG). EG participated in the motor intervention program for 60 min a day, 2 days a week for 12 weeks. In the study, the Gilliam Autistic Disorder Rating Scale-2-Turkish Version (GARS-2 TV), Peabody Motor Development Scale-2 (PMDS-2), Pre-Academic Skills Evaluation Form (PASAF) and Social Skills Evaluation System Preschool Teacher Form (SSRS-PTF) were used. The increase in all subtests and total scores of PASAF and posttest scores obtained from PMDS-2 were found to be higher in favor of the experimental group (p < 0.05). The decrease in the stereotype and social interaction scores of GARS-2 TV and the change in the cooperation, self-control and externalization sub-dimensions of SSRS-PTF were found to be statistically significant in favor of the EG group (p < 0.05). In conclusion, it was found that MIP applied to autistic children was effective on the development of motor skills, academic skills and social skills and decreased the level of autistic index. This result shows that MIP is an effective practice that provides a favorable environment for autistic young children to develop multiple skills. En ligne : https://doi.org/10.1007/s10803-024-06384-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565

Training Law Enforcement Officers About Autism: Evaluation of Adding Virtual Reality or Simulation to a Traditional Training Approach / Jonathan M. CAMPBELL in Journal of Autism and Developmental Disorders, 55-8 (August 2025)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-8 (August 2025) . - p.2643-2650 Titre : Training Law Enforcement Officers About Autism: Evaluation of Adding Virtual Reality or Simulation to a Traditional Training Approach Type de document : Texte imprimé et/ou numérique Auteurs : Jonathan M. CAMPBELL, Auteur Article en page(s) : p.2643-2650 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Prevalence rates of autism spectrum disorder (ASD) across the globe and lifespan suggest that law enforcement officers (LEOs) are likely to interact with autistic people in their professional duties. In developed countries, LEOs have professional encounters with autistic individuals, and research strongly supports LEOs need training to increase their knowledge about autism and confidence interacting with autistic people. The purpose of the present study is to compare three training approaches with LEOs: (a) a training presentation alone (P), (b) a training presentation combined with virtual reality simulation (P?+?VR), and (c) a training presentation combined with in-vivo simulation (P?+?SIM). The primary outcomes are LEO knowledge of autism and self-reported confidence in responding to autism calls. The present study included 259 LEOS who completed a survey assessing autism knowledge and confidence in level of skill before and after participating in ASD-specific training for LEOs. Findings support that participant knowledge of autism and confidence in responding significantly increased for all LEOs equally across training conditions. Results support that formalized training in ASD significantly impacts LEO?s knowledge of ASD and confidence responding to calls. As such, standardized training for LEOs is needed to assure appropriate knowledge and confidence when responding to calls involving autistic persons. En ligne : https://doi.org/10.1007/s10803-024-06383-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565 [article] Training Law Enforcement Officers About Autism: Evaluation of Adding Virtual Reality or Simulation to a Traditional Training Approach [Texte imprimé et/ou numérique] / Jonathan M. CAMPBELL, Auteur . - p.2643-2650. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-8 (August 2025) . - p.2643-2650 Index. décimale : PER Périodiques Résumé : Prevalence rates of autism spectrum disorder (ASD) across the globe and lifespan suggest that law enforcement officers (LEOs) are likely to interact with autistic people in their professional duties. In developed countries, LEOs have professional encounters with autistic individuals, and research strongly supports LEOs need training to increase their knowledge about autism and confidence interacting with autistic people. The purpose of the present study is to compare three training approaches with LEOs: (a) a training presentation alone (P), (b) a training presentation combined with virtual reality simulation (P?+?VR), and (c) a training presentation combined with in-vivo simulation (P?+?SIM). The primary outcomes are LEO knowledge of autism and self-reported confidence in responding to autism calls. The present study included 259 LEOS who completed a survey assessing autism knowledge and confidence in level of skill before and after participating in ASD-specific training for LEOs. Findings support that participant knowledge of autism and confidence in responding significantly increased for all LEOs equally across training conditions. Results support that formalized training in ASD significantly impacts LEO?s knowledge of ASD and confidence responding to calls. As such, standardized training for LEOs is needed to assure appropriate knowledge and confidence when responding to calls involving autistic persons. En ligne : https://doi.org/10.1007/s10803-024-06383-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565

Longitudinal Transition Between Regular and Special Education in Autistic Children: Predictors and Policy Effects / Rachel PLAK ; Martijn MEETER ; Sander BEGEER in Journal of Autism and Developmental Disorders, 55-8 (August 2025)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-8 (August 2025) . - p.2651-2662 Titre : Longitudinal Transition Between Regular and Special Education in Autistic Children: Predictors and Policy Effects Type de document : Texte imprimé et/ou numérique Auteurs : Rachel PLAK, Auteur ; Martijn MEETER, Auteur ; Sander BEGEER, Auteur Article en page(s) : p.2651-2662 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Inclusive education policies stimulate children with special educational needs, including autism, to attend regular education. We aimed to explore change over time in school placement and transitions of autistic children since the introduction of an inclusive education policy in the Netherlands (2014) and to examine the role of individual child characteristics. This study used longitudinal data from 2013 to 2021 on autistic children (N = 1463, aged 5-16 years). We expected an increase in regular school placements and transitions to regular schools. Surprisingly, the proportion of children with autism in regular schools slightly decreased. Special school placement was more likely for boys and autistic children with lower intelligence scores, co-occurring conditions or behavioral and peer relation problems. Younger autistic children and those with lower intelligence scores more often transferred from a regular to a special school. The opposite transition was more common in older autistic children and those with higher intelligence scores. The likelihood of special-to-regular transitions did not change, but regular-to-special transitions were more prevalent during the years just after the policy change than in later years. The inclusive policy had little impact on the school placement, and at most led to a delayed drop in referrals to special schools. En ligne : https://doi.org/10.1007/s10803-024-06369-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565 [article] Longitudinal Transition Between Regular and Special Education in Autistic Children: Predictors and Policy Effects [Texte imprimé et/ou numérique] / Rachel PLAK, Auteur ; Martijn MEETER, Auteur ; Sander BEGEER, Auteur . - p.2651-2662. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-8 (August 2025) . - p.2651-2662 Index. décimale : PER Périodiques Résumé : Inclusive education policies stimulate children with special educational needs, including autism, to attend regular education. We aimed to explore change over time in school placement and transitions of autistic children since the introduction of an inclusive education policy in the Netherlands (2014) and to examine the role of individual child characteristics. This study used longitudinal data from 2013 to 2021 on autistic children (N = 1463, aged 5-16 years). We expected an increase in regular school placements and transitions to regular schools. Surprisingly, the proportion of children with autism in regular schools slightly decreased. Special school placement was more likely for boys and autistic children with lower intelligence scores, co-occurring conditions or behavioral and peer relation problems. Younger autistic children and those with lower intelligence scores more often transferred from a regular to a special school. The opposite transition was more common in older autistic children and those with higher intelligence scores. The likelihood of special-to-regular transitions did not change, but regular-to-special transitions were more prevalent during the years just after the policy change than in later years. The inclusive policy had little impact on the school placement, and at most led to a delayed drop in referrals to special schools. En ligne : https://doi.org/10.1007/s10803-024-06369-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565

Physical Activity for Anxiety for Autistic People: A Systematic Review / Brittany SAMULSKI ; Kristina A. NEELY ; Patricia LAVERDURE in Journal of Autism and Developmental Disorders, 55-8 (August 2025)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-8 (August 2025) . - p.2663-2679 Titre : Physical Activity for Anxiety for Autistic People: A Systematic Review Type de document : Texte imprimé et/ou numérique Auteurs : Brittany SAMULSKI, Auteur ; Kristina A. NEELY, Auteur ; Patricia LAVERDURE, Auteur Article en page(s) : p.2663-2679 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Clinical anxiety is a common comorbidity in autistic people. Due to the prevalence of anxiety in the autism population and the adverse effects it causes, there is a critical need to develop effective interventions which address anxiety symptoms for autistic people. Therefore, the purpose of this systematic review was to examine the effectiveness of the use of physical activity as an intervention to reduce anxiety in autistic people. Three databases PubMed, PsychInfo, and Cochrane RCTs, were searched utilizing key terms. PRISMA systematic search procedures identified 44 studies meeting predetermined inclusion criteria. Participant characteristics, the type of physical activity performed, the nature of the physical activity program/delivery, anxiety-related outcomes, and research methodology was evaluated for each study. Each paper included was appraised and scored for risk of bias using Cochrane Handbook for Systematic Reviews of Interventions risk of bias tool. Titles and abstracts of 44 articles were reviewed and 8 articles met inclusion criteria which evaluated interventions. Evidence from 8 studies suggests that yoga, a community-based football program, an app-assisted walking program, group exercise programs, and horseback riding interventions reduced anxiety for autistic people. The studies included in this systematic review provide strong-to-moderate evidence that physical activity can reduce anxiety for autistic children and adults. However, additional research is needed to identify which mode of physical activity is most beneficial for anxiety reduction. Further, future research should evaluate frequency, duration, and intensity and their effects on anxiety for autistic people. En ligne : https://doi.org/10.1007/s10803-024-06356-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565 [article] Physical Activity for Anxiety for Autistic People: A Systematic Review [Texte imprimé et/ou numérique] / Brittany SAMULSKI, Auteur ; Kristina A. NEELY, Auteur ; Patricia LAVERDURE, Auteur . - p.2663-2679. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-8 (August 2025) . - p.2663-2679 Index. décimale : PER Périodiques Résumé : Clinical anxiety is a common comorbidity in autistic people. Due to the prevalence of anxiety in the autism population and the adverse effects it causes, there is a critical need to develop effective interventions which address anxiety symptoms for autistic people. Therefore, the purpose of this systematic review was to examine the effectiveness of the use of physical activity as an intervention to reduce anxiety in autistic people. Three databases PubMed, PsychInfo, and Cochrane RCTs, were searched utilizing key terms. PRISMA systematic search procedures identified 44 studies meeting predetermined inclusion criteria. Participant characteristics, the type of physical activity performed, the nature of the physical activity program/delivery, anxiety-related outcomes, and research methodology was evaluated for each study. Each paper included was appraised and scored for risk of bias using Cochrane Handbook for Systematic Reviews of Interventions risk of bias tool. Titles and abstracts of 44 articles were reviewed and 8 articles met inclusion criteria which evaluated interventions. Evidence from 8 studies suggests that yoga, a community-based football program, an app-assisted walking program, group exercise programs, and horseback riding interventions reduced anxiety for autistic people. The studies included in this systematic review provide strong-to-moderate evidence that physical activity can reduce anxiety for autistic children and adults. However, additional research is needed to identify which mode of physical activity is most beneficial for anxiety reduction. Further, future research should evaluate frequency, duration, and intensity and their effects on anxiety for autistic people. En ligne : https://doi.org/10.1007/s10803-024-06356-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565

Field Testing the Family Behavior Support Mobile Application (FBSApp) During a Global Pandemic / Claire WINCHESTER ; Marina S. VELEZ ; Mollie TODT ; Brandy M. LOCCHETTA ; Emma SKIBA in Journal of Autism and Developmental Disorders, 55-8 (August 2025)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-8 (August 2025) . - p.2680-2695 Titre : Field Testing the Family Behavior Support Mobile Application (FBSApp) During a Global Pandemic Type de document : Texte imprimé et/ou numérique Auteurs : Claire WINCHESTER, Auteur ; Marina S. VELEZ, Auteur ; Mollie TODT, Auteur ; Brandy M. LOCCHETTA, Auteur ; Emma SKIBA, Auteur Article en page(s) : p.2680-2695 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : We developed and tested an evidence-based mobile application designed to support families in using functional assessment-based intervention strategies with their young children with disabilities and challenging behaviors in home settings. Five families participated in the study. We utilized a multiple-probe across participants design to examine the effects of the FBSApp on parents' use of intervention strategies and childrens' use of challenging behaviors and replacement behaviors. We adapted our procedures to include individualized coaching to provide meaningful and effective support after the onset of the COVID-19 pandemic. A functional relation was not identified between access to FBSApp and caregiver use of strategies; however, the addition of coaching did lead to increased strategy use for two of four caregivers. A functional relation was identified between the use of the FBSApp plus coaching and CB. Families reported the app and coaching procedures favorably. We found that responsive, family-centered research CAN be conducted in spite of significant history events, and that mobile apps and virtual meeting platforms can be an accessible and efficient method for supporting families. The use of single case design allowed for flexible, yet methodologically sound procedures. More work is needed examining effective and efficient virtual supports for families. En ligne : https://doi.org/10.1007/s10803-024-06373-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565 [article] Field Testing the Family Behavior Support Mobile Application (FBSApp) During a Global Pandemic [Texte imprimé et/ou numérique] / Claire WINCHESTER, Auteur ; Marina S. VELEZ, Auteur ; Mollie TODT, Auteur ; Brandy M. LOCCHETTA, Auteur ; Emma SKIBA, Auteur . - p.2680-2695. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-8 (August 2025) . - p.2680-2695 Index. décimale : PER Périodiques Résumé : We developed and tested an evidence-based mobile application designed to support families in using functional assessment-based intervention strategies with their young children with disabilities and challenging behaviors in home settings. Five families participated in the study. We utilized a multiple-probe across participants design to examine the effects of the FBSApp on parents' use of intervention strategies and childrens' use of challenging behaviors and replacement behaviors. We adapted our procedures to include individualized coaching to provide meaningful and effective support after the onset of the COVID-19 pandemic. A functional relation was not identified between access to FBSApp and caregiver use of strategies; however, the addition of coaching did lead to increased strategy use for two of four caregivers. A functional relation was identified between the use of the FBSApp plus coaching and CB. Families reported the app and coaching procedures favorably. We found that responsive, family-centered research CAN be conducted in spite of significant history events, and that mobile apps and virtual meeting platforms can be an accessible and efficient method for supporting families. The use of single case design allowed for flexible, yet methodologically sound procedures. More work is needed examining effective and efficient virtual supports for families. En ligne : https://doi.org/10.1007/s10803-024-06373-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565

The Relationship Between Fatigue and Quality of Life in the Turkish Mothers of Children with Autism Spectrum Disorder / Ozgun Kaya KARA ; Gulsah SUTCU ; Hasan Atacan TONAK in Journal of Autism and Developmental Disorders, 55-8 (August 2025)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-8 (August 2025) . - p.2696-2705 Titre : The Relationship Between Fatigue and Quality of Life in the Turkish Mothers of Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Ozgun Kaya KARA, Auteur ; Gulsah SUTCU, Auteur ; Hasan Atacan TONAK, Auteur Article en page(s) : p.2696-2705 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study aimed to investigate the different effects of fatigue and health-related quality of life in the Turkish mothers of children with autism spectrum disorder (ASD) through comparisons with mothers of typically developing children, and to evaluate the relationship between different aspects of maternal fatigue, depression, and maternal health-related quality of life. The study included a total of 103 mothers, comprising 60 mothers of children with ASD and 43 mothers of typically developing children. The Nottingham Health Profile and Quality of Life in Autism Questionnaire-Parent Version were used to assess the health-related quality of life. Fatigue was assessed comprehensively with the Fatigue Impact Scale and the Fatigue Severity Scale. The Nottingham Health Profile total and physical mobility domain and the quality of life were the strongest factors, explaining with a variance of 66.7% the fatigue impact on cognitive function. The mothers' quality of life accounted for 64.8% of the variance in factors that explained fatigue. Physical mobility, social isolation and quality of life were associated with the physical impact of fatigue and were explained with a variance of 52.4%. Emotional reactions and quality of life were explained with a variance of 52.7% in the fatigue of psychosocial function. The current study has highlighted that the fatigue of Turkish mothers of children with ASD has a greater impact on cognitive, physical and psychosocial functions. Furthermore, the quality of life, physical mobility, social isolation, and emotional reactions of mothers have a significant impact on maternal fatigue. En ligne : https://doi.org/10.1007/s10803-024-06398-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565 [article] The Relationship Between Fatigue and Quality of Life in the Turkish Mothers of Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Ozgun Kaya KARA, Auteur ; Gulsah SUTCU, Auteur ; Hasan Atacan TONAK, Auteur . - p.2696-2705. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-8 (August 2025) . - p.2696-2705 Index. décimale : PER Périodiques Résumé : This study aimed to investigate the different effects of fatigue and health-related quality of life in the Turkish mothers of children with autism spectrum disorder (ASD) through comparisons with mothers of typically developing children, and to evaluate the relationship between different aspects of maternal fatigue, depression, and maternal health-related quality of life. The study included a total of 103 mothers, comprising 60 mothers of children with ASD and 43 mothers of typically developing children. The Nottingham Health Profile and Quality of Life in Autism Questionnaire-Parent Version were used to assess the health-related quality of life. Fatigue was assessed comprehensively with the Fatigue Impact Scale and the Fatigue Severity Scale. The Nottingham Health Profile total and physical mobility domain and the quality of life were the strongest factors, explaining with a variance of 66.7% the fatigue impact on cognitive function. The mothers' quality of life accounted for 64.8% of the variance in factors that explained fatigue. Physical mobility, social isolation and quality of life were associated with the physical impact of fatigue and were explained with a variance of 52.4%. Emotional reactions and quality of life were explained with a variance of 52.7% in the fatigue of psychosocial function. The current study has highlighted that the fatigue of Turkish mothers of children with ASD has a greater impact on cognitive, physical and psychosocial functions. Furthermore, the quality of life, physical mobility, social isolation, and emotional reactions of mothers have a significant impact on maternal fatigue. En ligne : https://doi.org/10.1007/s10803-024-06398-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565

COVID-19 Pandemic Experiences of Families in Which a Child/Youth Has Autism and Their Service Providers: Perspectives and Lessons Learned / Rosslynn T. ZULLA ; Jill CIELSIELSKI ; Lonnie ZWAIGENBAUM ; Olivia CONLON in Journal of Autism and Developmental Disorders, 55-8 (August 2025)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-8 (August 2025) . - p.2706-2717 Titre : COVID-19 Pandemic Experiences of Families in Which a Child/Youth Has Autism and Their Service Providers: Perspectives and Lessons Learned Type de document : Texte imprimé et/ou numérique Auteurs : Rosslynn T. ZULLA, Auteur ; Jill CIELSIELSKI, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Olivia CONLON, Auteur Article en page(s) : p.2706-2717 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The impacts of the COVID-19 pandemic on autistic children/youth and their families and on service providers are not yet well-understood. This study explored the lived experiences of families with an autistic child and service providers who support them regarding the impacts of the pandemic on service delivery and well-being. En ligne : https://doi.org/10.1007/s10803-024-06402-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565 [article] COVID-19 Pandemic Experiences of Families in Which a Child/Youth Has Autism and Their Service Providers: Perspectives and Lessons Learned [Texte imprimé et/ou numérique] / Rosslynn T. ZULLA, Auteur ; Jill CIELSIELSKI, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Olivia CONLON, Auteur . - p.2706-2717. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-8 (August 2025) . - p.2706-2717 Index. décimale : PER Périodiques Résumé : The impacts of the COVID-19 pandemic on autistic children/youth and their families and on service providers are not yet well-understood. This study explored the lived experiences of families with an autistic child and service providers who support them regarding the impacts of the pandemic on service delivery and well-being. En ligne : https://doi.org/10.1007/s10803-024-06402-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565

An Analysis of Teaching Menstrual Care Skills Using Single-Subject Methodology: A Systematic Literature Review / Noor SYED ; Nathan ANDERSON ; Stephanie BENDUSH in Journal of Autism and Developmental Disorders, 55-8 (August 2025)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-8 (August 2025) . - p.2718-2732 Titre : An Analysis of Teaching Menstrual Care Skills Using Single-Subject Methodology: A Systematic Literature Review Type de document : Texte imprimé et/ou numérique Auteurs : Noor SYED, Auteur ; Nathan ANDERSON, Auteur ; Stephanie BENDUSH, Auteur Article en page(s) : p.2718-2732 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : There is a paucity in research supporting procedures to teach skills needed during an individual?s menstrual cycle. The purpose of this study was two-fold. First, a literature review was conducted to find publications on the topic of menstrual care. Second, the studies found were evaluated against What Works Clearinghouse? (WWC) standards and analyzed to determine the presence of clinical components relevant to teaching these skills. En ligne : https://doi.org/10.1007/s10803-024-06389-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565 [article] An Analysis of Teaching Menstrual Care Skills Using Single-Subject Methodology: A Systematic Literature Review [Texte imprimé et/ou numérique] / Noor SYED, Auteur ; Nathan ANDERSON, Auteur ; Stephanie BENDUSH, Auteur . - p.2718-2732. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-8 (August 2025) . - p.2718-2732 Index. décimale : PER Périodiques Résumé : There is a paucity in research supporting procedures to teach skills needed during an individual?s menstrual cycle. The purpose of this study was two-fold. First, a literature review was conducted to find publications on the topic of menstrual care. Second, the studies found were evaluated against What Works Clearinghouse? (WWC) standards and analyzed to determine the presence of clinical components relevant to teaching these skills. En ligne : https://doi.org/10.1007/s10803-024-06389-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565

Experiences of Parental Caregivers of Adults with Autism in Navigating the World of Employment / Preethy S. SAMUEL in Journal of Autism and Developmental Disorders, 55-8 (August 2025)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-8 (August 2025) . - p.2733-2743 Titre : Experiences of Parental Caregivers of Adults with Autism in Navigating the World of Employment Type de document : Texte imprimé et/ou numérique Auteurs : Preethy S. SAMUEL, Auteur Article en page(s) : p.2733-2743 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Caregiving often presents challenges for parents, particularly for parents of loved ones with disabilities or health challenges, who need and/or want to be employed. This study describes the employment experiences of aging parents as they continue to balance engagement in the paid workforce with the ongoing provision of care for their adult children with autism spectrum disorder (ASD). The purpose of this study was to examine the lived experiences of parents of adult children with ASD in the context of balancing career and caregiving responsibilities. En ligne : https://doi.org/10.1007/s10803-024-06381-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565 [article] Experiences of Parental Caregivers of Adults with Autism in Navigating the World of Employment [Texte imprimé et/ou numérique] / Preethy S. SAMUEL, Auteur . - p.2733-2743. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-8 (August 2025) . - p.2733-2743 Index. décimale : PER Périodiques Résumé : Caregiving often presents challenges for parents, particularly for parents of loved ones with disabilities or health challenges, who need and/or want to be employed. This study describes the employment experiences of aging parents as they continue to balance engagement in the paid workforce with the ongoing provision of care for their adult children with autism spectrum disorder (ASD). The purpose of this study was to examine the lived experiences of parents of adult children with ASD in the context of balancing career and caregiving responsibilities. En ligne : https://doi.org/10.1007/s10803-024-06381-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565

Psychosocial Difficulties Profiles Among Youth with Intellectual Disabilities / Amy JOLIN ; Céleste DUBE ; Christophe MAIANO ; Danielle TRACEY ; Rhonda G. CRAVEN ; Alexandre J. S. MORIN in Journal of Autism and Developmental Disorders, 55-8 (August 2025)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-8 (August 2025) . - p.2744-2760 Titre : Psychosocial Difficulties Profiles Among Youth with Intellectual Disabilities Type de document : Texte imprimé et/ou numérique Auteurs : Amy JOLIN, Auteur ; Céleste DUBE, Auteur ; Christophe MAIANO, Auteur ; Danielle TRACEY, Auteur ; Rhonda G. CRAVEN, Auteur ; Alexandre J. S. MORIN, Auteur Article en page(s) : p.2744-2760 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study sought to identify the various configurations, or profiles, of internalizing and externalizing behaviors found among a sample of youth with intellectual disabilities (ID). These behaviors were assessed twice over one year, using self, parental, and teacher reports. Six variables were hypothesized to predict profile membership: Parent-child relationship (i.e., warmth and conflict), student-teacher relationship (i.e., warmth and conflict), peer acceptance, and peer victimization. To this end, we conducted Latent Profile Analysis among a sample of 393 youth with ID (aged 11-22 years old) recruited in Canada (French-speaking; n = 142; 49.30% boys) and Australia (English-speaking; n = 251; 67.30% boys). Our results revealed five profiles: (1) Adjusted (13.48%), (2) Mild School-related Difficulties (34.38%), (3) Underestimation of Mild Difficulties (12.40%), (4) High Difficulties (19.45%), and (5) Internalizing Difficulties Unobserved at School (20.19%). These profiles, as well as profile membership, remained stable over time. Lower levels of student-teacher warmth, lower levels of peer acceptance, and higher levels of peer victimization were associated with a higher likelihood of membership into profiles characterized by above-average levels of psychosocial difficulties, especially self-reported. Based on these findings, future interventions addressing internalizing and externalizing behaviors could benefit from focusing on the school environment, notably peer acceptance and student-teacher warmth. En ligne : https://doi.org/10.1007/s10803-024-06359-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565 [article] Psychosocial Difficulties Profiles Among Youth with Intellectual Disabilities [Texte imprimé et/ou numérique] / Amy JOLIN, Auteur ; Céleste DUBE, Auteur ; Christophe MAIANO, Auteur ; Danielle TRACEY, Auteur ; Rhonda G. CRAVEN, Auteur ; Alexandre J. S. MORIN, Auteur . - p.2744-2760. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-8 (August 2025) . - p.2744-2760 Index. décimale : PER Périodiques Résumé : This study sought to identify the various configurations, or profiles, of internalizing and externalizing behaviors found among a sample of youth with intellectual disabilities (ID). These behaviors were assessed twice over one year, using self, parental, and teacher reports. Six variables were hypothesized to predict profile membership: Parent-child relationship (i.e., warmth and conflict), student-teacher relationship (i.e., warmth and conflict), peer acceptance, and peer victimization. To this end, we conducted Latent Profile Analysis among a sample of 393 youth with ID (aged 11-22 years old) recruited in Canada (French-speaking; n = 142; 49.30% boys) and Australia (English-speaking; n = 251; 67.30% boys). Our results revealed five profiles: (1) Adjusted (13.48%), (2) Mild School-related Difficulties (34.38%), (3) Underestimation of Mild Difficulties (12.40%), (4) High Difficulties (19.45%), and (5) Internalizing Difficulties Unobserved at School (20.19%). These profiles, as well as profile membership, remained stable over time. Lower levels of student-teacher warmth, lower levels of peer acceptance, and higher levels of peer victimization were associated with a higher likelihood of membership into profiles characterized by above-average levels of psychosocial difficulties, especially self-reported. Based on these findings, future interventions addressing internalizing and externalizing behaviors could benefit from focusing on the school environment, notably peer acceptance and student-teacher warmth. En ligne : https://doi.org/10.1007/s10803-024-06359-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565

Should Parents Only Use One Language with Their Autistic Children? The Relations Between Multilingualism, Children's Social Skills, and Parent-Child Communication / Andreia P. COSTA in Journal of Autism and Developmental Disorders, 55-8 (August 2025)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-8 (August 2025) . - p.2761-2773 Titre : Should Parents Only Use One Language with Their Autistic Children? The Relations Between Multilingualism, Children's Social Skills, and Parent-Child Communication Type de document : Texte imprimé et/ou numérique Auteurs : Andreia P. COSTA, Auteur Article en page(s) : p.2761-2773 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Parents of autistic children are often advised to use only one language to simplify their child?s language acquisition. Often this recommendation orients towards the geographically predominant language, which may cause difficulties especially for minority-language families. On the other hand, scientific evidence suggests that multilingualism does not hinder language acquisition and that communicating in exclusively foreign languages may even impede social interaction. Therefore, we investigated how parent language use is linked to the social skills of 68 autistic children and to their parents' ability to feel comfortable, authentic, and free to express themselves. En ligne : https://doi.org/10.1007/s10803-024-06347-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565 [article] Should Parents Only Use One Language with Their Autistic Children? The Relations Between Multilingualism, Children's Social Skills, and Parent-Child Communication [Texte imprimé et/ou numérique] / Andreia P. COSTA, Auteur . - p.2761-2773. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-8 (August 2025) . - p.2761-2773 Index. décimale : PER Périodiques Résumé : Parents of autistic children are often advised to use only one language to simplify their child?s language acquisition. Often this recommendation orients towards the geographically predominant language, which may cause difficulties especially for minority-language families. On the other hand, scientific evidence suggests that multilingualism does not hinder language acquisition and that communicating in exclusively foreign languages may even impede social interaction. Therefore, we investigated how parent language use is linked to the social skills of 68 autistic children and to their parents' ability to feel comfortable, authentic, and free to express themselves. En ligne : https://doi.org/10.1007/s10803-024-06347-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565

Testing the Labeling Effect in Autistic Children / Elena CASTROVIEJO ; José V. HERNÁNDEZ-CONDE ; Ekaine RODRÍGUEZ-ARMENDARIZ ; Agustín VICENTE in Journal of Autism and Developmental Disorders, 55-8 (August 2025)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-8 (August 2025) . - p.2774-2787 Titre : Testing the Labeling Effect in Autistic Children Type de document : Texte imprimé et/ou numérique Auteurs : Elena CASTROVIEJO, Auteur ; José V. HERNÁNDEZ-CONDE, Auteur ; Ekaine RODRÍGUEZ-ARMENDARIZ, Auteur ; Agustín VICENTE, Auteur Article en page(s) : p.2774-2787 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Our objective was to test the labeling effect in autistic children. The effect has been robustly tested in typically developing (TD) individuals. TD children expect that any two objects that receive the same linguistic label will have similar properties, which suggests that they generate concepts based on acts of labeling. The labeling effect has not been tested on autistic children, who may not be equally attuned to the relevance of linguistic clues or may not generalize as swiftly as TD children. En ligne : https://doi.org/10.1007/s10803-024-06388-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565 [article] Testing the Labeling Effect in Autistic Children [Texte imprimé et/ou numérique] / Elena CASTROVIEJO, Auteur ; José V. HERNÁNDEZ-CONDE, Auteur ; Ekaine RODRÍGUEZ-ARMENDARIZ, Auteur ; Agustín VICENTE, Auteur . - p.2774-2787. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-8 (August 2025) . - p.2774-2787 Index. décimale : PER Périodiques Résumé : Our objective was to test the labeling effect in autistic children. The effect has been robustly tested in typically developing (TD) individuals. TD children expect that any two objects that receive the same linguistic label will have similar properties, which suggests that they generate concepts based on acts of labeling. The labeling effect has not been tested on autistic children, who may not be equally attuned to the relevance of linguistic clues or may not generalize as swiftly as TD children. En ligne : https://doi.org/10.1007/s10803-024-06388-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565

Global Sensory Features are Linked to Executive and Attentional Impairments in Autism Spectrum Disorders / Anna MARUANI ; Elise HUMEAU ; Pierre ELLUL ; Ariane CARTIGNY ; Aline LEFEBVRE ; Florine DELLAPIAZZA ; Richard DELORME ; Hugo PEYRE in Journal of Autism and Developmental Disorders, 55-8 (August 2025)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-8 (August 2025) . - p.2788-2796 Titre : Global Sensory Features are Linked to Executive and Attentional Impairments in Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Anna MARUANI, Auteur ; Elise HUMEAU, Auteur ; Pierre ELLUL, Auteur ; Ariane CARTIGNY, Auteur ; Aline LEFEBVRE, Auteur ; Florine DELLAPIAZZA, Auteur ; Richard DELORME, Auteur ; Hugo PEYRE, Auteur Article en page(s) : p.2788-2796 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Sensory features, executive and attentional impairments are frequently reported in individuals with autism spectrum disorders (ASD). However, little is known about their complex relationships. In this study, we aim to examine the executive and attentional difficulties related to distinct sensory profiles. We identified sensory profiles with a Latent Profile Analysis (LPA) based on scores on the Short Sensory Profile (SSP) questionnaire in 95 children with ASD aged 6 to 17 years. Executive and attention functions were assessed using the Behavior Rating Inventory of Executive Functions (BRIEF) questionnaire and Attention-Deficit Hyperactivity Disorder Rating Scale (ADHD-RS). A three-cluster solution based on raw SSP scores identified a "high'', a "medium" and a "low'' SSP profile. We found a significant relationship between executive functions, attentional skills and the global severity of sensory features, reinforcing findings of previous studies in the literature. A two-cluster solution based on normalized SSP (i.e. equalized for the global severity) identified distinct sensory profiles, mainly discriminated by the score of underresponsive/seeks sensation. We found no significant difference between these two clusters for the BRIEF and ADHD-RS related scores. Our study suggests that the heterogeneity of sensory features in ASD may not be explained by differences in executive and attention functions. Future studies are needed to refine the link between sensory features and executive functions in autism. En ligne : https://doi.org/10.1007/s10803-024-06385-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565 [article] Global Sensory Features are Linked to Executive and Attentional Impairments in Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Anna MARUANI, Auteur ; Elise HUMEAU, Auteur ; Pierre ELLUL, Auteur ; Ariane CARTIGNY, Auteur ; Aline LEFEBVRE, Auteur ; Florine DELLAPIAZZA, Auteur ; Richard DELORME, Auteur ; Hugo PEYRE, Auteur . - p.2788-2796. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-8 (August 2025) . - p.2788-2796 Index. décimale : PER Périodiques Résumé : Sensory features, executive and attentional impairments are frequently reported in individuals with autism spectrum disorders (ASD). However, little is known about their complex relationships. In this study, we aim to examine the executive and attentional difficulties related to distinct sensory profiles. We identified sensory profiles with a Latent Profile Analysis (LPA) based on scores on the Short Sensory Profile (SSP) questionnaire in 95 children with ASD aged 6 to 17 years. Executive and attention functions were assessed using the Behavior Rating Inventory of Executive Functions (BRIEF) questionnaire and Attention-Deficit Hyperactivity Disorder Rating Scale (ADHD-RS). A three-cluster solution based on raw SSP scores identified a "high'', a "medium" and a "low'' SSP profile. We found a significant relationship between executive functions, attentional skills and the global severity of sensory features, reinforcing findings of previous studies in the literature. A two-cluster solution based on normalized SSP (i.e. equalized for the global severity) identified distinct sensory profiles, mainly discriminated by the score of underresponsive/seeks sensation. We found no significant difference between these two clusters for the BRIEF and ADHD-RS related scores. Our study suggests that the heterogeneity of sensory features in ASD may not be explained by differences in executive and attention functions. Future studies are needed to refine the link between sensory features and executive functions in autism. En ligne : https://doi.org/10.1007/s10803-024-06385-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565

The Influence of Social and Developmental Factors on the Timing of Autism Spectrum Disorder Diagnosis of Preschool-Aged Children: Evidence from a Specialized Chilean Center / Alicia C. NUÑEZ ; Valentina SAEZ ; Melanie RUZ ; Odalie C. MOSCOSO ; Alejandra VIVES in Journal of Autism and Developmental Disorders, 55-8 (August 2025)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-8 (August 2025) . - p.2797-2806 Titre : The Influence of Social and Developmental Factors on the Timing of Autism Spectrum Disorder Diagnosis of Preschool-Aged Children: Evidence from a Specialized Chilean Center Type de document : Texte imprimé et/ou numérique Auteurs : Alicia C. NUÑEZ, Auteur ; Valentina SAEZ, Auteur ; Melanie RUZ, Auteur ; Odalie C. MOSCOSO, Auteur ; Alejandra VIVES, Auteur Article en page(s) : p.2797-2806 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : We investigated the influence of developmental and social factors on the age of autism diagnosis (AoD) in a cohort of toddlers living in Chile. A cross-sectional study was conducted among 509 preschool children diagnosed with autism spectrum disorder [M = 40.2 months (SD = 8.6), girls: 32%] in the neurodevelopmental unit of a university clinic in Santiago, Chile (2015-2023). Structural changes in the annual trend of AoD were tested. Generalized linear models (gamma distribution) with and without interaction terms were used for the multivariate analysis, adjusting for gender, residential area, year of diagnosis, developmental variables (language regression, delayed walking, and use of expressive verbal language), and primary caregiver age and education level (CEL). 95% confidence intervals of the unstandardized regression coefficients (B) were calculated using 1000 bootstrap resampling to estimate associations. AoD increased between 2021-2022 and decreased in 2023. Female gender (B = 2.72 [1.21-4.23]), no history of language regression (B = 3.97 [1.66-6.28]), and the presence of expressive verbal language at diagnosis (B = 1.57 [0.05-3.08]) were associated with higher AoD. Children whose caregivers had tertiary education were diagnosed earlier than those with???12 years of formal education. Although the influence of CEL increased with caregiver age, differences between CEL groups were significant only for caregivers aged???30 years. Improved education and early screening for clinical features of autism among healthcare professionals and the community, with a focus on young children without highly apparent developmental concerns and those from vulnerable social groups, are warranted. En ligne : https://doi.org/10.1007/s10803-024-06376-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565 [article] The Influence of Social and Developmental Factors on the Timing of Autism Spectrum Disorder Diagnosis of Preschool-Aged Children: Evidence from a Specialized Chilean Center [Texte imprimé et/ou numérique] / Alicia C. NUÑEZ, Auteur ; Valentina SAEZ, Auteur ; Melanie RUZ, Auteur ; Odalie C. MOSCOSO, Auteur ; Alejandra VIVES, Auteur . - p.2797-2806. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-8 (August 2025) . - p.2797-2806 Index. décimale : PER Périodiques Résumé : We investigated the influence of developmental and social factors on the age of autism diagnosis (AoD) in a cohort of toddlers living in Chile. A cross-sectional study was conducted among 509 preschool children diagnosed with autism spectrum disorder [M = 40.2 months (SD = 8.6), girls: 32%] in the neurodevelopmental unit of a university clinic in Santiago, Chile (2015-2023). Structural changes in the annual trend of AoD were tested. Generalized linear models (gamma distribution) with and without interaction terms were used for the multivariate analysis, adjusting for gender, residential area, year of diagnosis, developmental variables (language regression, delayed walking, and use of expressive verbal language), and primary caregiver age and education level (CEL). 95% confidence intervals of the unstandardized regression coefficients (B) were calculated using 1000 bootstrap resampling to estimate associations. AoD increased between 2021-2022 and decreased in 2023. Female gender (B = 2.72 [1.21-4.23]), no history of language regression (B = 3.97 [1.66-6.28]), and the presence of expressive verbal language at diagnosis (B = 1.57 [0.05-3.08]) were associated with higher AoD. Children whose caregivers had tertiary education were diagnosed earlier than those with???12 years of formal education. Although the influence of CEL increased with caregiver age, differences between CEL groups were significant only for caregivers aged???30 years. Improved education and early screening for clinical features of autism among healthcare professionals and the community, with a focus on young children without highly apparent developmental concerns and those from vulnerable social groups, are warranted. En ligne : https://doi.org/10.1007/s10803-024-06376-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565

Barriers to Providing Transitional Supports for Autistic Students: Insights of School Professionals / So Yoon KIM ; Kristen BOTTEMA-BEUTEL in Journal of Autism and Developmental Disorders, 55-8 (August 2025)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-8 (August 2025) . - p.2807-2819 Titre : Barriers to Providing Transitional Supports for Autistic Students: Insights of School Professionals Type de document : Texte imprimé et/ou numérique Auteurs : So Yoon KIM, Auteur ; Kristen BOTTEMA-BEUTEL, Auteur Article en page(s) : p.2807-2819 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Following high school exit, many autistic young adults are not enrolled in post-secondary education or employed, and few are engaged in community activities. This disengagement among autistic young adults may be a result of the limited or inadequate supports provided to autistic transition-age youth in schools. Therefore, the purpose of the current study is to explore how school professionals report preparing transition-age autistic youth for adulthood and the barriers that make it difficult for school professionals to provide quality transition services. We surveyed 21 school professionals who work with transition-age autistic students. The survey solicited descriptions of transition supports provided to youth, and barriers that make it difficult for school professionals to provide high quality transition supports. Qualitative content analysis was used to identify themes from the data. Participants described barriers related to the autistic youth they taught or supported, their families, the classroom environment, and the community. Barriers were either framed as deficits inherent to autistic students and their families, or larger systemic issues that make it challenging to implement high quality transition supports. We recommend implementation of autism-specific trainings within teacher preparation programs and school districts, professional development opportunities that create spaces for educators to challenge and resist deficit views of autism, and development of strengths-based transition programs that are implemented by school-based professionals who work with autistic students. En ligne : https://doi.org/10.1007/s10803-024-06375-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565 [article] Barriers to Providing Transitional Supports for Autistic Students: Insights of School Professionals [Texte imprimé et/ou numérique] / So Yoon KIM, Auteur ; Kristen BOTTEMA-BEUTEL, Auteur . - p.2807-2819. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-8 (August 2025) . - p.2807-2819 Index. décimale : PER Périodiques Résumé : Following high school exit, many autistic young adults are not enrolled in post-secondary education or employed, and few are engaged in community activities. This disengagement among autistic young adults may be a result of the limited or inadequate supports provided to autistic transition-age youth in schools. Therefore, the purpose of the current study is to explore how school professionals report preparing transition-age autistic youth for adulthood and the barriers that make it difficult for school professionals to provide quality transition services. We surveyed 21 school professionals who work with transition-age autistic students. The survey solicited descriptions of transition supports provided to youth, and barriers that make it difficult for school professionals to provide high quality transition supports. Qualitative content analysis was used to identify themes from the data. Participants described barriers related to the autistic youth they taught or supported, their families, the classroom environment, and the community. Barriers were either framed as deficits inherent to autistic students and their families, or larger systemic issues that make it challenging to implement high quality transition supports. We recommend implementation of autism-specific trainings within teacher preparation programs and school districts, professional development opportunities that create spaces for educators to challenge and resist deficit views of autism, and development of strengths-based transition programs that are implemented by school-based professionals who work with autistic students. En ligne : https://doi.org/10.1007/s10803-024-06375-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565

Improving Emergency Department Care for Suicidality in Autism: Perspectives from Autistic Youth, Caregivers, and Clinicians / Lawrence A. PALINKAS ; Greta R. CONLON ; Shira RICHARDS-RACHLIN ; Katherine A. SULLIVAN ; Argelinda BARONI ; Sarah M. HORWITZ in Journal of Autism and Developmental Disorders, 55-8 (August 2025)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-8 (August 2025) . - p.2820-2833 Titre : Improving Emergency Department Care for Suicidality in Autism: Perspectives from Autistic Youth, Caregivers, and Clinicians Type de document : Texte imprimé et/ou numérique Auteurs : Lawrence A. PALINKAS, Auteur ; Greta R. CONLON, Auteur ; Shira RICHARDS-RACHLIN, Auteur ; Katherine A. SULLIVAN, Auteur ; Argelinda BARONI, Auteur ; Sarah M. HORWITZ, Auteur Article en page(s) : p.2820-2833 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Purpose: Emergency department (ED) visits for suicidal ideation and self-harm are more prevalent in autistic than non-autistic youth. However, providers are typically offered insufficient guidance for addressing suicide risk in autistic youth, likely impacting confidence and care. Methods: In this pilot study, we conducted semi-structured interviews with 17 key members of the autism community (i.e., autistic youth with a history of suicidality, caregivers of autistic youth with a history of suicidality, autism specialist clinicians, ED clinicians) to inform the development of recommendations for modifying ED care for autistic patients, with a focus on suicide risk screening and management. Results: Participants reported on challenges they encountered receiving or providing care and/or recommendations for improving care. Participant perspectives were aligned, and four main categories emerged: accounting for autism features, connection and youth engagement in care, caregiver and family involvement, and service system issues. Conclusion: As research continues in the development of autism-specific suicide risk assessment tools and management strategies, it is essential we better equip providers to address suicide risk in autistic patients, particularly in ED settings. En ligne : https://doi.org/10.1007/s10803-024-06364-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565 [article] Improving Emergency Department Care for Suicidality in Autism: Perspectives from Autistic Youth, Caregivers, and Clinicians [Texte imprimé et/ou numérique] / Lawrence A. PALINKAS, Auteur ; Greta R. CONLON, Auteur ; Shira RICHARDS-RACHLIN, Auteur ; Katherine A. SULLIVAN, Auteur ; Argelinda BARONI, Auteur ; Sarah M. HORWITZ, Auteur . - p.2820-2833. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-8 (August 2025) . - p.2820-2833 Index. décimale : PER Périodiques Résumé : Purpose: Emergency department (ED) visits for suicidal ideation and self-harm are more prevalent in autistic than non-autistic youth. However, providers are typically offered insufficient guidance for addressing suicide risk in autistic youth, likely impacting confidence and care. Methods: In this pilot study, we conducted semi-structured interviews with 17 key members of the autism community (i.e., autistic youth with a history of suicidality, caregivers of autistic youth with a history of suicidality, autism specialist clinicians, ED clinicians) to inform the development of recommendations for modifying ED care for autistic patients, with a focus on suicide risk screening and management. Results: Participants reported on challenges they encountered receiving or providing care and/or recommendations for improving care. Participant perspectives were aligned, and four main categories emerged: accounting for autism features, connection and youth engagement in care, caregiver and family involvement, and service system issues. Conclusion: As research continues in the development of autism-specific suicide risk assessment tools and management strategies, it is essential we better equip providers to address suicide risk in autistic patients, particularly in ED settings. En ligne : https://doi.org/10.1007/s10803-024-06364-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565

Quality of Life and Its Associated Correlates of Parents of Children on the Autism Spectrum in Singapore / Young Ern SAW ; Yiong Huak CHAN ; Shang Chee CHONG ; Jennifer S. H. KIING ; Mae Yue TAN ; Tammy Su Hui LIM ; Kalyani Vijaykumar MULAY ; Ying Qi KANG in Journal of Autism and Developmental Disorders, 55-8 (August 2025)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-8 (August 2025) . - p.2834-2843 Titre : Quality of Life and Its Associated Correlates of Parents of Children on the Autism Spectrum in Singapore Type de document : Texte imprimé et/ou numérique Auteurs : Young Ern SAW, Auteur ; Yiong Huak CHAN, Auteur ; Shang Chee CHONG, Auteur ; Jennifer S. H. KIING, Auteur ; Mae Yue TAN, Auteur ; Tammy Su Hui LIM, Auteur ; Kalyani Vijaykumar MULAY, Auteur ; Ying Qi KANG, Auteur Article en page(s) : p.2834-2843 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This cross-sectional study aimed to assess Quality of life (QoL) of parents of children on the autism spectrum in Singapore and identify its associated factors. Parents of children (age???5 years) completed the Quality of Life in Autism scale which measures parental self-rated QoL (higher scores denote greater QoL), and the perceived impact of the child?s autism-related behaviors on parents (higher scores denote lesser impact). Information on the child?s degree of autism (measured by the Social Responsiveness Scale, second edition [SRS-2]), community and social participation and cognitive and adaptive functioning were also obtained. Participants were 86 parents with mean child age 6.3 years (SD 1.0). Univariate analysis results revealed greater participation in community and social events to be two modifiable factors associated with higher parental QoL. However, these factors were not found to be significant in the multivariate model. Higher autism features (represented by higher parent-rated SRS scores) was associated with a greater perceived impact of the child?s behaviors by parents in both univariate and multivariate analyses. Of note, child?s cognitive or adaptive skills were not significantly associated with either QoL measure. Equipping parents to handle autism-related behaviors can be useful to reduce their impact on parental QoL. Facilitating community participation for these children may positively influence caregiver QoL as well. En ligne : https://doi.org/10.1007/s10803-024-06391-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565 [article] Quality of Life and Its Associated Correlates of Parents of Children on the Autism Spectrum in Singapore [Texte imprimé et/ou numérique] / Young Ern SAW, Auteur ; Yiong Huak CHAN, Auteur ; Shang Chee CHONG, Auteur ; Jennifer S. H. KIING, Auteur ; Mae Yue TAN, Auteur ; Tammy Su Hui LIM, Auteur ; Kalyani Vijaykumar MULAY, Auteur ; Ying Qi KANG, Auteur . - p.2834-2843. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-8 (August 2025) . - p.2834-2843 Index. décimale : PER Périodiques Résumé : This cross-sectional study aimed to assess Quality of life (QoL) of parents of children on the autism spectrum in Singapore and identify its associated factors. Parents of children (age???5 years) completed the Quality of Life in Autism scale which measures parental self-rated QoL (higher scores denote greater QoL), and the perceived impact of the child?s autism-related behaviors on parents (higher scores denote lesser impact). Information on the child?s degree of autism (measured by the Social Responsiveness Scale, second edition [SRS-2]), community and social participation and cognitive and adaptive functioning were also obtained. Participants were 86 parents with mean child age 6.3 years (SD 1.0). Univariate analysis results revealed greater participation in community and social events to be two modifiable factors associated with higher parental QoL. However, these factors were not found to be significant in the multivariate model. Higher autism features (represented by higher parent-rated SRS scores) was associated with a greater perceived impact of the child?s behaviors by parents in both univariate and multivariate analyses. Of note, child?s cognitive or adaptive skills were not significantly associated with either QoL measure. Equipping parents to handle autism-related behaviors can be useful to reduce their impact on parental QoL. Facilitating community participation for these children may positively influence caregiver QoL as well. En ligne : https://doi.org/10.1007/s10803-024-06391-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565

Adverse Childhood Experiences and Health Outcomes Among Transition-Age Autistic Youth / Kiley J. MCLEAN ; Jordan GIFFORD ; Hailey KISSNER ; Rosalind SIPE in Journal of Autism and Developmental Disorders, 55-8 (August 2025)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-8 (August 2025) . - p.2844-2857 Titre : Adverse Childhood Experiences and Health Outcomes Among Transition-Age Autistic Youth Type de document : Texte imprimé et/ou numérique Auteurs : Kiley J. MCLEAN, Auteur ; Jordan GIFFORD, Auteur ; Hailey KISSNER, Auteur ; Rosalind SIPE, Auteur Article en page(s) : p.2844-2857 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Adverse childhood experiences (ACEs) have been associated with poor health outcomes in the general population. However, their impact on autistic youth remains unclear. En ligne : https://doi.org/10.1007/s10803-024-06401-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565 [article] Adverse Childhood Experiences and Health Outcomes Among Transition-Age Autistic Youth [Texte imprimé et/ou numérique] / Kiley J. MCLEAN, Auteur ; Jordan GIFFORD, Auteur ; Hailey KISSNER, Auteur ; Rosalind SIPE, Auteur . - p.2844-2857. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-8 (August 2025) . - p.2844-2857 Index. décimale : PER Périodiques Résumé : Adverse childhood experiences (ACEs) have been associated with poor health outcomes in the general population. However, their impact on autistic youth remains unclear. En ligne : https://doi.org/10.1007/s10803-024-06401-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565

An Investigation of Dissociative Symptoms and Related Factors in Autistic Adolescents / Ali KARAYAGMURLU in Journal of Autism and Developmental Disorders, 55-8 (August 2025)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-8 (August 2025) . - p.2858-2872 Titre : An Investigation of Dissociative Symptoms and Related Factors in Autistic Adolescents Type de document : Texte imprimé et/ou numérique Auteurs : Ali KARAYAGMURLU, Auteur Article en page(s) : p.2858-2872 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Despite exposure to trauma and adverse life events being frequently reported in Autism Spectrum Disorder (ASD), few studies have examined the relationship between these factors and dissociative symptoms in the autistic population. The aim of the study is to investigate symptoms of dissociation in autistic adolescents, and to explore factors that could be associated with dissociative symptoms in ASD. This cross-sectional study involved 59 autistic adolescents between 12 and 18 years old, with the mean age of 14.3?+?1.8. Dissociation, autism characteristics, childhood traumas, peer bullying, and Post-Traumatic Stress Disorder (PTSD) symptoms were assessed using the Adolescent Dissociative Experiences Scale (ADES), the Childhood Autism Rating Scale (CARS), the Childhood Trauma Questionnaire (CTQ), the Nine-Item Child-Adolescent Bullying Screen (CABS-9), and the Child Posttraumatic Stress Reaction Index (CPTS-RI), respectively. Results from the ADES revealed that 12.5% of the participants scored above the threshold for dissociative disorders. In the linear regression model constructed to evaluate factors associated with dissociative symptoms, an increase in dissociative symptoms was statistically significantly associated with an increase in the total CTQ score (p = 0.002) and age (p = 0.006). The findings of the study indicate that dissociative symptoms may occur in autistic adolescents. It is suggested that dissociative symptoms observed in autistic adolescents may particularly be associated with childhood traumas and increasing age. Further research into dissociative symptoms in ASD is warranted, requiring larger sample sizes, specialized measurement scales, and structured interviews. En ligne : https://doi.org/10.1007/s10803-024-06374-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565 [article] An Investigation of Dissociative Symptoms and Related Factors in Autistic Adolescents [Texte imprimé et/ou numérique] / Ali KARAYAGMURLU, Auteur . - p.2858-2872. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-8 (August 2025) . - p.2858-2872 Index. décimale : PER Périodiques Résumé : Despite exposure to trauma and adverse life events being frequently reported in Autism Spectrum Disorder (ASD), few studies have examined the relationship between these factors and dissociative symptoms in the autistic population. The aim of the study is to investigate symptoms of dissociation in autistic adolescents, and to explore factors that could be associated with dissociative symptoms in ASD. This cross-sectional study involved 59 autistic adolescents between 12 and 18 years old, with the mean age of 14.3?+?1.8. Dissociation, autism characteristics, childhood traumas, peer bullying, and Post-Traumatic Stress Disorder (PTSD) symptoms were assessed using the Adolescent Dissociative Experiences Scale (ADES), the Childhood Autism Rating Scale (CARS), the Childhood Trauma Questionnaire (CTQ), the Nine-Item Child-Adolescent Bullying Screen (CABS-9), and the Child Posttraumatic Stress Reaction Index (CPTS-RI), respectively. Results from the ADES revealed that 12.5% of the participants scored above the threshold for dissociative disorders. In the linear regression model constructed to evaluate factors associated with dissociative symptoms, an increase in dissociative symptoms was statistically significantly associated with an increase in the total CTQ score (p = 0.002) and age (p = 0.006). The findings of the study indicate that dissociative symptoms may occur in autistic adolescents. It is suggested that dissociative symptoms observed in autistic adolescents may particularly be associated with childhood traumas and increasing age. Further research into dissociative symptoms in ASD is warranted, requiring larger sample sizes, specialized measurement scales, and structured interviews. En ligne : https://doi.org/10.1007/s10803-024-06374-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565

Orthopedic Conditions and Interplay with Functional Abilities and MECP2 Variant Subtype in Rett Syndrome Patients / Elena GONZÁLEZ-ALGUACIL ; Víctor SOTO-INSUGA ; María Teresa VARA-ARIAS ; Nelmar Valentina ORTIZ-CABRERA ; J. Ignacio SERRANO ; Rosa M. EGEA-GÁMEZ ; Juan José GARCÍA-PEÑAS ; Ignacio MARTÍNEZ-CABALLERO ; Salvadora Aleza ESTERAS ; Liaison NURSE ; Carlota Aparicio Fernández DE GATTA ; Elvira Cañedo VILLARROYA ; Daniel Clemente GARULO ; Rocío Falcón ROCA ; Silvia Gutiérrez PRIEGO ; Blanca López MONEDERO ; Paula Moreno GUTIÉRREZ ; Miriam Martín MANGAS ; Francisca Romero ANDUJAR ; Amalia Tamariz MARTEL ; Rett Syndrome Multidisciplinary Group of Hospital Infantil Universitario Niño Jesús RTT-HNJ in Journal of Autism and Developmental Disorders, 55-8 (August 2025)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-8 (August 2025) . - p.2873-2883 Titre : Orthopedic Conditions and Interplay with Functional Abilities and MECP2 Variant Subtype in Rett Syndrome Patients Type de document : Texte imprimé et/ou numérique Auteurs : Elena GONZÁLEZ-ALGUACIL, Auteur ; Víctor SOTO-INSUGA, Auteur ; María Teresa VARA-ARIAS, Auteur ; Nelmar Valentina ORTIZ-CABRERA, Auteur ; J. Ignacio SERRANO, Auteur ; Rosa M. EGEA-GÁMEZ, Auteur ; Juan José GARCÍA-PEÑAS, Auteur ; Ignacio MARTÍNEZ-CABALLERO, Auteur ; Salvadora Aleza ESTERAS, Auteur ; Liaison NURSE, Auteur ; Carlota Aparicio Fernández DE GATTA, Auteur ; Elvira Cañedo VILLARROYA, Auteur ; Daniel Clemente GARULO, Auteur ; Rocío Falcón ROCA, Auteur ; Silvia Gutiérrez PRIEGO, Auteur ; Blanca López MONEDERO, Auteur ; Paula Moreno GUTIÉRREZ, Auteur ; Miriam Martín MANGAS, Auteur ; Francisca Romero ANDUJAR, Auteur ; Amalia Tamariz MARTEL, Auteur ; Rett Syndrome Multidisciplinary Group of Hospital Infantil Universitario Niño Jesús RTT-HNJ, Auteur Article en page(s) : p.2873-2883 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Rett syndrome (RTT) is a rare multi-systemic disorder primarily linked to mutations in MECP2 gene. This study aims to describe the prevalence of orthopedic conditions in RTT patients, and examine their intricate interplay with functional capabilities, and MECP2 variant subtypes. En ligne : https://doi.org/10.1007/s10803-024-06399-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565 [article] Orthopedic Conditions and Interplay with Functional Abilities and MECP2 Variant Subtype in Rett Syndrome Patients [Texte imprimé et/ou numérique] / Elena GONZÁLEZ-ALGUACIL, Auteur ; Víctor SOTO-INSUGA, Auteur ; María Teresa VARA-ARIAS, Auteur ; Nelmar Valentina ORTIZ-CABRERA, Auteur ; J. Ignacio SERRANO, Auteur ; Rosa M. EGEA-GÁMEZ, Auteur ; Juan José GARCÍA-PEÑAS, Auteur ; Ignacio MARTÍNEZ-CABALLERO, Auteur ; Salvadora Aleza ESTERAS, Auteur ; Liaison NURSE, Auteur ; Carlota Aparicio Fernández DE GATTA, Auteur ; Elvira Cañedo VILLARROYA, Auteur ; Daniel Clemente GARULO, Auteur ; Rocío Falcón ROCA, Auteur ; Silvia Gutiérrez PRIEGO, Auteur ; Blanca López MONEDERO, Auteur ; Paula Moreno GUTIÉRREZ, Auteur ; Miriam Martín MANGAS, Auteur ; Francisca Romero ANDUJAR, Auteur ; Amalia Tamariz MARTEL, Auteur ; Rett Syndrome Multidisciplinary Group of Hospital Infantil Universitario Niño Jesús RTT-HNJ, Auteur . - p.2873-2883. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-8 (August 2025) . - p.2873-2883 Index. décimale : PER Périodiques Résumé : Rett syndrome (RTT) is a rare multi-systemic disorder primarily linked to mutations in MECP2 gene. This study aims to describe the prevalence of orthopedic conditions in RTT patients, and examine their intricate interplay with functional capabilities, and MECP2 variant subtypes. En ligne : https://doi.org/10.1007/s10803-024-06399-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565

Effects of School-Based Neurofeedback Training on Attention in Students with Autism and Intellectual Disabilities / Tomasz SMOLE? ; ?ukasz KRZYWOSZA?SKI ; Agnieszka BARTECKA-?MIETANA ; Beata KULASEK-FILIP ; Maja PIOTROWSKA ; Dominika SEPIELAK ; Katarzyna SUPERNAK in Journal of Autism and Developmental Disorders, 55-8 (August 2025)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-8 (August 2025) . - p.2884-2895 Titre : Effects of School-Based Neurofeedback Training on Attention in Students with Autism and Intellectual Disabilities Type de document : Texte imprimé et/ou numérique Auteurs : Tomasz SMOLE?, Auteur ; ?ukasz KRZYWOSZA?SKI, Auteur ; Agnieszka BARTECKA-?MIETANA, Auteur ; Beata KULASEK-FILIP, Auteur ; Maja PIOTROWSKA, Auteur ; Dominika SEPIELAK, Auteur ; Katarzyna SUPERNAK, Auteur Article en page(s) : p.2884-2895 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : In this study we aimed to assess the influence of school-based neurofeedback training on the attention of students with autism and intellectual disabilities. We assessed 24 students of a special education center who attended neurofeedback training sessions during the schoolyear; we also assessed 25 controls from the same center. We used two computer tasks to assess sustained attention in simple and cognitively demanding test situations, and we used a pen-and-paper task to assess selective attention. Each student who took part in the study was tested at the beginning and at the end of the schoolyear. Students from the experimental group significantly improved their performance in the task related to sustained attention to simple stimuli. No performance improvement related to neurofeedback treatment was observed in either sustained attention in cognitively demanding situations or selective attention. School-based neurofeedback training may improve sustained attention to simple stimuli in students with developmental disabilities. En ligne : https://doi.org/10.1007/s10803-024-06400-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565 [article] Effects of School-Based Neurofeedback Training on Attention in Students with Autism and Intellectual Disabilities [Texte imprimé et/ou numérique] / Tomasz SMOLE?, Auteur ; ?ukasz KRZYWOSZA?SKI, Auteur ; Agnieszka BARTECKA-?MIETANA, Auteur ; Beata KULASEK-FILIP, Auteur ; Maja PIOTROWSKA, Auteur ; Dominika SEPIELAK, Auteur ; Katarzyna SUPERNAK, Auteur . - p.2884-2895. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-8 (August 2025) . - p.2884-2895 Index. décimale : PER Périodiques Résumé : In this study we aimed to assess the influence of school-based neurofeedback training on the attention of students with autism and intellectual disabilities. We assessed 24 students of a special education center who attended neurofeedback training sessions during the schoolyear; we also assessed 25 controls from the same center. We used two computer tasks to assess sustained attention in simple and cognitively demanding test situations, and we used a pen-and-paper task to assess selective attention. Each student who took part in the study was tested at the beginning and at the end of the schoolyear. Students from the experimental group significantly improved their performance in the task related to sustained attention to simple stimuli. No performance improvement related to neurofeedback treatment was observed in either sustained attention in cognitively demanding situations or selective attention. School-based neurofeedback training may improve sustained attention to simple stimuli in students with developmental disabilities. En ligne : https://doi.org/10.1007/s10803-024-06400-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565

Characterising Insistence on Sameness and Circumscribed Interests: A Qualitative Study of Parent Perspectives / Alicia GENG ; Luke D. SMILLIE ; Thomas W. FRAZIER ; Antonio Y. HARDAN ; Gail A. ALVAREZ ; Andrew WHITEHOUSE ; Rachel K. SCHUCK ; Sue R. LEEKAM ; Mirko ULJAREVI? in Journal of Autism and Developmental Disorders, 55-8 (August 2025)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-8 (August 2025) . - p.2896-2908 Titre : Characterising Insistence on Sameness and Circumscribed Interests: A Qualitative Study of Parent Perspectives Type de document : Texte imprimé et/ou numérique Auteurs : Alicia GENG, Auteur ; Luke D. SMILLIE, Auteur ; Thomas W. FRAZIER, Auteur ; Antonio Y. HARDAN, Auteur ; Gail A. ALVAREZ, Auteur ; Andrew WHITEHOUSE, Auteur ; Rachel K. SCHUCK, Auteur ; Sue R. LEEKAM, Auteur ; Mirko ULJAREVI?, Auteur Article en page(s) : p.2896-2908 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Manifestations of insistence on sameness (IS) and circumscribed interests (CI) are complex, with individuals varying considerably, not only in the types of behaviours they express, but also in terms of a behaviour?s frequency, intensity, trajectory, adaptive benefits, and impacts. However, current quantitative RRB instruments capture only certain aspects of these behaviours (e.g., mostly frequency or general "severity"). Thus, the current study utilised a semi-structured caregiver interview to provide an in-depth, qualitative characterization of different aspects of IS and CI presentation. Caregivers of 27 autistic children and adolescents displaying IS and/or CI behaviours (3-16 years; 18 males; 9 females) participated in a semi-structured interview. Responses were analysed using thematic framework analysis. Framework analysis identified nine different aspects of IS and CI presentation: (1) intensity, (2) frequency, (3) emergence of behaviour, (4) changes over time, (5) day-to-day fluctuations, (6) purpose/adaptive benefit, (7) experiences of distress, (8) challenges for the individual, their family, and their socialisation, and (9) management strategies and their effectiveness. Autistic children and adolescents were reported to vary greatly on each of these dimensions. Findings demonstrate the complexity of IS and CI presentations and highlight the need for more comprehensive quantitative assessments that independently assess the frequency, intensity, and impact of behaviours. Further, findings reported here emphasize the need for ecologically valid measures that assess the contexts in which these behaviours occur and how their presentations can change within and across days. En ligne : https://doi.org/10.1007/s10803-024-06404-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565 [article] Characterising Insistence on Sameness and Circumscribed Interests: A Qualitative Study of Parent Perspectives [Texte imprimé et/ou numérique] / Alicia GENG, Auteur ; Luke D. SMILLIE, Auteur ; Thomas W. FRAZIER, Auteur ; Antonio Y. HARDAN, Auteur ; Gail A. ALVAREZ, Auteur ; Andrew WHITEHOUSE, Auteur ; Rachel K. SCHUCK, Auteur ; Sue R. LEEKAM, Auteur ; Mirko ULJAREVI?, Auteur . - p.2896-2908. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-8 (August 2025) . - p.2896-2908 Index. décimale : PER Périodiques Résumé : Manifestations of insistence on sameness (IS) and circumscribed interests (CI) are complex, with individuals varying considerably, not only in the types of behaviours they express, but also in terms of a behaviour?s frequency, intensity, trajectory, adaptive benefits, and impacts. However, current quantitative RRB instruments capture only certain aspects of these behaviours (e.g., mostly frequency or general "severity"). Thus, the current study utilised a semi-structured caregiver interview to provide an in-depth, qualitative characterization of different aspects of IS and CI presentation. Caregivers of 27 autistic children and adolescents displaying IS and/or CI behaviours (3-16 years; 18 males; 9 females) participated in a semi-structured interview. Responses were analysed using thematic framework analysis. Framework analysis identified nine different aspects of IS and CI presentation: (1) intensity, (2) frequency, (3) emergence of behaviour, (4) changes over time, (5) day-to-day fluctuations, (6) purpose/adaptive benefit, (7) experiences of distress, (8) challenges for the individual, their family, and their socialisation, and (9) management strategies and their effectiveness. Autistic children and adolescents were reported to vary greatly on each of these dimensions. Findings demonstrate the complexity of IS and CI presentations and highlight the need for more comprehensive quantitative assessments that independently assess the frequency, intensity, and impact of behaviours. Further, findings reported here emphasize the need for ecologically valid measures that assess the contexts in which these behaviours occur and how their presentations can change within and across days. En ligne : https://doi.org/10.1007/s10803-024-06404-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565

Predicting Intervention Use in Youth with Rare Variants in Autism-Associated Genes / Margaret JOHANSSON ; Elizabeth JONES ; Hannah REA ; Evangeline C. KURTZ-NELSON ; Conor MILES ; Alana WHITING ; Curtis EAYRS ; Rachel EARL ; Raphael A. BERNIER ; Evan E. EICHLER ; Emily NEUHAUS in Journal of Autism and Developmental Disorders, 55-8 (August 2025)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-8 (August 2025) . - p.2909-2918 Titre : Predicting Intervention Use in Youth with Rare Variants in Autism-Associated Genes Type de document : Texte imprimé et/ou numérique Auteurs : Margaret JOHANSSON, Auteur ; Elizabeth JONES, Auteur ; Hannah REA, Auteur ; Evangeline C. KURTZ-NELSON, Auteur ; Conor MILES, Auteur ; Alana WHITING, Auteur ; Curtis EAYRS, Auteur ; Rachel EARL, Auteur ; Raphael A. BERNIER, Auteur ; Evan E. EICHLER, Auteur ; Emily NEUHAUS, Auteur Article en page(s) : p.2909-2918 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Specialized multidisciplinary supports are important for long-term outcomes for autistic youth. Although family and child factors predict service utilization in autism, little is known with respect to youth with rare, autism-associated genetic variants, who frequently have increased psychiatric, developmental, and behavioral needs. We investigate the impact of family factors on service utilization to determine whether caregiver (autistic features, education, income) and child (autistic features, sex, age, IQ, co-occurring conditions) factors predicted service type (e.g., speech, occupational, behavioral) and intensity (hours/year) among children with autism-associated variants (N = 125), some of whom also had a confirmed ASD diagnosis. Analyses revealed variability in the types of services used across a range of child demographic, behavioral, and mental health characteristics. Speech therapy was the most received service (87.2%). Importantly, behavior therapy was the least received service and post-hoc analyses revealed that use of this therapy was uniquely predicted by ASD diagnosis. However, once children received a particular service, there was largely comparable intensity of services, independent of caregiver and child factors. Findings suggest that demographic and clinical factors impact families' ability to obtain services, with less impact on the intensity of services received. The low receipt of therapies that specifically address core support needs in autism (i.e., behavior therapy) indicates more research is needed on the availability of these services for youth with autism-associated variants, particularly for those who do not meet criteria for an ASD diagnosis but do demonstrate elevated and impactful child autistic features as compared to the general population. En ligne : https://doi.org/10.1007/s10803-024-06414-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565 [article] Predicting Intervention Use in Youth with Rare Variants in Autism-Associated Genes [Texte imprimé et/ou numérique] / Margaret JOHANSSON, Auteur ; Elizabeth JONES, Auteur ; Hannah REA, Auteur ; Evangeline C. KURTZ-NELSON, Auteur ; Conor MILES, Auteur ; Alana WHITING, Auteur ; Curtis EAYRS, Auteur ; Rachel EARL, Auteur ; Raphael A. BERNIER, Auteur ; Evan E. EICHLER, Auteur ; Emily NEUHAUS, Auteur . - p.2909-2918. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-8 (August 2025) . - p.2909-2918 Index. décimale : PER Périodiques Résumé : Specialized multidisciplinary supports are important for long-term outcomes for autistic youth. Although family and child factors predict service utilization in autism, little is known with respect to youth with rare, autism-associated genetic variants, who frequently have increased psychiatric, developmental, and behavioral needs. We investigate the impact of family factors on service utilization to determine whether caregiver (autistic features, education, income) and child (autistic features, sex, age, IQ, co-occurring conditions) factors predicted service type (e.g., speech, occupational, behavioral) and intensity (hours/year) among children with autism-associated variants (N = 125), some of whom also had a confirmed ASD diagnosis. Analyses revealed variability in the types of services used across a range of child demographic, behavioral, and mental health characteristics. Speech therapy was the most received service (87.2%). Importantly, behavior therapy was the least received service and post-hoc analyses revealed that use of this therapy was uniquely predicted by ASD diagnosis. However, once children received a particular service, there was largely comparable intensity of services, independent of caregiver and child factors. Findings suggest that demographic and clinical factors impact families' ability to obtain services, with less impact on the intensity of services received. The low receipt of therapies that specifically address core support needs in autism (i.e., behavior therapy) indicates more research is needed on the availability of these services for youth with autism-associated variants, particularly for those who do not meet criteria for an ASD diagnosis but do demonstrate elevated and impactful child autistic features as compared to the general population. En ligne : https://doi.org/10.1007/s10803-024-06414-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565

Evaluation of the Psychometric Properties of the Social Communication Questionnaire in Rural Kenya / Jeanne E. SAVAGE ; Joseph GONA ; Kenneth RIMBA ; Martha KOMBE ; Paul MWANGI ; Collins KIPKOECH ; Daniëlle POSTHUMA ; Charles R. J. C. NEWTON ; Amina ABUBAKAR in Journal of Autism and Developmental Disorders, 55-8 (August 2025)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-8 (August 2025) . - p.2919-2937 Titre : Evaluation of the Psychometric Properties of the Social Communication Questionnaire in Rural Kenya Type de document : Texte imprimé et/ou numérique Auteurs : Jeanne E. SAVAGE, Auteur ; Joseph GONA, Auteur ; Kenneth RIMBA, Auteur ; Martha KOMBE, Auteur ; Paul MWANGI, Auteur ; Collins KIPKOECH, Auteur ; Daniëlle POSTHUMA, Auteur ; Charles R. J. C. NEWTON, Auteur ; Amina ABUBAKAR, Auteur Article en page(s) : p.2919-2937 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Children can be reliably diagnosed with autism as early as 3 years of age, and early interventions are initiated. There is often a significant gap between the age of onset of symptoms (2-3 years) and diagnosis (8-10 years) in Africa. We conducted a study to validate the Social Communication Questionnaire (SCQ) as a screening instrument in a rural setting in Kenya. The study was conducted along the Kenyan Coast. Study participants included 172 children with a neurodevelopmental disorder (NDD) diagnosis (84 of which were autism) and 112 controls. Internal consistency was evaluated through the use of Cronbach?s alpha, confirmatory factor analysis (CFA) with maximum likelihood procedure to assess the conceptual model for the SCQ. Additionally, the sensitivity and specificity of cut-off scores using ROC analysis and item difficulties and discrimination quality using an IRT framework were also assessed. Factor analysis revealed an adequate fitting model for the three-factor DSM-IV-TR (root mean squared error of approximation (RMSEA) = 0.050; Comparative Fit Index (CFI) = 0.974; Tucker-Lewis Index (TLI) = 0.973) and two-factor DSM-5 factor structure (RMSEA = 0.050; CFI = 0.972; TLI = 0.974). The reliability coefficient alphas for the whole group for all items (Cronbach?s ? = 0.90) and all three domains (Cronbach?s ? = 0.68-0.84) were acceptable to excellent. The recommended cut-off score of 15 yielded 72% sensitivity and 100% specificity in the ASD group compared to the typically developing group. We provide early evidence of the adequate factor structure and good internal consistency of the SCQ. We also note that the recommended cut-off yielded sufficient predictive validity. En ligne : https://doi.org/10.1007/s10803-024-06380-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565 [article] Evaluation of the Psychometric Properties of the Social Communication Questionnaire in Rural Kenya [Texte imprimé et/ou numérique] / Jeanne E. SAVAGE, Auteur ; Joseph GONA, Auteur ; Kenneth RIMBA, Auteur ; Martha KOMBE, Auteur ; Paul MWANGI, Auteur ; Collins KIPKOECH, Auteur ; Daniëlle POSTHUMA, Auteur ; Charles R. J. C. NEWTON, Auteur ; Amina ABUBAKAR, Auteur . - p.2919-2937. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-8 (August 2025) . - p.2919-2937 Index. décimale : PER Périodiques Résumé : Children can be reliably diagnosed with autism as early as 3 years of age, and early interventions are initiated. There is often a significant gap between the age of onset of symptoms (2-3 years) and diagnosis (8-10 years) in Africa. We conducted a study to validate the Social Communication Questionnaire (SCQ) as a screening instrument in a rural setting in Kenya. The study was conducted along the Kenyan Coast. Study participants included 172 children with a neurodevelopmental disorder (NDD) diagnosis (84 of which were autism) and 112 controls. Internal consistency was evaluated through the use of Cronbach?s alpha, confirmatory factor analysis (CFA) with maximum likelihood procedure to assess the conceptual model for the SCQ. Additionally, the sensitivity and specificity of cut-off scores using ROC analysis and item difficulties and discrimination quality using an IRT framework were also assessed. Factor analysis revealed an adequate fitting model for the three-factor DSM-IV-TR (root mean squared error of approximation (RMSEA) = 0.050; Comparative Fit Index (CFI) = 0.974; Tucker-Lewis Index (TLI) = 0.973) and two-factor DSM-5 factor structure (RMSEA = 0.050; CFI = 0.972; TLI = 0.974). The reliability coefficient alphas for the whole group for all items (Cronbach?s ? = 0.90) and all three domains (Cronbach?s ? = 0.68-0.84) were acceptable to excellent. The recommended cut-off score of 15 yielded 72% sensitivity and 100% specificity in the ASD group compared to the typically developing group. We provide early evidence of the adequate factor structure and good internal consistency of the SCQ. We also note that the recommended cut-off yielded sufficient predictive validity. En ligne : https://doi.org/10.1007/s10803-024-06380-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565

Association Between Challenging Behaviour and Sleep Problems in Adults Enrolled in the Global Angelman Syndrome Registry / Arlene MANNION ; Sally WHELAN ; Megan TONES ; Helen HEUSSLER ; Matthew BELLGARD ; Geraldine LEADER in Journal of Autism and Developmental Disorders, 55-8 (August 2025)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-8 (August 2025) . - p.2938-2949 Titre : Association Between Challenging Behaviour and Sleep Problems in Adults Enrolled in the Global Angelman Syndrome Registry Type de document : Texte imprimé et/ou numérique Auteurs : Arlene MANNION, Auteur ; Sally WHELAN, Auteur ; Megan TONES, Auteur ; Helen HEUSSLER, Auteur ; Matthew BELLGARD, Auteur ; Geraldine LEADER, Auteur Article en page(s) : p.2938-2949 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Angelman Syndrome (AS) is a rare genetic disorder that impacts 1:20,000 people. Challenging behaviour, such as severe injurious behaviour, aggression and frequent unprovoked episodes of laughter are a significant problem among adults with AS that adversely impacts an individual?s quality of life. This study, for the first time, aims understand the characteristic of challenging behaviour, its frequency, and the factors associated with it in adults with AS. Data from participants with AS (N = 37; aged 18-46 years) registered with the Global Angelman Registry, were divided into challenging behaviour and non-challenging behaviour groups based on the presence or absence of 50% of the behaviours recorded in the registry. Descriptive statistics, chi-squared and t-test analysis were conducted to assess the impact of variables on challenging behaviour. Multiple regressions were conducted to investigate the predictors of challenging behaviour. 56% of the sample presented with challenging behaviour. Disorders of arousal, self-injury, behaviour dysregulation, repetitive behaviour, and the lack of physical therapy accounted for 59% of the variance of challenging behaviour in this population. It was found that challenging behaviour was very common in this population. A significant association was found between challenging behaviour and both sleep arousal and the lack of physical therapy. Sleep arousal and the lack of physical therapy were the key factors associated with challenging behaviour in this study. Targeted interventions are needed to decrease challenging behaviour and future research should focus on sleep interventions and increased opportunities for physical therapy. En ligne : https://doi.org/10.1007/s10803-024-06367-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565 [article] Association Between Challenging Behaviour and Sleep Problems in Adults Enrolled in the Global Angelman Syndrome Registry [Texte imprimé et/ou numérique] / Arlene MANNION, Auteur ; Sally WHELAN, Auteur ; Megan TONES, Auteur ; Helen HEUSSLER, Auteur ; Matthew BELLGARD, Auteur ; Geraldine LEADER, Auteur . - p.2938-2949. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-8 (August 2025) . - p.2938-2949 Index. décimale : PER Périodiques Résumé : Angelman Syndrome (AS) is a rare genetic disorder that impacts 1:20,000 people. Challenging behaviour, such as severe injurious behaviour, aggression and frequent unprovoked episodes of laughter are a significant problem among adults with AS that adversely impacts an individual?s quality of life. This study, for the first time, aims understand the characteristic of challenging behaviour, its frequency, and the factors associated with it in adults with AS. Data from participants with AS (N = 37; aged 18-46 years) registered with the Global Angelman Registry, were divided into challenging behaviour and non-challenging behaviour groups based on the presence or absence of 50% of the behaviours recorded in the registry. Descriptive statistics, chi-squared and t-test analysis were conducted to assess the impact of variables on challenging behaviour. Multiple regressions were conducted to investigate the predictors of challenging behaviour. 56% of the sample presented with challenging behaviour. Disorders of arousal, self-injury, behaviour dysregulation, repetitive behaviour, and the lack of physical therapy accounted for 59% of the variance of challenging behaviour in this population. It was found that challenging behaviour was very common in this population. A significant association was found between challenging behaviour and both sleep arousal and the lack of physical therapy. Sleep arousal and the lack of physical therapy were the key factors associated with challenging behaviour in this study. Targeted interventions are needed to decrease challenging behaviour and future research should focus on sleep interventions and increased opportunities for physical therapy. En ligne : https://doi.org/10.1007/s10803-024-06367-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565

Brief Report: Telehealth Music-Enhanced Reciprocal Imitation Training in Autism: A Single-Subject Feasibility Study of a Virtual Parent Coaching Intervention / Keysha MARTINEZ-TORRES ; Julie MAZZONE ; Stephen CAMARATA ; Miriam LENSE in Journal of Autism and Developmental Disorders, 55-8 (August 2025)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-8 (August 2025) . - p.2950-2962 Titre : Brief Report: Telehealth Music-Enhanced Reciprocal Imitation Training in Autism: A Single-Subject Feasibility Study of a Virtual Parent Coaching Intervention Type de document : Texte imprimé et/ou numérique Auteurs : Keysha MARTINEZ-TORRES, Auteur ; Julie MAZZONE, Auteur ; Stephen CAMARATA, Auteur ; Miriam LENSE, Auteur Article en page(s) : p.2950-2962 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Telehealth delivery increases accessibility of parent-mediated interventions that teach parents skills and support autistic children?s social communication. Reciprocal Imitation Training (RIT), an evidence-based Naturalistic Developmental Behavioral Intervention (NDBI) focused on imitation skills, a common difficulty in autism, holds promise for telehealth-based parent training. Imitation is also a core component of musical play during childhood and the affordances of musical play/song naturally shape parent-child interactions. We evaluate the feasibility of a music-based, telehealth adaptation of RIT-music-enhanced RIT (tele-meRIT)-as a novel format for coaching parents in NDBI strategies. En ligne : https://doi.org/10.1007/s10803-023-06053-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565 [article] Brief Report: Telehealth Music-Enhanced Reciprocal Imitation Training in Autism: A Single-Subject Feasibility Study of a Virtual Parent Coaching Intervention [Texte imprimé et/ou numérique] / Keysha MARTINEZ-TORRES, Auteur ; Julie MAZZONE, Auteur ; Stephen CAMARATA, Auteur ; Miriam LENSE, Auteur . - p.2950-2962. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-8 (August 2025) . - p.2950-2962 Index. décimale : PER Périodiques Résumé : Telehealth delivery increases accessibility of parent-mediated interventions that teach parents skills and support autistic children?s social communication. Reciprocal Imitation Training (RIT), an evidence-based Naturalistic Developmental Behavioral Intervention (NDBI) focused on imitation skills, a common difficulty in autism, holds promise for telehealth-based parent training. Imitation is also a core component of musical play during childhood and the affordances of musical play/song naturally shape parent-child interactions. We evaluate the feasibility of a music-based, telehealth adaptation of RIT-music-enhanced RIT (tele-meRIT)-as a novel format for coaching parents in NDBI strategies. En ligne : https://doi.org/10.1007/s10803-023-06053-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565

Brief Report: Single and Repeat Screening with the Modified Checklist for Autism in Toddlers-Revised in Young Children at Higher Likelihood for Autism Spectrum Disorder / Sally OZONOFF in Journal of Autism and Developmental Disorders, 55-8 (August 2025)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-8 (August 2025) . - p.2963-2970 Titre : Brief Report: Single and Repeat Screening with the Modified Checklist for Autism in Toddlers-Revised in Young Children at Higher Likelihood for Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Sally OZONOFF, Auteur Article en page(s) : p.2963-2970 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Purpose: To compare the utility of single versus repeated autism screening in a sample at higher likelihood (HL) for ASD, following both screen positives and all screen negatives to diagnostic outcome. Methods: Using a prospective infant sibling design, the current study followed 135 toddlers at HL for ASD and conducted diagnostic evaluations on the full sample at 18, 24, and 36 months. The psychometric properties of the M-CHAT-R using both concurrent and predictive diagnostic evaluations were compared in a group screened once (at 18 months only, n = 60) or twice (at both 18 and 24 months, n = 75). The study also examined consistency in reporting of ASD symptoms across the M-CHAT-R and a developmental concerns interview, comparing the HL group to a group with lower likelihood (LL) for ASD (n = 88). Results: Sensitivity and specificity of the M-CHAT-R were high (75 ??95%), consistent with previous research. Positive predictive value (43 ??76%) was higher in this HL group than in previous community samples. Repeat screening improved sensitivity with little cost to specificity. At both 18 and 24 months, HL parents were more consistent in their reporting on the M-CHAT-R and a concerns interview than LL parents. Conclusion: The M-CHAT-R has strong psychometric properties when used with groups at HL for ASD, suggesting that scores over the screening cutoff of 3 should lead to prompt diagnostic evaluation referrals in children with older siblings on the spectrum. En ligne : https://doi.org/10.1007/s10803-023-06138-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565 [article] Brief Report: Single and Repeat Screening with the Modified Checklist for Autism in Toddlers-Revised in Young Children at Higher Likelihood for Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Sally OZONOFF, Auteur . - p.2963-2970. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-8 (August 2025) . - p.2963-2970 Index. décimale : PER Périodiques Résumé : Purpose: To compare the utility of single versus repeated autism screening in a sample at higher likelihood (HL) for ASD, following both screen positives and all screen negatives to diagnostic outcome. Methods: Using a prospective infant sibling design, the current study followed 135 toddlers at HL for ASD and conducted diagnostic evaluations on the full sample at 18, 24, and 36 months. The psychometric properties of the M-CHAT-R using both concurrent and predictive diagnostic evaluations were compared in a group screened once (at 18 months only, n = 60) or twice (at both 18 and 24 months, n = 75). The study also examined consistency in reporting of ASD symptoms across the M-CHAT-R and a developmental concerns interview, comparing the HL group to a group with lower likelihood (LL) for ASD (n = 88). Results: Sensitivity and specificity of the M-CHAT-R were high (75 ??95%), consistent with previous research. Positive predictive value (43 ??76%) was higher in this HL group than in previous community samples. Repeat screening improved sensitivity with little cost to specificity. At both 18 and 24 months, HL parents were more consistent in their reporting on the M-CHAT-R and a concerns interview than LL parents. Conclusion: The M-CHAT-R has strong psychometric properties when used with groups at HL for ASD, suggesting that scores over the screening cutoff of 3 should lead to prompt diagnostic evaluation referrals in children with older siblings on the spectrum. En ligne : https://doi.org/10.1007/s10803-023-06138-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565