Dépouillements

Cervical Cancer Screening and Prevention Uptake in Females with Autism Spectrum Disorder / Yachin CHEN in Journal of Autism and Developmental Disorders, 56-1 (January 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-1 (January 2026) . - p.1-12 Titre : Cervical Cancer Screening and Prevention Uptake in Females with Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Yachin CHEN, Auteur ; James POWERS, Auteur ; Christopher J. MCDOUGLE, Auteur ; Nicole R. ZÜRCHER, Auteur ; Robyn P. THOM, Auteur Article en page(s) : p.1-12 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study reports on uptake rates of cervical cancer prevention and screening in a clinically-referred cohort of adolescent and adult females with autism spectrum disorder (ASD). Females with ASD (11–65 years) were invited to participate in an online survey to report on uptake of the human papillomavirus (HPV) vaccination and cervical cancer screening. Participants also provided demographic and clinical information. Chi-square statistical analysis was utilized to examine the relationship between categorical variables and receipt of cervical cancer prevention and screening. Forty-one out of 73 (56%) of adolescent (11–17 years) and 51/108 (47%) of adult (≥ 18 years) females with ASD reported having received at least one dose of the HPV vaccine. Only 30/73 (41%) and 37/108 (34%) of adolescents and adults respectively, were fully vaccinated (≥ 2 doses). Language impairment was the only clinical factor found to be associated with non-receipt of the HPV vaccine. Thirty-one out of 82 (38%) adult females (≥ 21 years) with ASD had received at least one pap smear. Language impairment, intellectual disability, non-independent living, and lower level of education were all associated with not receiving a pap smear. Females with ASD are vulnerable to invasive cervical cancer disease due to low uptake rates of the HPV vaccine and routine pap smear screening. En ligne : https://doi.org/10.1007/s10803-024-06565-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=580 [article] Cervical Cancer Screening and Prevention Uptake in Females with Autism Spectrum Disorder [texte imprimé] / Yachin CHEN, Auteur ; James POWERS, Auteur ; Christopher J. MCDOUGLE, Auteur ; Nicole R. ZÜRCHER, Auteur ; Robyn P. THOM, Auteur . - p.1-12. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-1 (January 2026) . - p.1-12 Index. décimale : PER Périodiques Résumé : This study reports on uptake rates of cervical cancer prevention and screening in a clinically-referred cohort of adolescent and adult females with autism spectrum disorder (ASD). Females with ASD (11–65 years) were invited to participate in an online survey to report on uptake of the human papillomavirus (HPV) vaccination and cervical cancer screening. Participants also provided demographic and clinical information. Chi-square statistical analysis was utilized to examine the relationship between categorical variables and receipt of cervical cancer prevention and screening. Forty-one out of 73 (56%) of adolescent (11–17 years) and 51/108 (47%) of adult (≥ 18 years) females with ASD reported having received at least one dose of the HPV vaccine. Only 30/73 (41%) and 37/108 (34%) of adolescents and adults respectively, were fully vaccinated (≥ 2 doses). Language impairment was the only clinical factor found to be associated with non-receipt of the HPV vaccine. Thirty-one out of 82 (38%) adult females (≥ 21 years) with ASD had received at least one pap smear. Language impairment, intellectual disability, non-independent living, and lower level of education were all associated with not receiving a pap smear. Females with ASD are vulnerable to invasive cervical cancer disease due to low uptake rates of the HPV vaccine and routine pap smear screening. En ligne : https://doi.org/10.1007/s10803-024-06565-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=580

Supporting the Conversational Behavior of Adolescents with Autism Spectrum Disorders with Self-Monitoring and a Video-Based Supplement / Shiri AYVAZO in Journal of Autism and Developmental Disorders, 56-1 (January 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-1 (January 2026) . - p.13-25 Titre : Supporting the Conversational Behavior of Adolescents with Autism Spectrum Disorders with Self-Monitoring and a Video-Based Supplement Type de document : texte imprimé Auteurs : Shiri AYVAZO, Auteur ; Yafit SHMUEL, Auteur ; Inbar BIN-NUN, Auteur Article en page(s) : p.13-25 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorders (ASD) might demonstrate impairments in initiating and sustaining a conversation and experience conversational challenges such as question-asking and turn-taking. Conversational skills are pivotal for the social functioning of adolescents with ASD. The current investigation aimed to extend the available information on interventions addressing the conversational needs of adolescents with ASD. The research questions were: (a) What is the effect of self-monitoring, supplemented by a video-based model on the conversational skills of adolescent students with ASD? and (b) What is the acceptability of the intervention among the participating adolescents with ASD?. Appropriate conversational behavior of three students with ASD (aged 16–18 years) was assessed using a withdrawal design, during 10-min conversation sessions. Appropriate conversational behavior was defined as a sequence of a turn-taking response (i.e., waiting quietly until the speaker finished talking), followed by a verbal utterance which included (a) making a statement or responding on topic, and/or (b) asking a contextually appropriate “wh”- question. The independent variable consisted of a primary self-monitoring procedure and a daily video-based supplement. Treatment fidelity and treatment acceptability were also assessed. The conversational behavior of all participants consistently improved under the self-monitoring intervention with the video-based supplement. Self-monitoring with a video-based supplement can effectively support the conversational behavior in adolescents with ASD. This information can guide the evaluation and planning of appropriate interventions designed to improve limited conversational behaviors of adolescents with ASD. En ligne : https://doi.org/10.1007/s10803-024-06548-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=580 [article] Supporting the Conversational Behavior of Adolescents with Autism Spectrum Disorders with Self-Monitoring and a Video-Based Supplement [texte imprimé] / Shiri AYVAZO, Auteur ; Yafit SHMUEL, Auteur ; Inbar BIN-NUN, Auteur . - p.13-25. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-1 (January 2026) . - p.13-25 Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorders (ASD) might demonstrate impairments in initiating and sustaining a conversation and experience conversational challenges such as question-asking and turn-taking. Conversational skills are pivotal for the social functioning of adolescents with ASD. The current investigation aimed to extend the available information on interventions addressing the conversational needs of adolescents with ASD. The research questions were: (a) What is the effect of self-monitoring, supplemented by a video-based model on the conversational skills of adolescent students with ASD? and (b) What is the acceptability of the intervention among the participating adolescents with ASD?. Appropriate conversational behavior of three students with ASD (aged 16–18 years) was assessed using a withdrawal design, during 10-min conversation sessions. Appropriate conversational behavior was defined as a sequence of a turn-taking response (i.e., waiting quietly until the speaker finished talking), followed by a verbal utterance which included (a) making a statement or responding on topic, and/or (b) asking a contextually appropriate “wh”- question. The independent variable consisted of a primary self-monitoring procedure and a daily video-based supplement. Treatment fidelity and treatment acceptability were also assessed. The conversational behavior of all participants consistently improved under the self-monitoring intervention with the video-based supplement. Self-monitoring with a video-based supplement can effectively support the conversational behavior in adolescents with ASD. This information can guide the evaluation and planning of appropriate interventions designed to improve limited conversational behaviors of adolescents with ASD. En ligne : https://doi.org/10.1007/s10803-024-06548-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=580

The Efficacy of a Culturally-Adapted Group-based Parent Coaching Program for Autistic Children in China via Telehealth: A Randomized Controlled Trial / Lu QU in Journal of Autism and Developmental Disorders, 56-1 (January 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-1 (January 2026) . - p.26-44 Titre : The Efficacy of a Culturally-Adapted Group-based Parent Coaching Program for Autistic Children in China via Telehealth: A Randomized Controlled Trial Type de document : texte imprimé Auteurs : Lu QU, Auteur ; Costanza COLOMBI, Auteur ; Weiyun CHEN, Auteur ; Alison MILLER, Auteur ; Haylie MILLER, Auteur ; Dale A. ULRICH, Auteur Article en page(s) : p.26-44 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The study aimed to examine the efficacy of a culturally-adapted, group-based parent coaching program for autistic children in China delivered via telehealth. A randomized controlled trial was conducted, with 18 parents allocated to the self-directed group that received the intervention through an online learning platform, and 19 parents allocated to the web + group therapy group, which included the same program along with weekly 1.5-hour group coaching sessions via videoconferencing. The primary outcomes were parents’ mental health and children’s adaptive functioning, while the secondary outcomes focused on the child behaviors, parenting stress and parenting style, and family quality of life. Linear Mixed Models were used to evaluate treatment effects across time and to model longitudinal trajectories of outcomes in both children and parents. Both intervention groups showed significant improvements in children’s communication skills (F (1, 60.27) = 29.86, p < 0.001) and social engagement (F (1, 60.07) = 11.73, p = 0.001), as well as reductions in parenting stress (F (1, 59.07) = 8.76, p = 0.004) and anxiety levels (F (1, 57.62) = 4.84, p = 0.032). Additionally, the group-based parent coaching via videoconferencing was associated with greater improvements in children’s quality of life (F (1, 59.95) = 5.90, p = 0.018) and parents’ anxiety outcomes (F (1, 57.62) = 4.84, p = 0.032). This study demonstrated the efficacy of a culturally adapted telehealth intervention for both autistic children and their parents. The preliminary findings suggest positive outcomes in children’s adaptive functioning and parents’ mental well-being. Group-based parent coaching through videoconferencing could be a promising and practical model for in-home services, particularly for families with limited access to in-person services. En ligne : https://doi.org/10.1007/s10803-024-06543-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=580 [article] The Efficacy of a Culturally-Adapted Group-based Parent Coaching Program for Autistic Children in China via Telehealth: A Randomized Controlled Trial [texte imprimé] / Lu QU, Auteur ; Costanza COLOMBI, Auteur ; Weiyun CHEN, Auteur ; Alison MILLER, Auteur ; Haylie MILLER, Auteur ; Dale A. ULRICH, Auteur . - p.26-44. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-1 (January 2026) . - p.26-44 Index. décimale : PER Périodiques Résumé : The study aimed to examine the efficacy of a culturally-adapted, group-based parent coaching program for autistic children in China delivered via telehealth. A randomized controlled trial was conducted, with 18 parents allocated to the self-directed group that received the intervention through an online learning platform, and 19 parents allocated to the web + group therapy group, which included the same program along with weekly 1.5-hour group coaching sessions via videoconferencing. The primary outcomes were parents’ mental health and children’s adaptive functioning, while the secondary outcomes focused on the child behaviors, parenting stress and parenting style, and family quality of life. Linear Mixed Models were used to evaluate treatment effects across time and to model longitudinal trajectories of outcomes in both children and parents. Both intervention groups showed significant improvements in children’s communication skills (F (1, 60.27) = 29.86, p < 0.001) and social engagement (F (1, 60.07) = 11.73, p = 0.001), as well as reductions in parenting stress (F (1, 59.07) = 8.76, p = 0.004) and anxiety levels (F (1, 57.62) = 4.84, p = 0.032). Additionally, the group-based parent coaching via videoconferencing was associated with greater improvements in children’s quality of life (F (1, 59.95) = 5.90, p = 0.018) and parents’ anxiety outcomes (F (1, 57.62) = 4.84, p = 0.032). This study demonstrated the efficacy of a culturally adapted telehealth intervention for both autistic children and their parents. The preliminary findings suggest positive outcomes in children’s adaptive functioning and parents’ mental well-being. Group-based parent coaching through videoconferencing could be a promising and practical model for in-home services, particularly for families with limited access to in-person services. En ligne : https://doi.org/10.1007/s10803-024-06543-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=580

Bullying Involvement and Subtypes of Disabilities: Who is Likely to be Affected by What? / Jun Sung HONG in Journal of Autism and Developmental Disorders, 56-1 (January 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-1 (January 2026) . - p.45-55 Titre : Bullying Involvement and Subtypes of Disabilities: Who is Likely to be Affected by What? Type de document : texte imprimé Auteurs : Jun Sung HONG, Auteur ; Jin Hyuk LEE, Auteur ; Chad A. ROSE, Auteur ; Christina N. MARSACK TOPOLEWSKI, Auteur ; Derek E. DANIELS, Auteur ; Adrijana GRMUSA, Auteur Article en page(s) : p.45-55 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The current study uses latent class analysis (LCA) and binary logistic regression analysis to explore profiles of bullying and how they might be associated with the types of disabilities. LCA was used to determine a categorization of involvement in bullying among youth with various types of disabilities. Binary logistic regression analysis was conducted to explore how profiles of bullying involvement might be associated with types of disabilities. The study uses the 2016 National Survey of Children’s Health, a large-scale survey completed on children’s health, ages 0–17, in the United States. A total of 139,923 households were screened for eligibility. The study participants consisted of 50,212 caregivers of a child who completed the survey. Findings revealed that among caregivers of children without disabilities, 79.5% reported that their child was uninvolved, and 20.5% reported that their child was a victim of bullying. Children in the developmental disabilities, speech and/or language disorders, and learning disabilities groups, showed significant odds of being in the bullying victim group compared to those without any disabilities. The study did not find that children in any disability groups were likely to be in the perpetrator group. En ligne : https://doi.org/10.1007/s10803-024-06547-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=580 [article] Bullying Involvement and Subtypes of Disabilities: Who is Likely to be Affected by What? [texte imprimé] / Jun Sung HONG, Auteur ; Jin Hyuk LEE, Auteur ; Chad A. ROSE, Auteur ; Christina N. MARSACK TOPOLEWSKI, Auteur ; Derek E. DANIELS, Auteur ; Adrijana GRMUSA, Auteur . - p.45-55. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-1 (January 2026) . - p.45-55 Index. décimale : PER Périodiques Résumé : The current study uses latent class analysis (LCA) and binary logistic regression analysis to explore profiles of bullying and how they might be associated with the types of disabilities. LCA was used to determine a categorization of involvement in bullying among youth with various types of disabilities. Binary logistic regression analysis was conducted to explore how profiles of bullying involvement might be associated with types of disabilities. The study uses the 2016 National Survey of Children’s Health, a large-scale survey completed on children’s health, ages 0–17, in the United States. A total of 139,923 households were screened for eligibility. The study participants consisted of 50,212 caregivers of a child who completed the survey. Findings revealed that among caregivers of children without disabilities, 79.5% reported that their child was uninvolved, and 20.5% reported that their child was a victim of bullying. Children in the developmental disabilities, speech and/or language disorders, and learning disabilities groups, showed significant odds of being in the bullying victim group compared to those without any disabilities. The study did not find that children in any disability groups were likely to be in the perpetrator group. En ligne : https://doi.org/10.1007/s10803-024-06547-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=580

Online Metaphor Comprehension in Adults with Autism Spectrum Disorders: An Eye Tracking Study / Aimee O’SHEA in Journal of Autism and Developmental Disorders, 56-1 (January 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-1 (January 2026) . - p.56-70 Titre : Online Metaphor Comprehension in Adults with Autism Spectrum Disorders: An Eye Tracking Study Type de document : texte imprimé Auteurs : Aimee O’SHEA, Auteur ; Rita CERSOSIMO, Auteur ; Paul E. ENGELHARDT, Auteur Article en page(s) : p.56-70 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The aim of this study was to investigate novel metaphor comprehension in adults with autism spectrum disorder (ASD). Previous literature is conflicting about whether individuals with ASD have impairment in this particular type of figurative language. Participants in the study completed a visual world paradigm eye-tracking task, which involved selecting an interpretation of an auditorily presented sentence (i.e. a picture-sentence matching task), where images corresponded to literal and metaphorical interpretations. Thus, the study also investigated online processing, via reaction times and eye movements. Forty adults participated in the study (18 with ASD and 22 typically-developing controls). Each participant completed the AQ questionnaire and had their vocabulary assessed. Results showed that participants with ASD comprehended metaphorical utterances with the same accuracy as controls. However, they had significantly slower reaction times, and specifically, were approximately 800 ms slower. Analysis of eye movements revealed that participants with ASD showed significantly longer fixation times on both the target and distractor image, the latter of which suggests difficulty overcoming the literal interpretation. Consistent with some prior studies, we showed that adults with ASD are not impaired in novel metaphor comprehension, but they were clearly less efficient. Verbal abilities did not significantly relate to performance. Finally, our online processing measure (eye tracking) provided us with insights into the nature of the ASD inefficiency (i.e. a literality bias). En ligne : https://doi.org/10.1007/s10803-024-06562-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=580 [article] Online Metaphor Comprehension in Adults with Autism Spectrum Disorders: An Eye Tracking Study [texte imprimé] / Aimee O’SHEA, Auteur ; Rita CERSOSIMO, Auteur ; Paul E. ENGELHARDT, Auteur . - p.56-70. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-1 (January 2026) . - p.56-70 Index. décimale : PER Périodiques Résumé : The aim of this study was to investigate novel metaphor comprehension in adults with autism spectrum disorder (ASD). Previous literature is conflicting about whether individuals with ASD have impairment in this particular type of figurative language. Participants in the study completed a visual world paradigm eye-tracking task, which involved selecting an interpretation of an auditorily presented sentence (i.e. a picture-sentence matching task), where images corresponded to literal and metaphorical interpretations. Thus, the study also investigated online processing, via reaction times and eye movements. Forty adults participated in the study (18 with ASD and 22 typically-developing controls). Each participant completed the AQ questionnaire and had their vocabulary assessed. Results showed that participants with ASD comprehended metaphorical utterances with the same accuracy as controls. However, they had significantly slower reaction times, and specifically, were approximately 800 ms slower. Analysis of eye movements revealed that participants with ASD showed significantly longer fixation times on both the target and distractor image, the latter of which suggests difficulty overcoming the literal interpretation. Consistent with some prior studies, we showed that adults with ASD are not impaired in novel metaphor comprehension, but they were clearly less efficient. Verbal abilities did not significantly relate to performance. Finally, our online processing measure (eye tracking) provided us with insights into the nature of the ASD inefficiency (i.e. a literality bias). En ligne : https://doi.org/10.1007/s10803-024-06562-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=580

In an Imperfect World: Barriers and Facilitators to Educators’ Evidence-Based Practice Use for Elementary-Aged Autistic Students in Inclusive Settings / Shawna G. HARBIN in Journal of Autism and Developmental Disorders, 56-1 (January 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-1 (January 2026) . - p.71-82 Titre : In an Imperfect World: Barriers and Facilitators to Educators’ Evidence-Based Practice Use for Elementary-Aged Autistic Students in Inclusive Settings Type de document : texte imprimé Auteurs : Shawna G. HARBIN, Auteur ; Maria L. HUGH, Auteur ; Daina TAGAVI, Auteur ; Alice BRAVO, Auteur ; Mahima JOSHI, Auteur ; Sharon KICHE, Auteur ; Olivia G. MICHAEL, Auteur ; Jill LOCKE, Auteur Article en page(s) : p.71-82 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Educators’ use of evidence-based practices (EBP) provides positive outcomes for autistic students in multiple areas of learning (e.g., peer interactions and academic skills) and may promote access and participation in general educational settings. However, many teachers report limited use of EBPs for their autistic students, with inconsistent fidelity. This study sought to understand barriers and facilitators educators identify to implementing EBPs with autistic students in general education classrooms. To understand educators’ perspectives and experiences, we conducted a qualitative study with 81 educators who serve elementary-aged autistic students in one state. In response to interview questions based on the Consolidated Framework for Implementation Research framework, educators reported on multiple factors, including the general education environment, access to resources, training in EBPs, and professional collaboration. Implications for practice, training, and research are discussed. Specifically, we address educators’ need for increased training and the availability of educator resources. En ligne : https://doi.org/10.1007/s10803-024-06531-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=580 [article] In an Imperfect World: Barriers and Facilitators to Educators’ Evidence-Based Practice Use for Elementary-Aged Autistic Students in Inclusive Settings [texte imprimé] / Shawna G. HARBIN, Auteur ; Maria L. HUGH, Auteur ; Daina TAGAVI, Auteur ; Alice BRAVO, Auteur ; Mahima JOSHI, Auteur ; Sharon KICHE, Auteur ; Olivia G. MICHAEL, Auteur ; Jill LOCKE, Auteur . - p.71-82. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-1 (January 2026) . - p.71-82 Index. décimale : PER Périodiques Résumé : Educators’ use of evidence-based practices (EBP) provides positive outcomes for autistic students in multiple areas of learning (e.g., peer interactions and academic skills) and may promote access and participation in general educational settings. However, many teachers report limited use of EBPs for their autistic students, with inconsistent fidelity. This study sought to understand barriers and facilitators educators identify to implementing EBPs with autistic students in general education classrooms. To understand educators’ perspectives and experiences, we conducted a qualitative study with 81 educators who serve elementary-aged autistic students in one state. In response to interview questions based on the Consolidated Framework for Implementation Research framework, educators reported on multiple factors, including the general education environment, access to resources, training in EBPs, and professional collaboration. Implications for practice, training, and research are discussed. Specifically, we address educators’ need for increased training and the availability of educator resources. En ligne : https://doi.org/10.1007/s10803-024-06531-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=580

Modification and Validation of an Autism Observational Assessment Including ADOS-2® for Use with Children with Visual Impairment / Naomi DALE in Journal of Autism and Developmental Disorders, 56-1 (January 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-1 (January 2026) . - p.83-99 Titre : Modification and Validation of an Autism Observational Assessment Including ADOS-2® for Use with Children with Visual Impairment Type de document : texte imprimé Auteurs : Naomi DALE, Auteur ; Elena SAKKALOU, Auteur ; Maria H. ERIKSSON, Auteur ; Alison SALT, Auteur Article en page(s) : p.83-99 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Children with visual impairment (VI) are at risk of autism spectrum disorder (ASD); however standard observational diagnostic assessments are not validated for this population. The primary objective of the study is to validate a modified version of the Autism Diagnostic Observation Schedule (ADOS-2®, Module 3), for children with VI. A cross-sectional observational study was undertaken with 100 (mean 5½ years, SD 10.44 months, range 4–7 years; 59 (59%) males) children with congenital disorders of the peripheral visual system with moderate/severe-profound VI. As the primary objective, 83 (83%) who were ‘verbally fluent’ were assessed with the modified ADOS-2® (Module 3). Their scores were investigated for reliability, construct and criterion validity against expert clinician formulation and parent-rated social and communication questionnaires (Social Responsiveness Scale-2, SRS-2; Children’s Communication Checklist-2). The secondary objective with the total sample was to report on frequency and distribution of ASD ratings in this VI population. The modified ADOS-2® (Module 3) was found to have strong internal coherence and construct validity (two factor model) and inter-rater reliability. A new VI diagnostic algorithm was established which showed high sensitivity and specificity against clinician formulation. Using the best cut-off threshold for ‘High Risk for ASD’, strong concurrent criterion validity was found according to parent-rated scores on the SRS-2. The modified ADOS-2® (Module 3) was shown to have promising reliability and validity in establishing children at ‘High Risk of ASD’ in this vulnerable population. Elevated rates of ASD were found across the sample, in line with previous estimates. En ligne : https://doi.org/10.1007/s10803-024-06514-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=580 [article] Modification and Validation of an Autism Observational Assessment Including ADOS-2® for Use with Children with Visual Impairment [texte imprimé] / Naomi DALE, Auteur ; Elena SAKKALOU, Auteur ; Maria H. ERIKSSON, Auteur ; Alison SALT, Auteur . - p.83-99. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-1 (January 2026) . - p.83-99 Index. décimale : PER Périodiques Résumé : Children with visual impairment (VI) are at risk of autism spectrum disorder (ASD); however standard observational diagnostic assessments are not validated for this population. The primary objective of the study is to validate a modified version of the Autism Diagnostic Observation Schedule (ADOS-2®, Module 3), for children with VI. A cross-sectional observational study was undertaken with 100 (mean 5½ years, SD 10.44 months, range 4–7 years; 59 (59%) males) children with congenital disorders of the peripheral visual system with moderate/severe-profound VI. As the primary objective, 83 (83%) who were ‘verbally fluent’ were assessed with the modified ADOS-2® (Module 3). Their scores were investigated for reliability, construct and criterion validity against expert clinician formulation and parent-rated social and communication questionnaires (Social Responsiveness Scale-2, SRS-2; Children’s Communication Checklist-2). The secondary objective with the total sample was to report on frequency and distribution of ASD ratings in this VI population. The modified ADOS-2® (Module 3) was found to have strong internal coherence and construct validity (two factor model) and inter-rater reliability. A new VI diagnostic algorithm was established which showed high sensitivity and specificity against clinician formulation. Using the best cut-off threshold for ‘High Risk for ASD’, strong concurrent criterion validity was found according to parent-rated scores on the SRS-2. The modified ADOS-2® (Module 3) was shown to have promising reliability and validity in establishing children at ‘High Risk of ASD’ in this vulnerable population. Elevated rates of ASD were found across the sample, in line with previous estimates. En ligne : https://doi.org/10.1007/s10803-024-06514-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=580

Structure of Restricted Repetitive Behaviors of Individuals Referred for Autism Spectrum Disorder Assessment / Helen Kay ROOT in Journal of Autism and Developmental Disorders, 56-1 (January 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-1 (January 2026) . - p.100-109 Titre : Structure of Restricted Repetitive Behaviors of Individuals Referred for Autism Spectrum Disorder Assessment Type de document : texte imprimé Auteurs : Helen Kay ROOT, Auteur ; Monica M. ABDUL-CHANI, Auteur ; Zachary Enos ARNOLD, Auteur ; Jeremy J. COTTLE, Auteur ; Timothy HILTY, Auteur ; Kristi Carter GUEST, Auteur ; Sarah E. O’KELLEY, Auteur Article en page(s) : p.100-109 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Restricted and/or repetitive displays of behavior, interests, or activities (RRBs) are one of the core symptom domains of autism spectrum disorder (ASD). Current and past research indicates two ‘clusters’ of RRBs in children with ASD: repetitive sensorimotor (e.g., hand/finger and more complex motor mannerisms) and insistence on sameness (e.g., resistance to changes in the environment) behaviors. The current study aims to fill a gap by examining how RRBs may diverge in individuals with ASD and with other neurodevelopmental disorders (ONDD) in a clinical sample. En ligne : https://doi.org/10.1007/s10803-024-06536-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=580 [article] Structure of Restricted Repetitive Behaviors of Individuals Referred for Autism Spectrum Disorder Assessment [texte imprimé] / Helen Kay ROOT, Auteur ; Monica M. ABDUL-CHANI, Auteur ; Zachary Enos ARNOLD, Auteur ; Jeremy J. COTTLE, Auteur ; Timothy HILTY, Auteur ; Kristi Carter GUEST, Auteur ; Sarah E. O’KELLEY, Auteur . - p.100-109. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-1 (January 2026) . - p.100-109 Index. décimale : PER Périodiques Résumé : Restricted and/or repetitive displays of behavior, interests, or activities (RRBs) are one of the core symptom domains of autism spectrum disorder (ASD). Current and past research indicates two ‘clusters’ of RRBs in children with ASD: repetitive sensorimotor (e.g., hand/finger and more complex motor mannerisms) and insistence on sameness (e.g., resistance to changes in the environment) behaviors. The current study aims to fill a gap by examining how RRBs may diverge in individuals with ASD and with other neurodevelopmental disorders (ONDD) in a clinical sample. En ligne : https://doi.org/10.1007/s10803-024-06536-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=580

Changes in Sleep of Families After the Arrival of an Autism Service Dog / Valérie SIMARD in Journal of Autism and Developmental Disorders, 56-1 (January 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-1 (January 2026) . - p.110-122 Titre : Changes in Sleep of Families After the Arrival of an Autism Service Dog Type de document : texte imprimé Auteurs : Valérie SIMARD, Auteur ; Marie-Aude AUBRY-GUZZI, Auteur ; Isabelle CHAPLEAU, Auteur ; Marina MOËNNER, Auteur ; Nathe FRANCOIS, Auteur ; Noël CHAMPAGNE, Auteur Article en page(s) : p.110-122 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study aimed to investigate the changes in sleep quality and quantity among families following the arrival of an autism service dog. We hypothesized that the sleep of the child or adolescent with autism spectrum disorder (assessed objectively with actigraphy and subjectively with a parent-reported sleep diary), and of both parents (assessed by self-reported diaries) would improve after the dog’s arrival. The sleep of 18 youths (15 boys) aged from 5 to 16 years (M = 8.86), and of their parents (14 mothers, 11 fathers) was assessed for a 5- to 7-day period before (pretest) and eight to ten weeks after the dog’s arrival (posttest). A designated parent (the same at the pretest and posttest) completed the sleep diary of the child, who wore an actiwatch in the meantime. Significant improvement in most sleep parameters was observed from pretest to posttest for the child and the mother, as reported in the sleep diaries. However, there was no improvement in the child’s sleep when assessed objectively. Fathers’ sleep duration increased after the dog’s arrival, when adjusting for the child’s age. All significant effects had medium to large sizes. This study provides the first quantitative evidence of the positive effect of autism service dogs on the sleep of families. These findings suggest that the dog’s presence may increase the sense of safety for the child, who would resume sleeping faster or stay in the bedroom after nocturnal awakenings, leading to improved parents’ sleep. En ligne : https://doi.org/10.1007/s10803-024-06546-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=580 [article] Changes in Sleep of Families After the Arrival of an Autism Service Dog [texte imprimé] / Valérie SIMARD, Auteur ; Marie-Aude AUBRY-GUZZI, Auteur ; Isabelle CHAPLEAU, Auteur ; Marina MOËNNER, Auteur ; Nathe FRANCOIS, Auteur ; Noël CHAMPAGNE, Auteur . - p.110-122. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-1 (January 2026) . - p.110-122 Index. décimale : PER Périodiques Résumé : This study aimed to investigate the changes in sleep quality and quantity among families following the arrival of an autism service dog. We hypothesized that the sleep of the child or adolescent with autism spectrum disorder (assessed objectively with actigraphy and subjectively with a parent-reported sleep diary), and of both parents (assessed by self-reported diaries) would improve after the dog’s arrival. The sleep of 18 youths (15 boys) aged from 5 to 16 years (M = 8.86), and of their parents (14 mothers, 11 fathers) was assessed for a 5- to 7-day period before (pretest) and eight to ten weeks after the dog’s arrival (posttest). A designated parent (the same at the pretest and posttest) completed the sleep diary of the child, who wore an actiwatch in the meantime. Significant improvement in most sleep parameters was observed from pretest to posttest for the child and the mother, as reported in the sleep diaries. However, there was no improvement in the child’s sleep when assessed objectively. Fathers’ sleep duration increased after the dog’s arrival, when adjusting for the child’s age. All significant effects had medium to large sizes. This study provides the first quantitative evidence of the positive effect of autism service dogs on the sleep of families. These findings suggest that the dog’s presence may increase the sense of safety for the child, who would resume sleeping faster or stay in the bedroom after nocturnal awakenings, leading to improved parents’ sleep. En ligne : https://doi.org/10.1007/s10803-024-06546-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=580

Involvement of Autistic Adults in Recreational Activities / Isabelle PREFONTAINE in Journal of Autism and Developmental Disorders, 56-1 (January 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-1 (January 2026) . - p.123-133 Titre : Involvement of Autistic Adults in Recreational Activities Type de document : texte imprimé Auteurs : Isabelle PREFONTAINE, Auteur ; Claude NORMAND, Auteur ; Jade BERBARI, Auteur ; Stephanie FECTEAU, Auteur ; Julie RUEL, Auteur ; Mélanie COUTURE, Auteur ; Team ACAA, Auteur Article en page(s) : p.123-133 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Participation in recreational activities (RA) has a positive impact on quality of life. The involvement of autistic adults in RA has rarely been documented. This study aimed to describe the RA involvement of autistic adults with and without intellectual disability (ID), and identify potential facilitators and barriers to their participation. En ligne : https://doi.org/10.1007/s10803-024-06521-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=580 [article] Involvement of Autistic Adults in Recreational Activities [texte imprimé] / Isabelle PREFONTAINE, Auteur ; Claude NORMAND, Auteur ; Jade BERBARI, Auteur ; Stephanie FECTEAU, Auteur ; Julie RUEL, Auteur ; Mélanie COUTURE, Auteur ; Team ACAA, Auteur . - p.123-133. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-1 (January 2026) . - p.123-133 Index. décimale : PER Périodiques Résumé : Participation in recreational activities (RA) has a positive impact on quality of life. The involvement of autistic adults in RA has rarely been documented. This study aimed to describe the RA involvement of autistic adults with and without intellectual disability (ID), and identify potential facilitators and barriers to their participation. En ligne : https://doi.org/10.1007/s10803-024-06521-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=580

The Moderating Effect of Sex on Autistic Trait Emotional Intelligence, Alexithymia, and Empathy / Mary Isaac CARGILL in Journal of Autism and Developmental Disorders, 56-1 (January 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-1 (January 2026) . - p.134-147 Titre : The Moderating Effect of Sex on Autistic Trait Emotional Intelligence, Alexithymia, and Empathy Type de document : texte imprimé Auteurs : Mary Isaac CARGILL, Auteur ; Matthew D. LERNER, Auteur ; Erin KANG, Auteur Article en page(s) : p.134-147 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Autism spectrum disorder (ASD) is associated with differences in social communication, and these differences are related to trait emotional intelligence (TEI), alexithymia, and empathy. Autism is known to present differently in males and females, but research on sex differences in TEI, alexithymia, and empathy is largely relegated to non-autistic people. Therefore, the current research sought to explore individual relationships between autistic characteristics and TEI, alexithymia, and empathy, as well as the possible influence of sex in these relationships. In the current study, autistic and non-autistic adults reported on their autistic characteristics, TEI, alexithymia, and empathy. Based on previous research, it was hypothesized that more autistic characteristics would be associated with less TEI, more alexithymia, and less empathy, and that these relationships would be more prominent amongst males. More autistic characteristics were associated with greater challenges across the three areas of interest. However, only the relationship between TEI and autistic characteristics was moderated by sex, such that males demonstrated higher support needs related to TEI than females. Results from this analysis indicate that adults with more autistic characteristics, regardless of diagnostic status, demonstrate differences in TEI, alexithymia, and empathy. The current analysis may offer additional context to the evolving understanding of empathy and autism by suggesting that TEI and alexithymia could account for differences in empathy. Moreover, sex seems to play a role in the relationship between autistic characteristics and TEI such that differences are especially prominent for males. En ligne : https://doi.org/10.1007/s10803-024-06540-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=580 [article] The Moderating Effect of Sex on Autistic Trait Emotional Intelligence, Alexithymia, and Empathy [texte imprimé] / Mary Isaac CARGILL, Auteur ; Matthew D. LERNER, Auteur ; Erin KANG, Auteur . - p.134-147. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-1 (January 2026) . - p.134-147 Index. décimale : PER Périodiques Résumé : Autism spectrum disorder (ASD) is associated with differences in social communication, and these differences are related to trait emotional intelligence (TEI), alexithymia, and empathy. Autism is known to present differently in males and females, but research on sex differences in TEI, alexithymia, and empathy is largely relegated to non-autistic people. Therefore, the current research sought to explore individual relationships between autistic characteristics and TEI, alexithymia, and empathy, as well as the possible influence of sex in these relationships. In the current study, autistic and non-autistic adults reported on their autistic characteristics, TEI, alexithymia, and empathy. Based on previous research, it was hypothesized that more autistic characteristics would be associated with less TEI, more alexithymia, and less empathy, and that these relationships would be more prominent amongst males. More autistic characteristics were associated with greater challenges across the three areas of interest. However, only the relationship between TEI and autistic characteristics was moderated by sex, such that males demonstrated higher support needs related to TEI than females. Results from this analysis indicate that adults with more autistic characteristics, regardless of diagnostic status, demonstrate differences in TEI, alexithymia, and empathy. The current analysis may offer additional context to the evolving understanding of empathy and autism by suggesting that TEI and alexithymia could account for differences in empathy. Moreover, sex seems to play a role in the relationship between autistic characteristics and TEI such that differences are especially prominent for males. En ligne : https://doi.org/10.1007/s10803-024-06540-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=580

Use of Telehealth in Autism Spectrum Disorder Assessment in Children: Evaluation of an Online Diagnostic Protocol Including the Brief Observation of Symptoms of Autism / Lucie STROUPKOVÁ in Journal of Autism and Developmental Disorders, 56-1 (January 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-1 (January 2026) . - p.148-161 Titre : Use of Telehealth in Autism Spectrum Disorder Assessment in Children: Evaluation of an Online Diagnostic Protocol Including the Brief Observation of Symptoms of Autism Type de document : texte imprimé Auteurs : Lucie STROUPKOVÁ, Auteur ; Martina VYHNALOVÁ, Auteur ; Senad KOLÁŘ, Auteur ; Lenka KNEDLÍKOVÁ, Auteur ; Ivona PACKANOVÁ, Auteur ; Anna Marie BITTNEROVÁ, Auteur ; Nela NOVÁKOVÁ, Auteur ; Hana Přikrylová KUČEROVÁ, Auteur ; Ondřej HORÁK, Auteur ; Hana OŠLEJŠKOVÁ, Auteur ; Pavel THEINER, Auteur ; Pavlína DANHOFER, Auteur Article en page(s) : p.148-161 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The COVID-19 pandemic revealed the need to develop the field of remote assessment for autism spectrum disorders (ASD). The purpose of the study was to evaluate an online assessment protocol that includes the Brief Observation of Symptoms of Autism (BOSA). The online protocol consisting of BOSA and the Autism Diagnostic Interview—Revised (ADI-R) was administered by experienced examiners to 29 children with suspected ASD. The participants were then evaluated by clinical psychologists in a standard clinical setting using the Autism Diagnostic Observation Schedule-2 (ADOS-2) and other methods, and the ASD diagnosis was confirmed or ruled out. The results show substantial to moderate inter-rater agreement between the online and face-to-face raters with the value of Cohen’s Kappa = 0.66 (P < 0.001); this corresponds with 79.8% agreement. The sensitivity of the protocol was approx. 94.7%, the specificity was 70%, the positive predictive value was 85.7%, and the negative predictive value was 87.5%. Further, direct false positive or false negative diagnostic conclusions based on the online protocol were absent when the possible conclusion of “I cannot decide” was included. The items B9 Showing, B10 Spontaneous Initiation of Joint Attention, B1 Unusual Eye Contact, B3 Facial Expressions Directed to Others, and C2 Imagination/Creativity were shown to be well observable in BOSA when related to ADOS-2 scoring. The results indicate that the protocol consisting of BOSA and ADI-R administered by an experienced examiner is a promising combination of tools for remote autism assessment. En ligne : https://doi.org/10.1007/s10803-024-06524-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=580 [article] Use of Telehealth in Autism Spectrum Disorder Assessment in Children: Evaluation of an Online Diagnostic Protocol Including the Brief Observation of Symptoms of Autism [texte imprimé] / Lucie STROUPKOVÁ, Auteur ; Martina VYHNALOVÁ, Auteur ; Senad KOLÁŘ, Auteur ; Lenka KNEDLÍKOVÁ, Auteur ; Ivona PACKANOVÁ, Auteur ; Anna Marie BITTNEROVÁ, Auteur ; Nela NOVÁKOVÁ, Auteur ; Hana Přikrylová KUČEROVÁ, Auteur ; Ondřej HORÁK, Auteur ; Hana OŠLEJŠKOVÁ, Auteur ; Pavel THEINER, Auteur ; Pavlína DANHOFER, Auteur . - p.148-161. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-1 (January 2026) . - p.148-161 Index. décimale : PER Périodiques Résumé : The COVID-19 pandemic revealed the need to develop the field of remote assessment for autism spectrum disorders (ASD). The purpose of the study was to evaluate an online assessment protocol that includes the Brief Observation of Symptoms of Autism (BOSA). The online protocol consisting of BOSA and the Autism Diagnostic Interview—Revised (ADI-R) was administered by experienced examiners to 29 children with suspected ASD. The participants were then evaluated by clinical psychologists in a standard clinical setting using the Autism Diagnostic Observation Schedule-2 (ADOS-2) and other methods, and the ASD diagnosis was confirmed or ruled out. The results show substantial to moderate inter-rater agreement between the online and face-to-face raters with the value of Cohen’s Kappa = 0.66 (P < 0.001); this corresponds with 79.8% agreement. The sensitivity of the protocol was approx. 94.7%, the specificity was 70%, the positive predictive value was 85.7%, and the negative predictive value was 87.5%. Further, direct false positive or false negative diagnostic conclusions based on the online protocol were absent when the possible conclusion of “I cannot decide” was included. The items B9 Showing, B10 Spontaneous Initiation of Joint Attention, B1 Unusual Eye Contact, B3 Facial Expressions Directed to Others, and C2 Imagination/Creativity were shown to be well observable in BOSA when related to ADOS-2 scoring. The results indicate that the protocol consisting of BOSA and ADI-R administered by an experienced examiner is a promising combination of tools for remote autism assessment. En ligne : https://doi.org/10.1007/s10803-024-06524-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=580

Prescription of Exercise Programs for Individuals with Autism Spectrum Disorder: Systematic Review / Sofia S. ATAÍDE in Journal of Autism and Developmental Disorders, 56-1 (January 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-1 (January 2026) . - p.162-182 Titre : Prescription of Exercise Programs for Individuals with Autism Spectrum Disorder: Systematic Review Type de document : texte imprimé Auteurs : Sofia S. ATAÍDE, Auteur ; José P. FERREIRA, Auteur ; Maria J. CAMPOS, Auteur Article en page(s) : p.162-182 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Physical exercise offers health benefits for individuals with autism spectrum disorder (ASD). However, the literature on recommendations for exercise prescription is still limited. This study aims to identify the most beneficial type of exercise program and present the most effective guidelines for its prescription in individuals with ASD. A systematic review was carried out using the ERIC, Web of Science, PsycINFO, PubMed and Scopus databases in accordance with the PRISMA guidelines. Of a total of 1114 studies, 18 were considered eligible. Overall, the type of programs included aerobic exercise sessions with an average duration of 12 weeks, with 3 weekly sessions of 45 to 60 min. The assessment included the shuttle test protocol, the progressive cardiovascular endurance running protocol and the modified Bruce protocol. For the muscle strength exercises, the sessions lasted an average of 12 weeks, with 2 weekly sessions of 10 to 20 min, including 2 to 4 exercises, 1 to 3 sets, with 6 to 12 repetitions. The assessments included the handgrip strength test, the modified curve-up test and the push-up test. The programs had positive effects on cardiorespiratory capacity and hemodynamics, indicating that the benefits of training increase when both capacities are combined. This study provides useful guidelines for adapted sports coaches to prescribe exercise programs aimed at promoting quality of life in individuals with ASD. En ligne : https://doi.org/10.1007/s10803-024-06566-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=580 [article] Prescription of Exercise Programs for Individuals with Autism Spectrum Disorder: Systematic Review [texte imprimé] / Sofia S. ATAÍDE, Auteur ; José P. FERREIRA, Auteur ; Maria J. CAMPOS, Auteur . - p.162-182. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-1 (January 2026) . - p.162-182 Index. décimale : PER Périodiques Résumé : Physical exercise offers health benefits for individuals with autism spectrum disorder (ASD). However, the literature on recommendations for exercise prescription is still limited. This study aims to identify the most beneficial type of exercise program and present the most effective guidelines for its prescription in individuals with ASD. A systematic review was carried out using the ERIC, Web of Science, PsycINFO, PubMed and Scopus databases in accordance with the PRISMA guidelines. Of a total of 1114 studies, 18 were considered eligible. Overall, the type of programs included aerobic exercise sessions with an average duration of 12 weeks, with 3 weekly sessions of 45 to 60 min. The assessment included the shuttle test protocol, the progressive cardiovascular endurance running protocol and the modified Bruce protocol. For the muscle strength exercises, the sessions lasted an average of 12 weeks, with 2 weekly sessions of 10 to 20 min, including 2 to 4 exercises, 1 to 3 sets, with 6 to 12 repetitions. The assessments included the handgrip strength test, the modified curve-up test and the push-up test. The programs had positive effects on cardiorespiratory capacity and hemodynamics, indicating that the benefits of training increase when both capacities are combined. This study provides useful guidelines for adapted sports coaches to prescribe exercise programs aimed at promoting quality of life in individuals with ASD. En ligne : https://doi.org/10.1007/s10803-024-06566-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=580

Experiences of Spanish-Speaking Families with a Remote Neurodevelopmental Assessment / Jessica L. KINARD in Journal of Autism and Developmental Disorders, 56-1 (January 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-1 (January 2026) . - p.183-212 Titre : Experiences of Spanish-Speaking Families with a Remote Neurodevelopmental Assessment Type de document : texte imprimé Auteurs : Jessica L. KINARD, Auteur ; Mónica LOPEZ-VAZQUEZ, Auteur ; Luz E. ROBINSON, Auteur ; Oscar MORENO-LIZARAZO, Auteur ; Sophie G. LITWIN, Auteur ; Anggie N. AGUIRRE, Auteur ; Chavely Gonzalez RAMIREZ, Auteur ; Luisa BROOKS, Auteur ; Margaret DERAMUS, Auteur ; Rebecca GRZADZINSKI, Auteur ; Anne WHEELER, Auteur ; Bridgette KELLEHER, Auteur ; Katherine C. OKONIEWSKI, Auteur Article en page(s) : p.183-212 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : U.S. Hispanic families with limited English proficiency experience barriers to autism diagnosis, such as lack of Spanish-speaking providers and assessments. Remote assessments in Spanish have the potential to address some of these barriers. This study explored the acceptability and feasibility of a remote developmental assessment (Parent Administered Neurodevelopmental Assessment, i.e., PANDABox) for Hispanic infants at high likelihood for autism. The PANDABox was translated into Spanish by two independent groups, synthesized, and reviewed by 10 native Spanish-speakers. Thirteen Spanish-speaking families completed the PANDABox-Spanish with their infant at high likelihood for autism. Remote developmental measures that exist in Spanish were administered for comparison. Families then participated in semi-structured interviews to explore their experiences, which were analyzed in Spanish using an inductive, grounded theory approach. Translation reviewers revealed the need to adapt peekaboo and storybook activities, build in dialogue addressing caregivers’ concerns, and add visual supports. PANDABox families valued communicating directly to a Spanish-speaking specialist, felt that the translation was clear, and that, overall, the administration was easy. Families had mixed preferences for in-person or remote assessments, with some families valuing the accessibility and comfort of the PANDABox and others expressing concerns about the validity of remote versus in-person options. Families also discussed barriers related to literacy and confidentiality. The PANDABox-Spanish is a promising option for increasing accessibility to laboratory-grade neurodevelopmental assessment. More broadly, providers need to consider families’ familiarity with common assessment activities, access to information about early identification, and concerns related to confidentiality. En ligne : https://doi.org/10.1007/s10803-024-06538-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=580 [article] Experiences of Spanish-Speaking Families with a Remote Neurodevelopmental Assessment [texte imprimé] / Jessica L. KINARD, Auteur ; Mónica LOPEZ-VAZQUEZ, Auteur ; Luz E. ROBINSON, Auteur ; Oscar MORENO-LIZARAZO, Auteur ; Sophie G. LITWIN, Auteur ; Anggie N. AGUIRRE, Auteur ; Chavely Gonzalez RAMIREZ, Auteur ; Luisa BROOKS, Auteur ; Margaret DERAMUS, Auteur ; Rebecca GRZADZINSKI, Auteur ; Anne WHEELER, Auteur ; Bridgette KELLEHER, Auteur ; Katherine C. OKONIEWSKI, Auteur . - p.183-212. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-1 (January 2026) . - p.183-212 Index. décimale : PER Périodiques Résumé : U.S. Hispanic families with limited English proficiency experience barriers to autism diagnosis, such as lack of Spanish-speaking providers and assessments. Remote assessments in Spanish have the potential to address some of these barriers. This study explored the acceptability and feasibility of a remote developmental assessment (Parent Administered Neurodevelopmental Assessment, i.e., PANDABox) for Hispanic infants at high likelihood for autism. The PANDABox was translated into Spanish by two independent groups, synthesized, and reviewed by 10 native Spanish-speakers. Thirteen Spanish-speaking families completed the PANDABox-Spanish with their infant at high likelihood for autism. Remote developmental measures that exist in Spanish were administered for comparison. Families then participated in semi-structured interviews to explore their experiences, which were analyzed in Spanish using an inductive, grounded theory approach. Translation reviewers revealed the need to adapt peekaboo and storybook activities, build in dialogue addressing caregivers’ concerns, and add visual supports. PANDABox families valued communicating directly to a Spanish-speaking specialist, felt that the translation was clear, and that, overall, the administration was easy. Families had mixed preferences for in-person or remote assessments, with some families valuing the accessibility and comfort of the PANDABox and others expressing concerns about the validity of remote versus in-person options. Families also discussed barriers related to literacy and confidentiality. The PANDABox-Spanish is a promising option for increasing accessibility to laboratory-grade neurodevelopmental assessment. More broadly, providers need to consider families’ familiarity with common assessment activities, access to information about early identification, and concerns related to confidentiality. En ligne : https://doi.org/10.1007/s10803-024-06538-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=580

Lived Experiences and Perceptions of Autistic Young Adults Participating in Employment Readiness Skills Training / Connie SUNG in Journal of Autism and Developmental Disorders, 56-1 (January 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-1 (January 2026) . - p.213-228 Titre : Lived Experiences and Perceptions of Autistic Young Adults Participating in Employment Readiness Skills Training Type de document : texte imprimé Auteurs : Connie SUNG, Auteur ; Christiana OKYERE, Auteur ; Annemarie CONNOR, Auteur ; June CHEN, Auteur Article en page(s) : p.213-228 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study aimed to examine the experiences and perceptions of participants engaged in an employment readiness program, Employment Preparation And Skills Support (EPASS), which is a manualized group-based training program designed to improve employment readiness among autistic young adults. A qualitative descriptive design was utilized to generate thick descriptions through semi-structured interviews with 22 transition-age autistic individuals (Mage = 20; 6 females; 16 males). Thematic analysis was employed to understand the experiences and career outcomes of transition-age autistic individuals pre- and post-participation in the EPASS program. Five main themes were identified: (1) More Negative Than Positive Employment-related Experiences; (2) Insight about Training Needs despite Hesitation to Participate; (3) Improved Perception and Confidence of Employment readiness through Experiential Learning; (4) Emerging Career Goals and Plans in Future Application of Knowledge and Skills; and (5) Learning Preference for More Interactive and Practice Experience. Participants reported a better understanding of job preparation skills, work-related social skills and interview etiquette. They also reported that what they learned in EPASS helped them improve their skills and confidence in obtaining and maintaining employment. Overall, participants expressed satisfaction with participating in EPASS and anticipated potential long-term impacts on their employability. This study sheds light on the training needs for transition-age autistic individuals and informs future employment readiness program development. Future studies should focus on collaborating with stakeholders to address training gaps and support needs that foster improved employment outcomes for this population. En ligne : https://doi.org/10.1007/s10803-024-06527-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=580 [article] Lived Experiences and Perceptions of Autistic Young Adults Participating in Employment Readiness Skills Training [texte imprimé] / Connie SUNG, Auteur ; Christiana OKYERE, Auteur ; Annemarie CONNOR, Auteur ; June CHEN, Auteur . - p.213-228. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-1 (January 2026) . - p.213-228 Index. décimale : PER Périodiques Résumé : This study aimed to examine the experiences and perceptions of participants engaged in an employment readiness program, Employment Preparation And Skills Support (EPASS), which is a manualized group-based training program designed to improve employment readiness among autistic young adults. A qualitative descriptive design was utilized to generate thick descriptions through semi-structured interviews with 22 transition-age autistic individuals (Mage = 20; 6 females; 16 males). Thematic analysis was employed to understand the experiences and career outcomes of transition-age autistic individuals pre- and post-participation in the EPASS program. Five main themes were identified: (1) More Negative Than Positive Employment-related Experiences; (2) Insight about Training Needs despite Hesitation to Participate; (3) Improved Perception and Confidence of Employment readiness through Experiential Learning; (4) Emerging Career Goals and Plans in Future Application of Knowledge and Skills; and (5) Learning Preference for More Interactive and Practice Experience. Participants reported a better understanding of job preparation skills, work-related social skills and interview etiquette. They also reported that what they learned in EPASS helped them improve their skills and confidence in obtaining and maintaining employment. Overall, participants expressed satisfaction with participating in EPASS and anticipated potential long-term impacts on their employability. This study sheds light on the training needs for transition-age autistic individuals and informs future employment readiness program development. Future studies should focus on collaborating with stakeholders to address training gaps and support needs that foster improved employment outcomes for this population. En ligne : https://doi.org/10.1007/s10803-024-06527-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=580

Structural Learning in Autistic and Non-Autistic Children: A Replication and Extension / Svenja OESTREICHER in Journal of Autism and Developmental Disorders, 56-1 (January 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-1 (January 2026) . - p.229-240 Titre : Structural Learning in Autistic and Non-Autistic Children: A Replication and Extension Type de document : texte imprimé Auteurs : Svenja OESTREICHER, Auteur ; Dermot M. BOWLER, Auteur ; Claire T. DERWENT, Auteur ; Sebastian B. GAIGG, Auteur ; Veit ROESSNER, Auteur ; Nora VETTER, Auteur ; Theresia VOLK, Auteur ; Nicole BEYER, Auteur ; Melanie RING, Auteur Article en page(s) : p.229-240 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The hippocampus is involved in many cognitive domains which are difficult for autistic individuals. Our previous study using a Structural Learning task that has been shown to depend on hippocampal functioning found that structural learning is diminished in autistic adults (Ring et al., 2017). The aim of the present study was to examine whether those results can be replicated in and extended to a sample of autistic and non-autistic children. We tested 43 autistic children and 38 non-autistic children with a subsample of 25 autistic and 28 non-autistic children who were well-matched on IQ. The children took part in a Simple Discrimination task which a simpler form of compound learning, and a Structural Learning task. We expected both groups to perform similarly in Simple Discrimination but reduced performance by the autism group on the Structural Learning task, which is what we found in both the well-matched and the non-matched sample. However, contrary to our prediction and the findings from autistic adults in our previous study, autistic children demonstrated a capacity for Structural Learning and showed an overall better performance in the tasks than was seen in earlier studies. We discuss developmental differences in autism as well as the role of executive functions that may have contributed to better than predicted task performance in this study. En ligne : https://doi.org/10.1007/s10803-024-06486-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=580 [article] Structural Learning in Autistic and Non-Autistic Children: A Replication and Extension [texte imprimé] / Svenja OESTREICHER, Auteur ; Dermot M. BOWLER, Auteur ; Claire T. DERWENT, Auteur ; Sebastian B. GAIGG, Auteur ; Veit ROESSNER, Auteur ; Nora VETTER, Auteur ; Theresia VOLK, Auteur ; Nicole BEYER, Auteur ; Melanie RING, Auteur . - p.229-240. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-1 (January 2026) . - p.229-240 Index. décimale : PER Périodiques Résumé : The hippocampus is involved in many cognitive domains which are difficult for autistic individuals. Our previous study using a Structural Learning task that has been shown to depend on hippocampal functioning found that structural learning is diminished in autistic adults (Ring et al., 2017). The aim of the present study was to examine whether those results can be replicated in and extended to a sample of autistic and non-autistic children. We tested 43 autistic children and 38 non-autistic children with a subsample of 25 autistic and 28 non-autistic children who were well-matched on IQ. The children took part in a Simple Discrimination task which a simpler form of compound learning, and a Structural Learning task. We expected both groups to perform similarly in Simple Discrimination but reduced performance by the autism group on the Structural Learning task, which is what we found in both the well-matched and the non-matched sample. However, contrary to our prediction and the findings from autistic adults in our previous study, autistic children demonstrated a capacity for Structural Learning and showed an overall better performance in the tasks than was seen in earlier studies. We discuss developmental differences in autism as well as the role of executive functions that may have contributed to better than predicted task performance in this study. En ligne : https://doi.org/10.1007/s10803-024-06486-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=580

Effects of Ball Combination Exercise Combined with cTBS Intervention on Sleep Problems in Children with Autism / Decheng XU in Journal of Autism and Developmental Disorders, 56-1 (January 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-1 (January 2026) . - p.241-255 Titre : Effects of Ball Combination Exercise Combined with cTBS Intervention on Sleep Problems in Children with Autism Type de document : texte imprimé Auteurs : Decheng XU, Auteur ; Zhiyuan SUN, Auteur ; Yahui YANG, Auteur ; Kelong CAI, Auteur ; Lina ZHU, Auteur ; Kai QI, Auteur ; Zhimei LIU, Auteur ; Yifan SHI, Auteur ; Yufei LIU, Auteur ; Zhiyuan QIAO, Auteur ; luanyue JIANG, Auteur ; Aiguo CHEN, Auteur Article en page(s) : p.241-255 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Sleep problems significantly affect the quality of life of autism spectrum disorder (ASD) children. This study aimed to evaluate the effects of a 12-week ball combination exercise, continuous theta burst stimulation (cTBS) stimulation, and combined intervention on sleep problems in children with ASD. Forty-five ASD children were divided into three intervention groups (ball combination exercise(n = 12), cTBS stimulation(n = 10), combined (n = 12) and a control group (n = 11). The intervention groups underwent intervention, while the control group maintained daily activities. The effects were assessed using the Children’s Sleep Habits Questionnaire (CSHQ) scale. The results revealed that after 12 weeks of intervention, three programs reduced sleep problems in children with ASD. The post-test scores of the cTBS group (p = 0.002) and the combined group (p < 0.001) were significantly lower than the baseline scores on the CSHQ scale. The exercise group (p = 0.002) and the combined group (p < 0.001) showed significant improvement in sleep anxiety, while there was no statistically significant difference in the effectiveness of the three interventions for sleep-onset delay. The combined group outperformed the single intervention groups in the CSHQ score and sleep anxiety sub-dimensions. The combined intervention group showed slightly superior performance in sleep onset latency, however, there was no significant difference. Three interventions alleviated sleep issues in ASD children, with the combined method proving more effective. This study validates non-pharmacologic and combined approaches for ASD sleep problems. Future research should delve deeper into the mechanisms of these interventions in ASD children’s sleep improvement. En ligne : https://doi.org/10.1007/s10803-024-06555-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=580 [article] Effects of Ball Combination Exercise Combined with cTBS Intervention on Sleep Problems in Children with Autism [texte imprimé] / Decheng XU, Auteur ; Zhiyuan SUN, Auteur ; Yahui YANG, Auteur ; Kelong CAI, Auteur ; Lina ZHU, Auteur ; Kai QI, Auteur ; Zhimei LIU, Auteur ; Yifan SHI, Auteur ; Yufei LIU, Auteur ; Zhiyuan QIAO, Auteur ; luanyue JIANG, Auteur ; Aiguo CHEN, Auteur . - p.241-255. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-1 (January 2026) . - p.241-255 Index. décimale : PER Périodiques Résumé : Sleep problems significantly affect the quality of life of autism spectrum disorder (ASD) children. This study aimed to evaluate the effects of a 12-week ball combination exercise, continuous theta burst stimulation (cTBS) stimulation, and combined intervention on sleep problems in children with ASD. Forty-five ASD children were divided into three intervention groups (ball combination exercise(n = 12), cTBS stimulation(n = 10), combined (n = 12) and a control group (n = 11). The intervention groups underwent intervention, while the control group maintained daily activities. The effects were assessed using the Children’s Sleep Habits Questionnaire (CSHQ) scale. The results revealed that after 12 weeks of intervention, three programs reduced sleep problems in children with ASD. The post-test scores of the cTBS group (p = 0.002) and the combined group (p < 0.001) were significantly lower than the baseline scores on the CSHQ scale. The exercise group (p = 0.002) and the combined group (p < 0.001) showed significant improvement in sleep anxiety, while there was no statistically significant difference in the effectiveness of the three interventions for sleep-onset delay. The combined group outperformed the single intervention groups in the CSHQ score and sleep anxiety sub-dimensions. The combined intervention group showed slightly superior performance in sleep onset latency, however, there was no significant difference. Three interventions alleviated sleep issues in ASD children, with the combined method proving more effective. This study validates non-pharmacologic and combined approaches for ASD sleep problems. Future research should delve deeper into the mechanisms of these interventions in ASD children’s sleep improvement. En ligne : https://doi.org/10.1007/s10803-024-06555-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=580

Mismatch Negativity and P3a in Unaffected Siblings of Individuals with Autism Spectrum Disorder and the Exploration on the Neurocognitive Implications / Yi-Ling CHIEN in Journal of Autism and Developmental Disorders, 56-1 (January 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-1 (January 2026) . - p.256-268 Titre : Mismatch Negativity and P3a in Unaffected Siblings of Individuals with Autism Spectrum Disorder and the Exploration on the Neurocognitive Implications Type de document : texte imprimé Auteurs : Yi-Ling CHIEN, Auteur ; Ming H. HSIEH, Auteur ; Susan Shur-Fen GAU, Auteur Article en page(s) : p.256-268 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Evidence suggests different mismatch negativity (MMN) and P3a responses in individuals with autism spectrum disorder (ASD). Since unaffected siblings shared aberrant neurocognition and brain connectivity with ASD probands, this study investigated MMN and P3a responses in unaffected siblings and explored its neurocognitive implications and effects modifiers. We assessed 43 unaffected siblings of ASD probands and 64 non-autistic comparisons (NTC) using MMN and P3a on both frequency and duration oddball paradigms. The amplitude and latency of MMN and P3a were compared between unaffected siblings and NTC, and validated in 67 ASD probands. In addition, the neurocognitive correlates of MMN and P3a parameters were explored in attention performance, spatial working memory (SWM), and visual research via the tasks of the Conners’ Continuous Performance Test and the Cambridge Neuropsychological Test Automated Battery. Compared to NTC, unaffected siblings and ASD probands presented a shorter MMN latency. The P3a amplitude of the duration paradigm (dP3a) was correlated with fewer commission errors, fewer SWM total errors, higher detectability, and more correct responses on visual search tasks. In addition, the dP3a amplitude significantly interacted with sibship, age, and full-scale IQ to predict attention performance, SWM total errors, and total correct response on visual search. Findings suggest that unaffected siblings of ASD may have earlier brain responses upon novelty discrimination. P3a amplitude may correlate with better neurocognitive performance, but the effect was moderated by sibship, age, and intelligence. En ligne : https://doi.org/10.1007/s10803-024-06520-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=580 [article] Mismatch Negativity and P3a in Unaffected Siblings of Individuals with Autism Spectrum Disorder and the Exploration on the Neurocognitive Implications [texte imprimé] / Yi-Ling CHIEN, Auteur ; Ming H. HSIEH, Auteur ; Susan Shur-Fen GAU, Auteur . - p.256-268. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-1 (January 2026) . - p.256-268 Index. décimale : PER Périodiques Résumé : Evidence suggests different mismatch negativity (MMN) and P3a responses in individuals with autism spectrum disorder (ASD). Since unaffected siblings shared aberrant neurocognition and brain connectivity with ASD probands, this study investigated MMN and P3a responses in unaffected siblings and explored its neurocognitive implications and effects modifiers. We assessed 43 unaffected siblings of ASD probands and 64 non-autistic comparisons (NTC) using MMN and P3a on both frequency and duration oddball paradigms. The amplitude and latency of MMN and P3a were compared between unaffected siblings and NTC, and validated in 67 ASD probands. In addition, the neurocognitive correlates of MMN and P3a parameters were explored in attention performance, spatial working memory (SWM), and visual research via the tasks of the Conners’ Continuous Performance Test and the Cambridge Neuropsychological Test Automated Battery. Compared to NTC, unaffected siblings and ASD probands presented a shorter MMN latency. The P3a amplitude of the duration paradigm (dP3a) was correlated with fewer commission errors, fewer SWM total errors, higher detectability, and more correct responses on visual search tasks. In addition, the dP3a amplitude significantly interacted with sibship, age, and full-scale IQ to predict attention performance, SWM total errors, and total correct response on visual search. Findings suggest that unaffected siblings of ASD may have earlier brain responses upon novelty discrimination. P3a amplitude may correlate with better neurocognitive performance, but the effect was moderated by sibship, age, and intelligence. En ligne : https://doi.org/10.1007/s10803-024-06520-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=580

Transmethylation and Oxidative Biomarkers in Children with Autism Spectrum Disorder: A Cross Sectional Study / Sheffali GULATI in Journal of Autism and Developmental Disorders, 56-1 (January 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-1 (January 2026) . - p.269-277 Titre : Transmethylation and Oxidative Biomarkers in Children with Autism Spectrum Disorder: A Cross Sectional Study Type de document : texte imprimé Auteurs : Sheffali GULATI, Auteur ; Chinthana L. NARAYAN, Auteur ; Aakash MAHESAN, Auteur ; Gautam KAMILA, Auteur ; Seema KAPOOR, Auteur ; Pradeep K. CHATURVEDI, Auteur ; Vinod SCARIA, Auteur ; Thirumurthy VELPANDIAN, Auteur ; Prashant JAUHARI, Auteur ; Biswaroop CHAKRABARTY, Auteur ; Sudip K. R. DATTA, Auteur ; R. M. PANDEY, Auteur Article en page(s) : p.269-277 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : We aimed to investigate the potential role of biomarkers of transmethylation, oxidative stress, and mitochondrial dysfunction in children with Autism Spectrum Disorder (ASD) by comparing them with that of typically developing children (TDC) controls. We also tried to correlate them with severity of autism, sensory issues, behavioural comorbidities and developmental quotients 119 with ASD and 52 age and sex matched typically developing children (TDC) controls were enrolled excluding those with chronic-illness or on any antioxidant therapy/multivitamins/anti-epileptic drugs. Median levels of biomarkers - serum homocysteine, cysteine, methionine, urine uric acid-to-creatinine ratio, arterial lactate, serum vitamin E, vitamin B12, folate, Nε-carboxymethyllysine, Nω- carboxymethylarginine (CMA), dityrosine and MTHFR C677T polymorphism were calculated. Children with ASD were further characterised using Childhood Autism Rating Scale-2, Childhood behavioural checklist, child sensory profile 2 caregiver questionnaire, Developmental Profile 3 for any correlation with the various biomarker levels. The median level of serum homocysteine in ASD group was 9 μmol/L(Range, 7- 16μmol/L), which was significantly higher than controls 7 μmol/L(Range, 4- 11μmol/L)(p=0.01). The prevalence of hyper-homocystinemia(>15μmol/L) was 13.4% in ASD as compared to 3.8% in controls with a significant difference(p=0.04). Dityrosine level was higher among ASD children when compared to TDC (9.8 vs 2.2 counts per second(cps), p<0.001). No significant correlation was found between prevalence of hyperhomocysteinemia and severity of autism/DQ/behavioural issues. No significant difference was found between the median levels of other biomarkers. Results support possible role of transmethylation defects and oxidative stress in ASD pathogenesis. Further studies are warranted for a better understanding of ASD pathogenesis. En ligne : https://doi.org/10.1007/s10803-024-06542-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=580 [article] Transmethylation and Oxidative Biomarkers in Children with Autism Spectrum Disorder: A Cross Sectional Study [texte imprimé] / Sheffali GULATI, Auteur ; Chinthana L. NARAYAN, Auteur ; Aakash MAHESAN, Auteur ; Gautam KAMILA, Auteur ; Seema KAPOOR, Auteur ; Pradeep K. CHATURVEDI, Auteur ; Vinod SCARIA, Auteur ; Thirumurthy VELPANDIAN, Auteur ; Prashant JAUHARI, Auteur ; Biswaroop CHAKRABARTY, Auteur ; Sudip K. R. DATTA, Auteur ; R. M. PANDEY, Auteur . - p.269-277. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-1 (January 2026) . - p.269-277 Index. décimale : PER Périodiques Résumé : We aimed to investigate the potential role of biomarkers of transmethylation, oxidative stress, and mitochondrial dysfunction in children with Autism Spectrum Disorder (ASD) by comparing them with that of typically developing children (TDC) controls. We also tried to correlate them with severity of autism, sensory issues, behavioural comorbidities and developmental quotients 119 with ASD and 52 age and sex matched typically developing children (TDC) controls were enrolled excluding those with chronic-illness or on any antioxidant therapy/multivitamins/anti-epileptic drugs. Median levels of biomarkers - serum homocysteine, cysteine, methionine, urine uric acid-to-creatinine ratio, arterial lactate, serum vitamin E, vitamin B12, folate, Nε-carboxymethyllysine, Nω- carboxymethylarginine (CMA), dityrosine and MTHFR C677T polymorphism were calculated. Children with ASD were further characterised using Childhood Autism Rating Scale-2, Childhood behavioural checklist, child sensory profile 2 caregiver questionnaire, Developmental Profile 3 for any correlation with the various biomarker levels. The median level of serum homocysteine in ASD group was 9 μmol/L(Range, 7- 16μmol/L), which was significantly higher than controls 7 μmol/L(Range, 4- 11μmol/L)(p=0.01). The prevalence of hyper-homocystinemia(>15μmol/L) was 13.4% in ASD as compared to 3.8% in controls with a significant difference(p=0.04). Dityrosine level was higher among ASD children when compared to TDC (9.8 vs 2.2 counts per second(cps), p<0.001). No significant correlation was found between prevalence of hyperhomocysteinemia and severity of autism/DQ/behavioural issues. No significant difference was found between the median levels of other biomarkers. Results support possible role of transmethylation defects and oxidative stress in ASD pathogenesis. Further studies are warranted for a better understanding of ASD pathogenesis. En ligne : https://doi.org/10.1007/s10803-024-06542-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=580

Perceived Impact, Needs, and Resources of Grandparents of Children and Adolescents on the Autism Spectrum: A Qualitative Study / Sofía BAENA in Journal of Autism and Developmental Disorders, 56-1 (January 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-1 (January 2026) . - p.278-295 Titre : Perceived Impact, Needs, and Resources of Grandparents of Children and Adolescents on the Autism Spectrum: A Qualitative Study Type de document : texte imprimé Auteurs : Sofía BAENA, Auteur ; Lucía JIMÉNEZ, Auteur ; Sonia BEJARANO, Auteur ; Victoria HIDALGO, Auteur Article en page(s) : p.278-295 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Grandparents play different roles in families of children and adolescents on the autism spectrum. They are frequently engaged in caregiving tasks with the person on the autism spectrum, providing emotional and instrumental support to the family. However, despite their frequent involvement and the importance of their role in the family, there are few studies that address the experiences of these grandparents, particularly in the Spanish and southern Europe context. This study explores the impact and needs of having a grandchild on the autism spectrum and the resources that grandparents have and use to face the difficulties that arise. A semi-structured interview was carried out with 17 grandparents of children and adolescents on the autism spectrum. We conducted a coding reliability thematic analysis of the impact and used a quantitative content analysis of grandparents’ needs and resources. Results indicated three main aspects related to the impact: personal growth, wanting to help and not being able to, and suffering at three levels: for themselves, their sons and daughters, and grandchildren. Grandparents perceived needs in four contexts: their own needs, the needs of the nuclear family, the needs of the person on the autism spectrum, and the needs of society. The most frequent needs were informational and management of behavioral difficulties. In the resources, the most frequently used strategies were religious beliefs and informal support seeking. It is essential to address the quality of parents-grandparents’ relationships, and include grandparents in intervention programmes, as a way of addressing grandparents’ needs. En ligne : https://doi.org/10.1007/s10803-024-06537-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=580 [article] Perceived Impact, Needs, and Resources of Grandparents of Children and Adolescents on the Autism Spectrum: A Qualitative Study [texte imprimé] / Sofía BAENA, Auteur ; Lucía JIMÉNEZ, Auteur ; Sonia BEJARANO, Auteur ; Victoria HIDALGO, Auteur . - p.278-295. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-1 (January 2026) . - p.278-295 Index. décimale : PER Périodiques Résumé : Grandparents play different roles in families of children and adolescents on the autism spectrum. They are frequently engaged in caregiving tasks with the person on the autism spectrum, providing emotional and instrumental support to the family. However, despite their frequent involvement and the importance of their role in the family, there are few studies that address the experiences of these grandparents, particularly in the Spanish and southern Europe context. This study explores the impact and needs of having a grandchild on the autism spectrum and the resources that grandparents have and use to face the difficulties that arise. A semi-structured interview was carried out with 17 grandparents of children and adolescents on the autism spectrum. We conducted a coding reliability thematic analysis of the impact and used a quantitative content analysis of grandparents’ needs and resources. Results indicated three main aspects related to the impact: personal growth, wanting to help and not being able to, and suffering at three levels: for themselves, their sons and daughters, and grandchildren. Grandparents perceived needs in four contexts: their own needs, the needs of the nuclear family, the needs of the person on the autism spectrum, and the needs of society. The most frequent needs were informational and management of behavioral difficulties. In the resources, the most frequently used strategies were religious beliefs and informal support seeking. It is essential to address the quality of parents-grandparents’ relationships, and include grandparents in intervention programmes, as a way of addressing grandparents’ needs. En ligne : https://doi.org/10.1007/s10803-024-06537-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=580

Short-term and Long-term Stability of the Autism Diagnostic Observation Schedule (ADOS-2) Calibrated Comparison Scores (CCS) and Classification Scores in Youth with Down Syndrome or Fragile X Syndrome with Intellectual Disability / Angela John THURMAN in Journal of Autism and Developmental Disorders, 56-1 (January 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-1 (January 2026) . - p.296-314 Titre : Short-term and Long-term Stability of the Autism Diagnostic Observation Schedule (ADOS-2) Calibrated Comparison Scores (CCS) and Classification Scores in Youth with Down Syndrome or Fragile X Syndrome with Intellectual Disability Type de document : texte imprimé Auteurs : Angela John THURMAN, Auteur ; Amanda Dimachkie NUNNALLY, Auteur ; Vivian NGUYEN, Auteur ; Elizabeth BERRY-KRAVIS, Auteur ; Audra STERLING, Auteur ; Jamie EDGIN, Auteur ; Debra HAMILTON, Auteur ; Jeannie ASCHKENASY, Auteur ; Leonard ABBEDUTO, Auteur Article en page(s) : p.296-314 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Autism diagnosis in individuals with fragile X syndrome (FXS) or Down syndrome (DS) with co-occurring intellectual disability is complex since clinicians often must consider other co-occurring behavioral features. Understanding how best to assess the features of autism in individuals with these conditions is crucial. In this study, we consider the short-term and long-term psychometric consistency of the Autism Diagnostic Observation Schedule-2 (ADOS-2) calibrated comparison scores (CCSs) and ASD classifications in individuals with FXS or DS. 76 individuals with DS (39 males; Mage = 15.27) and 90 individuals with FXS (71 males; Mage = 14.52 years) completed an assessment battery (ADOS-2, abbreviated IQ assessment and semi-structured language sample) at three timepoints (initial visit, short-term stability visit, long-term stability visit). All CCSs were found to have short-and long-term consistency for both groups, with lowest reliability scores for the repetitive behaviors (RRB) CCSs. Decreased reliability of RRB CCSs was found in the DS group than the FXS group. Variable short- and long-term ASD classifications were observed in both groups, with significantly higher variability in the DS group. Across groups, participants with variable classifications had lower ADOS-2 CCSs and higher language scores than those with stable ASD classifications. In the FXS group, those with variable classifications earned higher cognitive scores than did participants with stable ASD classifications. These findings highlight the high incidence of autism symptomatology in individuals with DS or FXS and co-occurring intellectual disability, while elucidating the short- and long-term variability of symptom expression in the context of structured observational tasks such as the ADOS-2. En ligne : https://doi.org/10.1007/s10803-024-06535-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=580 [article] Short-term and Long-term Stability of the Autism Diagnostic Observation Schedule (ADOS-2) Calibrated Comparison Scores (CCS) and Classification Scores in Youth with Down Syndrome or Fragile X Syndrome with Intellectual Disability [texte imprimé] / Angela John THURMAN, Auteur ; Amanda Dimachkie NUNNALLY, Auteur ; Vivian NGUYEN, Auteur ; Elizabeth BERRY-KRAVIS, Auteur ; Audra STERLING, Auteur ; Jamie EDGIN, Auteur ; Debra HAMILTON, Auteur ; Jeannie ASCHKENASY, Auteur ; Leonard ABBEDUTO, Auteur . - p.296-314. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-1 (January 2026) . - p.296-314 Index. décimale : PER Périodiques Résumé : Autism diagnosis in individuals with fragile X syndrome (FXS) or Down syndrome (DS) with co-occurring intellectual disability is complex since clinicians often must consider other co-occurring behavioral features. Understanding how best to assess the features of autism in individuals with these conditions is crucial. In this study, we consider the short-term and long-term psychometric consistency of the Autism Diagnostic Observation Schedule-2 (ADOS-2) calibrated comparison scores (CCSs) and ASD classifications in individuals with FXS or DS. 76 individuals with DS (39 males; Mage = 15.27) and 90 individuals with FXS (71 males; Mage = 14.52 years) completed an assessment battery (ADOS-2, abbreviated IQ assessment and semi-structured language sample) at three timepoints (initial visit, short-term stability visit, long-term stability visit). All CCSs were found to have short-and long-term consistency for both groups, with lowest reliability scores for the repetitive behaviors (RRB) CCSs. Decreased reliability of RRB CCSs was found in the DS group than the FXS group. Variable short- and long-term ASD classifications were observed in both groups, with significantly higher variability in the DS group. Across groups, participants with variable classifications had lower ADOS-2 CCSs and higher language scores than those with stable ASD classifications. In the FXS group, those with variable classifications earned higher cognitive scores than did participants with stable ASD classifications. These findings highlight the high incidence of autism symptomatology in individuals with DS or FXS and co-occurring intellectual disability, while elucidating the short- and long-term variability of symptom expression in the context of structured observational tasks such as the ADOS-2. En ligne : https://doi.org/10.1007/s10803-024-06535-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=580

The Autism Program Environment Rating Scale in Swedish Primary School: Cultural Adaptation and Content Validation / Klara WENNEBORG in Journal of Autism and Developmental Disorders, 56-1 (January 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-1 (January 2026) . - p.315-329 Titre : The Autism Program Environment Rating Scale in Swedish Primary School: Cultural Adaptation and Content Validation Type de document : texte imprimé Auteurs : Klara WENNEBORG, Auteur ; Lise PETTERSSON ROLL, Auteur ; Sven BÖLTE, Auteur ; Samuel ODOM, Auteur ; Hampus BEJNO, Auteur Article en page(s) : p.315-329 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : There is a recognized need to improve inclusive learning environments for autistic children in primary school settings in Sweden. This study aimed to translate, cross-culturally adapt, and assess the content validity of the Swedish primary school version of the Autism Program Environment Scale (APERS), originally developed to evaluate autism program quality in educational settings in the United States. Following the translation into Swedish and the first cultural adaptation of the APERS, a content panel group of 14 professionals rated its content validity. Four of the content panel members also participated in individual interviews that provided a qualitative evaluation of the instrument’s content validity. Finally, the authors piloted the APERS in 10 Swedish primary school classrooms to assess its feasibility. The ratings and qualitative information from the content panel members indicated a substantial need for the Swedish APERS in primary school, resulting in the culturally adapted APERS-Primary-Sweden (SE). The instrument demonstrated a high level of cross-cultural content validity for assessing the quality of the learning environment for students with autism in Swedish primary school settings. The pilot testing of the instrument resulted in further cultural adaptations. In conclusion, APERS-Primary-SE is a comprehensive scale that can be used to assess the quality of primary school learning environments for children with autism in Sweden. Further research is needed to evaluate the adapted instrument’s effectiveness in improving the learning environment in Swedish primary school classrooms. En ligne : https://doi.org/10.1007/s10803-024-06544-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=580 [article] The Autism Program Environment Rating Scale in Swedish Primary School: Cultural Adaptation and Content Validation [texte imprimé] / Klara WENNEBORG, Auteur ; Lise PETTERSSON ROLL, Auteur ; Sven BÖLTE, Auteur ; Samuel ODOM, Auteur ; Hampus BEJNO, Auteur . - p.315-329. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-1 (January 2026) . - p.315-329 Index. décimale : PER Périodiques Résumé : There is a recognized need to improve inclusive learning environments for autistic children in primary school settings in Sweden. This study aimed to translate, cross-culturally adapt, and assess the content validity of the Swedish primary school version of the Autism Program Environment Scale (APERS), originally developed to evaluate autism program quality in educational settings in the United States. Following the translation into Swedish and the first cultural adaptation of the APERS, a content panel group of 14 professionals rated its content validity. Four of the content panel members also participated in individual interviews that provided a qualitative evaluation of the instrument’s content validity. Finally, the authors piloted the APERS in 10 Swedish primary school classrooms to assess its feasibility. The ratings and qualitative information from the content panel members indicated a substantial need for the Swedish APERS in primary school, resulting in the culturally adapted APERS-Primary-Sweden (SE). The instrument demonstrated a high level of cross-cultural content validity for assessing the quality of the learning environment for students with autism in Swedish primary school settings. The pilot testing of the instrument resulted in further cultural adaptations. In conclusion, APERS-Primary-SE is a comprehensive scale that can be used to assess the quality of primary school learning environments for children with autism in Sweden. Further research is needed to evaluate the adapted instrument’s effectiveness in improving the learning environment in Swedish primary school classrooms. En ligne : https://doi.org/10.1007/s10803-024-06544-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=580

Sharing Our World: Impact of Group Motor Skill Learning on Joint Attention in Children with Autism Spectrum Disorder / Li-Kun GE in Journal of Autism and Developmental Disorders, 56-1 (January 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-1 (January 2026) . - p.330-344 Titre : Sharing Our World: Impact of Group Motor Skill Learning on Joint Attention in Children with Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Li-Kun GE, Auteur ; Xiaoxia MAN, Auteur ; Kelong CAI, Auteur ; Zhimei LIU, Auteur ; William Wainam TSANG, Auteur ; Aiguo CHEN, Auteur ; Gao-Xia WEI, Auteur Article en page(s) : p.330-344 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Impaired joint attention is a common feature of autism spectrum disorder (ASD), affecting social interaction and communication. We explored if group basketball learning could enhance joint attention in autistic children, and how this relates to brain changes, particularly white matter development integrity. Forty-nine autistic children, aged 4–12 years, were recruited from special education centers. The experimental group underwent a 12-week basketball motor skill learning, while the control group received standard care. Eye-tracking and brain scans were conducted. The 12-week basketball motor skill learning improved joint attention in the experimental group, evidenced by better eye tracking metrics and enhanced white matter integrity. Moreover, reduced time to first fixation correlated positively with decreased mean diffusivity of the left superior corona radiata and left superior fronto-occipital fasciculus in the experimental group. Basketball-based motor skill intervention effectively improved joint attention in autistic children. Improved white matter fiber integrity related to sensory perception, spatial and early attention function may underlie this effect. These findings highlight the potential of group motor skill learning within clinical rehabilitation for treating ASD. En ligne : https://doi.org/10.1007/s10803-024-06528-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=580 [article] Sharing Our World: Impact of Group Motor Skill Learning on Joint Attention in Children with Autism Spectrum Disorder [texte imprimé] / Li-Kun GE, Auteur ; Xiaoxia MAN, Auteur ; Kelong CAI, Auteur ; Zhimei LIU, Auteur ; William Wainam TSANG, Auteur ; Aiguo CHEN, Auteur ; Gao-Xia WEI, Auteur . - p.330-344. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-1 (January 2026) . - p.330-344 Index. décimale : PER Périodiques Résumé : Impaired joint attention is a common feature of autism spectrum disorder (ASD), affecting social interaction and communication. We explored if group basketball learning could enhance joint attention in autistic children, and how this relates to brain changes, particularly white matter development integrity. Forty-nine autistic children, aged 4–12 years, were recruited from special education centers. The experimental group underwent a 12-week basketball motor skill learning, while the control group received standard care. Eye-tracking and brain scans were conducted. The 12-week basketball motor skill learning improved joint attention in the experimental group, evidenced by better eye tracking metrics and enhanced white matter integrity. Moreover, reduced time to first fixation correlated positively with decreased mean diffusivity of the left superior corona radiata and left superior fronto-occipital fasciculus in the experimental group. Basketball-based motor skill intervention effectively improved joint attention in autistic children. Improved white matter fiber integrity related to sensory perception, spatial and early attention function may underlie this effect. These findings highlight the potential of group motor skill learning within clinical rehabilitation for treating ASD. En ligne : https://doi.org/10.1007/s10803-024-06528-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=580

Disfluencies as a Window into Pragmatic Skills in Russian-Hebrew Bilingual Autistic and Non-Autistic Children / Marianna BERADZE in Journal of Autism and Developmental Disorders, 56-1 (January 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-1 (January 2026) . - p.345-361 Titre : Disfluencies as a Window into Pragmatic Skills in Russian-Hebrew Bilingual Autistic and Non-Autistic Children Type de document : texte imprimé Auteurs : Marianna BERADZE, Auteur ; Natalia MEIR, Auteur Article en page(s) : p.345-361 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : There is little research on the production of speech disfluencies such as silent pauses, repetitions, self-corrections, and filled pauses (e.g., eh, em) in monolingual autistic children, and there is no data on this crucial part of speech production in bilingual autistic children. This study aims to address this gap by examining disfluency production in bilingual autistic and non-autistic children across two linguistically distinct languages, HL-Russian (the home language) and SL-Hebrew (the societal language). Fifty-one bilingual Russian-Hebrew-speaking autistic and non-autistic children aged 5–9 (autistic: n = 21; non-autistic: n = 30), matched for age and non-verbal intelligence, participated in picture-based story-generation tasks (LITMUS MAIN, Gagarina et al., ZAS Papers in Linguistics, 63:1–36, 2019). Audio recordings of narrative samples were transcribed, coded, and scored for eleven disfluency types using CLAN tools. The non-autistic group produced higher overall disfluency rate than the autistic group. The autistic group exhibited fewer filled and silent pauses than the non-autistic group in HL-Russian. Furthermore, non-autistic children manifested varied distribution of disfluency types across languages, while autistic children displayed more consistent patterns across languages. In summary, we replicated findings from previous research on monolinguals only partly, as no between-group difference in filled pauses was found in SL-Hebrew. Additionally, bilingual autistic children exhibited language-universal patterns of disfluency production, whereas their non-autistic peers displayed language-specific patterns. En ligne : https://doi.org/10.1007/s10803-024-06533-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=580 [article] Disfluencies as a Window into Pragmatic Skills in Russian-Hebrew Bilingual Autistic and Non-Autistic Children [texte imprimé] / Marianna BERADZE, Auteur ; Natalia MEIR, Auteur . - p.345-361. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-1 (January 2026) . - p.345-361 Index. décimale : PER Périodiques Résumé : There is little research on the production of speech disfluencies such as silent pauses, repetitions, self-corrections, and filled pauses (e.g., eh, em) in monolingual autistic children, and there is no data on this crucial part of speech production in bilingual autistic children. This study aims to address this gap by examining disfluency production in bilingual autistic and non-autistic children across two linguistically distinct languages, HL-Russian (the home language) and SL-Hebrew (the societal language). Fifty-one bilingual Russian-Hebrew-speaking autistic and non-autistic children aged 5–9 (autistic: n = 21; non-autistic: n = 30), matched for age and non-verbal intelligence, participated in picture-based story-generation tasks (LITMUS MAIN, Gagarina et al., ZAS Papers in Linguistics, 63:1–36, 2019). Audio recordings of narrative samples were transcribed, coded, and scored for eleven disfluency types using CLAN tools. The non-autistic group produced higher overall disfluency rate than the autistic group. The autistic group exhibited fewer filled and silent pauses than the non-autistic group in HL-Russian. Furthermore, non-autistic children manifested varied distribution of disfluency types across languages, while autistic children displayed more consistent patterns across languages. In summary, we replicated findings from previous research on monolinguals only partly, as no between-group difference in filled pauses was found in SL-Hebrew. Additionally, bilingual autistic children exhibited language-universal patterns of disfluency production, whereas their non-autistic peers displayed language-specific patterns. En ligne : https://doi.org/10.1007/s10803-024-06533-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=580

Contributions of the ELENA Cohort to Study Autism Spectrum Disorder in Children and Adolescents from a Biopsychosocial Framework / Amaria BAGHDADLI in Journal of Autism and Developmental Disorders, 56-1 (January 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-1 (January 2026) . - p.362-387 Titre : Contributions of the ELENA Cohort to Study Autism Spectrum Disorder in Children and Adolescents from a Biopsychosocial Framework Type de document : texte imprimé Auteurs : Amaria BAGHDADLI, Auteur ; Marianne PERIES, Auteur ; Julie LOUBERSAC, Auteur ; Cécile MICHELON, Auteur ; Cécile RATTAZ, Auteur ; Laetitia FERRANDO, Auteur ; Aurore DAVID, Auteur ; Kerim MUNIR, Auteur ; Marie-Christine PICOT, Auteur Article en page(s) : p.362-387 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Autism spectrum disorder (ASD) is a complex neurodevelopmental condition influenced by a myriad of developmental, biological, psychological, and socio-demographic factors. The ELENA cohort seeks to delineate the intricate interplay of these factors, facilitating the identification of risk factors and the development of targeted interventions. This paper emphasizes the clinical profiles of children and outlines key findings from a biopsychosocial perspective. The ELENA cohort, a multicenter initiative across French regional centers, conducted a systematic prospective analysis on children newly diagnosed with DSM-5 ASD between 2012 and 2019. This encompassed direct assessments and parent-reported questionnaires covering a broad spectrum of developmental, biological, psychological and socio-demographic measures. Embedded case–control studies further examined risk and protective factors, alongside specific environmental and psychosocial influences during pregnancy and early childhood. A subset of participants also contributed biospecimens, with data enhancement via linkage to French National Administrative Healthcare Databases. The study unveils baseline clinical characteristics for 876 children, average age 6 (SD ± 3.3) previously unreported in protocol descriptions. It highlights the study’s developmental biopsychosocial approach and its novel findings on children’s socio-adaptive functioning, ASD severity, comorbidities, quality of life and interventions. Employing developmental biopsychosocial insights offers a promising pathway to integrating health, social care, and experiential insights, ultimately aiming to enhance the future well-being and outcomes for children with ASD. This approach underscores the need of a holistic, interdisciplinary strategy in encouraging and supporting the ASD community. En ligne : https://doi.org/10.1007/s10803-024-06519-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=580 [article] Contributions of the ELENA Cohort to Study Autism Spectrum Disorder in Children and Adolescents from a Biopsychosocial Framework [texte imprimé] / Amaria BAGHDADLI, Auteur ; Marianne PERIES, Auteur ; Julie LOUBERSAC, Auteur ; Cécile MICHELON, Auteur ; Cécile RATTAZ, Auteur ; Laetitia FERRANDO, Auteur ; Aurore DAVID, Auteur ; Kerim MUNIR, Auteur ; Marie-Christine PICOT, Auteur . - p.362-387. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-1 (January 2026) . - p.362-387 Index. décimale : PER Périodiques Résumé : Autism spectrum disorder (ASD) is a complex neurodevelopmental condition influenced by a myriad of developmental, biological, psychological, and socio-demographic factors. The ELENA cohort seeks to delineate the intricate interplay of these factors, facilitating the identification of risk factors and the development of targeted interventions. This paper emphasizes the clinical profiles of children and outlines key findings from a biopsychosocial perspective. The ELENA cohort, a multicenter initiative across French regional centers, conducted a systematic prospective analysis on children newly diagnosed with DSM-5 ASD between 2012 and 2019. This encompassed direct assessments and parent-reported questionnaires covering a broad spectrum of developmental, biological, psychological and socio-demographic measures. Embedded case–control studies further examined risk and protective factors, alongside specific environmental and psychosocial influences during pregnancy and early childhood. A subset of participants also contributed biospecimens, with data enhancement via linkage to French National Administrative Healthcare Databases. The study unveils baseline clinical characteristics for 876 children, average age 6 (SD ± 3.3) previously unreported in protocol descriptions. It highlights the study’s developmental biopsychosocial approach and its novel findings on children’s socio-adaptive functioning, ASD severity, comorbidities, quality of life and interventions. Employing developmental biopsychosocial insights offers a promising pathway to integrating health, social care, and experiential insights, ultimately aiming to enhance the future well-being and outcomes for children with ASD. This approach underscores the need of a holistic, interdisciplinary strategy in encouraging and supporting the ASD community. En ligne : https://doi.org/10.1007/s10803-024-06519-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=580

Everyday Executive Functioning Profiles in Adults with Down Syndrome / Daniel MIEZAH in Journal of Autism and Developmental Disorders, 56-1 (January 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-1 (January 2026) . - p.388-400 Titre : Everyday Executive Functioning Profiles in Adults with Down Syndrome Type de document : texte imprimé Auteurs : Daniel MIEZAH, Auteur ; Melanie PORTER, Auteur ; Jennifer BATCHELOR, Auteur ; Poli GAVRIA, Auteur ; Kelsie BOULTON, Auteur ; Jessica REEVE, Auteur Article en page(s) : p.388-400 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Research on everyday executive functions in individuals with Down Syndrome (DS) has focused mostly on children and adolescents. The current study examined everyday executive functions in DS adults. 27 DS adults (aged 22.00 to 42.00 years) were tested using the Behaviour Rating Inventory of Executive Function-Adult Informant Version (BRIEF-A). Findings revealed that DS adults exhibited greater impairments in Global Executive Composite (GEC), Working Memory, Plan/Organise, Task-Monitor and the Metacognition Index (MI) relative to typically developing adults in the normative sample. Substantial variabilities were found in all everyday executive function abilities among DS adults. Findings highlight the importance of making comprehensive assessments of everyday executive functions in DS individuals in order to identify problem areas and plan individualised support programmes. En ligne : https://doi.org/10.1007/s10803-024-06532-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=580 [article] Everyday Executive Functioning Profiles in Adults with Down Syndrome [texte imprimé] / Daniel MIEZAH, Auteur ; Melanie PORTER, Auteur ; Jennifer BATCHELOR, Auteur ; Poli GAVRIA, Auteur ; Kelsie BOULTON, Auteur ; Jessica REEVE, Auteur . - p.388-400. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-1 (January 2026) . - p.388-400 Index. décimale : PER Périodiques Résumé : Research on everyday executive functions in individuals with Down Syndrome (DS) has focused mostly on children and adolescents. The current study examined everyday executive functions in DS adults. 27 DS adults (aged 22.00 to 42.00 years) were tested using the Behaviour Rating Inventory of Executive Function-Adult Informant Version (BRIEF-A). Findings revealed that DS adults exhibited greater impairments in Global Executive Composite (GEC), Working Memory, Plan/Organise, Task-Monitor and the Metacognition Index (MI) relative to typically developing adults in the normative sample. Substantial variabilities were found in all everyday executive function abilities among DS adults. Findings highlight the importance of making comprehensive assessments of everyday executive functions in DS individuals in order to identify problem areas and plan individualised support programmes. En ligne : https://doi.org/10.1007/s10803-024-06532-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=580

How Many Autistic Children are there in Colombia? A Nationwide Examination of Autism Through Health System Data / Sebastian GARCIA-ZAMBRANO in Journal of Autism and Developmental Disorders, 56-1 (January 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-1 (January 2026) . - p.401-409 Titre : How Many Autistic Children are there in Colombia? A Nationwide Examination of Autism Through Health System Data Type de document : texte imprimé Auteurs : Sebastian GARCIA-ZAMBRANO, Auteur ; Raúl Hernán PINTO-OCAMPO, Auteur Article en page(s) : p.401-409 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Accurate healthcare data is indispensable for monitoring the epidemiology of autism spectrum disorders (ASD) and improving the quality of care for individuals on the spectrum. In Colombia, the Ministry of Health has developed the social protection information system (SISPRO) as a comprehensive registry, drawing data from the healthcare system with close to universal coverage (approximately 95%). This study utilizes data gathered by SISPRO to estimate the prevalence and specific characteristics of autistic children registered between January 2020 and December 2022. En ligne : https://doi.org/10.1007/s10803-024-06534-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=580 [article] How Many Autistic Children are there in Colombia? A Nationwide Examination of Autism Through Health System Data [texte imprimé] / Sebastian GARCIA-ZAMBRANO, Auteur ; Raúl Hernán PINTO-OCAMPO, Auteur . - p.401-409. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-1 (January 2026) . - p.401-409 Index. décimale : PER Périodiques Résumé : Accurate healthcare data is indispensable for monitoring the epidemiology of autism spectrum disorders (ASD) and improving the quality of care for individuals on the spectrum. In Colombia, the Ministry of Health has developed the social protection information system (SISPRO) as a comprehensive registry, drawing data from the healthcare system with close to universal coverage (approximately 95%). This study utilizes data gathered by SISPRO to estimate the prevalence and specific characteristics of autistic children registered between January 2020 and December 2022. En ligne : https://doi.org/10.1007/s10803-024-06534-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=580

Inclusive Education for Children with Developmental Disabilities in Ethiopia: Stakeholder Views on Benefits, Disadvantages and Priorities for Action / Olivia BURNINGHAM in Journal of Autism and Developmental Disorders, 56-1 (January 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-1 (January 2026) . - p.410-425 Titre : Inclusive Education for Children with Developmental Disabilities in Ethiopia: Stakeholder Views on Benefits, Disadvantages and Priorities for Action Type de document : texte imprimé Auteurs : Olivia BURNINGHAM, Auteur ; Amanda CHEN, Auteur ; Elisa GENOVESI, Auteur ; Winini BELAY, Auteur ; Ikram AHMED, Auteur ; Moges AYELE, Auteur ; Fikirte GIRMA, Auteur ; Liya Tesfaye LAKEW, Auteur ; Charlotte HANLON, Auteur ; Rosa A. HOEKSTRA, Auteur Article en page(s) : p.410-425 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Children with developmental disabilities (DD) including intellectual disability and autism, experience exclusion from social life and education in Ethiopia. Including children with DD in mainstream inclusive classes has potential to expand access to education and uphold their right to learn alongside typically developing peers. However, inadequate support in inclusive settings can hinder their participation and educational achievement. This study explores the perspectives of stakeholders on the ways in which inclusive education can support the needs or exacerbate the challenges of children with DD in Addis Ababa, Ethiopia, and on recommendations to address the challenges. Thirty-nine participants with expertise or experience relevant to children with DD, including caregivers, educators, clinicians and other experts, took part in semi-structured interviews. Their responses were analysed using thematic template analysis. The themes developed identify four aspects which are most relevant to the potential positive and negative consequences of inclusive education for children with DD: learning and development, peer relationships, safety in school and inclusion in society. The themes encompass sub-themes of positive and negative consequences, and suggested improvements to facilitate positive effects. Identified priorities for action include enhanced teacher training, awareness-raising initiatives, tailoring infrastructure and manpower to safeguard children with DD and promoting government focus on successful inclusion. These recommendations can be implemented to facilitate well-structured inclusive education, where children with DD are supported to participate alongside typically developing peers, as well as to safeguard against the potential negative consequences of inclusion, paying sufficient attention to the distinctive needs of children with DD. En ligne : https://doi.org/10.1007/s10803-024-06549-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=580 [article] Inclusive Education for Children with Developmental Disabilities in Ethiopia: Stakeholder Views on Benefits, Disadvantages and Priorities for Action [texte imprimé] / Olivia BURNINGHAM, Auteur ; Amanda CHEN, Auteur ; Elisa GENOVESI, Auteur ; Winini BELAY, Auteur ; Ikram AHMED, Auteur ; Moges AYELE, Auteur ; Fikirte GIRMA, Auteur ; Liya Tesfaye LAKEW, Auteur ; Charlotte HANLON, Auteur ; Rosa A. HOEKSTRA, Auteur . - p.410-425. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-1 (January 2026) . - p.410-425 Index. décimale : PER Périodiques Résumé : Children with developmental disabilities (DD) including intellectual disability and autism, experience exclusion from social life and education in Ethiopia. Including children with DD in mainstream inclusive classes has potential to expand access to education and uphold their right to learn alongside typically developing peers. However, inadequate support in inclusive settings can hinder their participation and educational achievement. This study explores the perspectives of stakeholders on the ways in which inclusive education can support the needs or exacerbate the challenges of children with DD in Addis Ababa, Ethiopia, and on recommendations to address the challenges. Thirty-nine participants with expertise or experience relevant to children with DD, including caregivers, educators, clinicians and other experts, took part in semi-structured interviews. Their responses were analysed using thematic template analysis. The themes developed identify four aspects which are most relevant to the potential positive and negative consequences of inclusive education for children with DD: learning and development, peer relationships, safety in school and inclusion in society. The themes encompass sub-themes of positive and negative consequences, and suggested improvements to facilitate positive effects. Identified priorities for action include enhanced teacher training, awareness-raising initiatives, tailoring infrastructure and manpower to safeguard children with DD and promoting government focus on successful inclusion. These recommendations can be implemented to facilitate well-structured inclusive education, where children with DD are supported to participate alongside typically developing peers, as well as to safeguard against the potential negative consequences of inclusion, paying sufficient attention to the distinctive needs of children with DD. En ligne : https://doi.org/10.1007/s10803-024-06549-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=580

Autistic Individuals Do Not Alter Visual Processing Strategy During Encoding Versus Recognition of Faces: A Hidden Markov Modeling Approach / Jason W. GRIFFIN in Journal of Autism and Developmental Disorders, 56-1 (January 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-1 (January 2026) . - p.426-435 Titre : Autistic Individuals Do Not Alter Visual Processing Strategy During Encoding Versus Recognition of Faces: A Hidden Markov Modeling Approach Type de document : texte imprimé Auteurs : Jason W. GRIFFIN, Auteur ; Sara Jane WEBB, Auteur ; Brandon KEEHN, Auteur ; Geraldine DAWSON, Auteur ; James C. MCPARTLAND, Auteur Article en page(s) : p.426-435 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Visual face recognition—the ability to encode, discriminate, and recognize the faces of others—is fundamentally supported by eye movements and is a common source of difficulty for autistic individuals. We aimed to evaluate how visual processing strategies (i.e., eye movement patterns) directly support encoding and recognition of faces in autistic and neurotypical (NT) individuals. En ligne : https://doi.org/10.1007/s10803-024-06259-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=580 [article] Autistic Individuals Do Not Alter Visual Processing Strategy During Encoding Versus Recognition of Faces: A Hidden Markov Modeling Approach [texte imprimé] / Jason W. GRIFFIN, Auteur ; Sara Jane WEBB, Auteur ; Brandon KEEHN, Auteur ; Geraldine DAWSON, Auteur ; James C. MCPARTLAND, Auteur . - p.426-435. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-1 (January 2026) . - p.426-435 Index. décimale : PER Périodiques Résumé : Visual face recognition—the ability to encode, discriminate, and recognize the faces of others—is fundamentally supported by eye movements and is a common source of difficulty for autistic individuals. We aimed to evaluate how visual processing strategies (i.e., eye movement patterns) directly support encoding and recognition of faces in autistic and neurotypical (NT) individuals. En ligne : https://doi.org/10.1007/s10803-024-06259-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=580

Service Acquisition for Children with Autism Spectrum Disorder in Rural Southwest Virginia: The Role of Caregiver Psychoeducation / Daniele C. MARTINO in Journal of Autism and Developmental Disorders, 56-1 (January 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-1 (January 2026) . - p.436-441 Titre : Service Acquisition for Children with Autism Spectrum Disorder in Rural Southwest Virginia: The Role of Caregiver Psychoeducation Type de document : texte imprimé Auteurs : Daniele C. MARTINO, Auteur ; Jennifer R. BERTOLLO, Auteur ; Angela SCARPA, Auteur Article en page(s) : p.436-441 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Evidence-based intervention can significantly improve the trajectory of symptoms and overall outcomes for children with autism spectrum disorder (ASD), especially when implemented at an early age. However, families residing in rural communities experience barriers to accessing ASD-related services. The purpose of this pilot study was to assess how the provision of accessible caregiver psychoeducation related to new service acquisition for children recently diagnosed with ASD in rural Southwest Virginia. En ligne : https://doi.org/10.1007/s10803-024-06305-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=580 [article] Service Acquisition for Children with Autism Spectrum Disorder in Rural Southwest Virginia: The Role of Caregiver Psychoeducation [texte imprimé] / Daniele C. MARTINO, Auteur ; Jennifer R. BERTOLLO, Auteur ; Angela SCARPA, Auteur . - p.436-441. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-1 (January 2026) . - p.436-441 Index. décimale : PER Périodiques Résumé : Evidence-based intervention can significantly improve the trajectory of symptoms and overall outcomes for children with autism spectrum disorder (ASD), especially when implemented at an early age. However, families residing in rural communities experience barriers to accessing ASD-related services. The purpose of this pilot study was to assess how the provision of accessible caregiver psychoeducation related to new service acquisition for children recently diagnosed with ASD in rural Southwest Virginia. En ligne : https://doi.org/10.1007/s10803-024-06305-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=580

Correction: Promoting Reciprocal Relationships with Flexibility, Coaching, and Teaching (PRRFCT Match): A Virtual Parent-Mediated Intervention Package for Young Children with Developmental Disabilities / Megan KUNZE in Journal of Autism and Developmental Disorders, 56-1 (January 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-1 (January 2026) . - p.442-442 Titre : Correction: Promoting Reciprocal Relationships with Flexibility, Coaching, and Teaching (PRRFCT Match): A Virtual Parent-Mediated Intervention Package for Young Children with Developmental Disabilities Type de document : texte imprimé Auteurs : Megan KUNZE, Auteur ; Qi WEI, Auteur ; Alexis BACON-YATES, Auteur ; Emily POMPAN, Auteur ; Hannah LOCKWOOD, Auteur ; Nicole WITTHUHN, Auteur Article en page(s) : p.442-442 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : https://doi.org/10.1007/s10803-025-07102-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=580 [article] Correction: Promoting Reciprocal Relationships with Flexibility, Coaching, and Teaching (PRRFCT Match): A Virtual Parent-Mediated Intervention Package for Young Children with Developmental Disabilities [texte imprimé] / Megan KUNZE, Auteur ; Qi WEI, Auteur ; Alexis BACON-YATES, Auteur ; Emily POMPAN, Auteur ; Hannah LOCKWOOD, Auteur ; Nicole WITTHUHN, Auteur . - p.442-442. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-1 (January 2026) . - p.442-442 Index. décimale : PER Périodiques En ligne : https://doi.org/10.1007/s10803-025-07102-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=580

Correction: Eye Tracking Screening for ASD in Nursery: Is Early Diagnosis Possible? A Large-scale Real-life Experiment / Victor Hugo DA SILVA in Journal of Autism and Developmental Disorders, 56-1 (January 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-1 (January 2026) . - p.443-446 Titre : Correction: Eye Tracking Screening for ASD in Nursery: Is Early Diagnosis Possible? A Large-scale Real-life Experiment Type de document : texte imprimé Auteurs : Victor Hugo DA SILVA, Auteur ; Yasmine R. MARTINS, Auteur ; Pedro A. S. O. NETO, Auteur ; Joana PORTOLESE, Auteur ; Fátima R. FERNANDES, Auteur ; Carlos TAKEUCHI, Auteur ; Fernanda O. A. LIMA, Auteur ; Marcilia L. MARTYN, Auteur ; Katerina LUKASOVA, Auteur ; Edson AMARO, Auteur Article en page(s) : p.443-446 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : https://doi.org/10.1007/s10803-025-07138-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=580 [article] Correction: Eye Tracking Screening for ASD in Nursery: Is Early Diagnosis Possible? A Large-scale Real-life Experiment [texte imprimé] / Victor Hugo DA SILVA, Auteur ; Yasmine R. MARTINS, Auteur ; Pedro A. S. O. NETO, Auteur ; Joana PORTOLESE, Auteur ; Fátima R. FERNANDES, Auteur ; Carlos TAKEUCHI, Auteur ; Fernanda O. A. LIMA, Auteur ; Marcilia L. MARTYN, Auteur ; Katerina LUKASOVA, Auteur ; Edson AMARO, Auteur . - p.443-446. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-1 (January 2026) . - p.443-446 Index. décimale : PER Périodiques En ligne : https://doi.org/10.1007/s10803-025-07138-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=580