Brief Report: “Quick and (not so) Dirty” Assessment of Change in Autism: Cross-Cultural Reliability of the Developmental Disabilities CGAS and the OSU Autism CGI / Nora CHOQUE OLSSON in Journal of Autism and Developmental Disorders, 44-7 (July 2014)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 44-7 (July 2014) . - p.1773-1778 Titre : Brief Report: “Quick and (not so) Dirty” Assessment of Change in Autism: Cross-Cultural Reliability of the Developmental Disabilities CGAS and the OSU Autism CGI Type de document : Texte imprimé et/ou numérique Auteurs : Nora CHOQUE OLSSON, Auteur ; Sven BÖLTE, Auteur Article en page(s) : p.1773-1778 Langues : Anglais (eng) Mots-clés : Intervention  Outcome  Longitudinal  Asperger syndrome  Psychometrics Index. décimale : PER Périodiques Résumé : There are few evaluated economic tools to assess change in autism. This study examined the inter-rater reliability of the Developmental Disabilities Children’s Global Assessment Scale (DD-CGAS), and the OSU Autism Clinical Global Impression (OSU Autism CGI) in a European setting. Using these scales, 16 clinicians with multidisciplinary background and varying experience independently rated eight vignettes of autism spectrum disorder for severity and general psychosocial functioning at referral and discharge. Intraclass correlation coefficient (ICCs) for experienced clinicians were .75 for the DD-CGAS and .72 for the OSU Autism CGI. In inexperienced clinicians these ICCs were .58 and .59. Results confirm previous North American studies, and further extents the reliability of the instruments to untrained, less experienced clinicians with different professions. En ligne : http://dx.doi.org/10.1007/s10803-013-2029-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=236 [article] Brief Report: “Quick and (not so) Dirty” Assessment of Change in Autism: Cross-Cultural Reliability of the Developmental Disabilities CGAS and the OSU Autism CGI [Texte imprimé et/ou numérique] / Nora CHOQUE OLSSON, Auteur ; Sven BÖLTE, Auteur . - p.1773-1778. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 44-7 (July 2014) . - p.1773-1778 Mots-clés : Intervention  Outcome  Longitudinal  Asperger syndrome  Psychometrics Index. décimale : PER Périodiques Résumé : There are few evaluated economic tools to assess change in autism. This study examined the inter-rater reliability of the Developmental Disabilities Children’s Global Assessment Scale (DD-CGAS), and the OSU Autism Clinical Global Impression (OSU Autism CGI) in a European setting. Using these scales, 16 clinicians with multidisciplinary background and varying experience independently rated eight vignettes of autism spectrum disorder for severity and general psychosocial functioning at referral and discharge. Intraclass correlation coefficient (ICCs) for experienced clinicians were .75 for the DD-CGAS and .72 for the OSU Autism CGI. In inexperienced clinicians these ICCs were .58 and .59. Results confirm previous North American studies, and further extents the reliability of the instruments to untrained, less experienced clinicians with different professions. En ligne : http://dx.doi.org/10.1007/s10803-013-2029-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=236

Can findings from randomized controlled trials of social skills training in autism spectrum disorder be generalized? The neglected dimension of external validity / Ulf JONSSON in Autism, 20-3 (April 2016)  

Public ISBD [article]  inAutism > 20-3 (April 2016) . - p.295-305 Titre : Can findings from randomized controlled trials of social skills training in autism spectrum disorder be generalized? The neglected dimension of external validity Type de document : Texte imprimé et/ou numérique Auteurs : Ulf JONSSON, Auteur ; Nora CHOQUE OLSSON, Auteur ; Sven BÖLTE, Auteur Article en page(s) : p.295-305 Langues : Anglais (eng) Mots-clés : child psychiatry  evidence-based methods  neurodevelopmental disorders  systematic review Index. décimale : PER Périodiques Résumé : Systematic reviews have traditionally focused on internal validity, while external validity often has been overlooked. In this study, we systematically reviewed determinants of external validity in the accumulated randomized controlled trials of social skills group interventions for children and adolescents with autism spectrum disorder. We extracted data clustered into six overarching themes: source population, included population, context, treatment provider, treatment intervention, and outcome. A total of 15 eligible randomized controlled trials were identified. The eligible population was typically limited to high-functioning school-aged children with autism spectrum disorder, and the included population was predominantly male and Caucasian. Scant information about the recruitment of participants was provided, and details about treatment providers and settings were sparse. It was not evident from the trials to what extent acquired social skills were enacted in everyday life and maintained over time. We conclude that the generalizability of the accumulated evidence is unclear and that the determinants of external validity are often inadequately reported. At this point, more effectiveness-oriented randomized controlled trials of equally high internal and external validity are needed. More attention to the determinants of external validity is warranted when this new generation of randomized controlled trials are planned and reported. We provide a tentative checklist for this purpose. En ligne : http://dx.doi.org/10.1177/1362361315583817 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=285 [article] Can findings from randomized controlled trials of social skills training in autism spectrum disorder be generalized? The neglected dimension of external validity [Texte imprimé et/ou numérique] / Ulf JONSSON, Auteur ; Nora CHOQUE OLSSON, Auteur ; Sven BÖLTE, Auteur . - p.295-305. Langues : Anglais (eng) in Autism > 20-3 (April 2016) . - p.295-305 Mots-clés : child psychiatry  evidence-based methods  neurodevelopmental disorders  systematic review Index. décimale : PER Périodiques Résumé : Systematic reviews have traditionally focused on internal validity, while external validity often has been overlooked. In this study, we systematically reviewed determinants of external validity in the accumulated randomized controlled trials of social skills group interventions for children and adolescents with autism spectrum disorder. We extracted data clustered into six overarching themes: source population, included population, context, treatment provider, treatment intervention, and outcome. A total of 15 eligible randomized controlled trials were identified. The eligible population was typically limited to high-functioning school-aged children with autism spectrum disorder, and the included population was predominantly male and Caucasian. Scant information about the recruitment of participants was provided, and details about treatment providers and settings were sparse. It was not evident from the trials to what extent acquired social skills were enacted in everyday life and maintained over time. We conclude that the generalizability of the accumulated evidence is unclear and that the determinants of external validity are often inadequately reported. At this point, more effectiveness-oriented randomized controlled trials of equally high internal and external validity are needed. More attention to the determinants of external validity is warranted when this new generation of randomized controlled trials are planned and reported. We provide a tentative checklist for this purpose. En ligne : http://dx.doi.org/10.1177/1362361315583817 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=285

Rare variants in the outcome of social skills group training for autism / Danyang LI in Autism Research, 15-3 (March 2022)  

Public ISBD [article]  inAutism Research > 15-3 (March 2022) . - p.434-446 Titre : Rare variants in the outcome of social skills group training for autism Type de document : Texte imprimé et/ou numérique Auteurs : Danyang LI, Auteur ; Nora CHOQUE OLSSON, Auteur ; Martin BECKER, Auteur ; Abishek ARORA, Auteur ; Hong JIAO, Auteur ; Nina NORGREN, Auteur ; Ulf JONSSON, Auteur ; Sven BÖLTE, Auteur ; Kristiina TAMMIMIES, Auteur Article en page(s) : p.434-446 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Abstract Exome sequencing has been proposed as the first-tier genetic testing in autism spectrum disorder (ASD). Here, we performed exome sequencing in autistic individuals with average to high intellectual abilities (N = 207) to identify molecular diagnoses and genetic modifiers of intervention outcomes of social skills group training (SSGT) or standard care. We prioritized variants of clinical significance (VCS), variants of uncertain significance (VUS) and generated a pilot scheme to calculate genetic scores of rare and common variants in ASD-related gene pathways. Mixed linear models were used to test the association between the carrier status of VCS/VUS or the genetic scores with intervention outcomes measured by the social responsiveness scale. Additionally, we combined behavioral and genetic features using a machine learning (ML) model to predict the individual response. We showed a rate of 4.4% and 11.3% of VCS and VUS in the cohort, respectively. Individuals with VCS or VUS had improved significantly less after standard care than non-carriers at post-intervention (? = 9.35; p = 0.036), while no such association was observed for SSGT (? = ?2.50; p = 0.65). Higher rare variant genetic scores for synaptic transmission and regulation of transcription from RNA polymerase II were separately associated with less beneficial (? = 8.30, p = 0.0044) or more beneficial (? = ?6.79, p = 0.014) effects after SSGT compared with standard care at follow-up, respectively. Our ML model showed the importance of rare variants for outcome prediction. Further studies are needed to understand genetic predisposition to intervention outcomes in ASD. En ligne : https://doi.org/10.1002/aur.2666 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473 [article] Rare variants in the outcome of social skills group training for autism [Texte imprimé et/ou numérique] / Danyang LI, Auteur ; Nora CHOQUE OLSSON, Auteur ; Martin BECKER, Auteur ; Abishek ARORA, Auteur ; Hong JIAO, Auteur ; Nina NORGREN, Auteur ; Ulf JONSSON, Auteur ; Sven BÖLTE, Auteur ; Kristiina TAMMIMIES, Auteur . - p.434-446. Langues : Anglais (eng) in Autism Research > 15-3 (March 2022) . - p.434-446 Index. décimale : PER Périodiques Résumé : Abstract Exome sequencing has been proposed as the first-tier genetic testing in autism spectrum disorder (ASD). Here, we performed exome sequencing in autistic individuals with average to high intellectual abilities (N = 207) to identify molecular diagnoses and genetic modifiers of intervention outcomes of social skills group training (SSGT) or standard care. We prioritized variants of clinical significance (VCS), variants of uncertain significance (VUS) and generated a pilot scheme to calculate genetic scores of rare and common variants in ASD-related gene pathways. Mixed linear models were used to test the association between the carrier status of VCS/VUS or the genetic scores with intervention outcomes measured by the social responsiveness scale. Additionally, we combined behavioral and genetic features using a machine learning (ML) model to predict the individual response. We showed a rate of 4.4% and 11.3% of VCS and VUS in the cohort, respectively. Individuals with VCS or VUS had improved significantly less after standard care than non-carriers at post-intervention (? = 9.35; p = 0.036), while no such association was observed for SSGT (? = ?2.50; p = 0.65). Higher rare variant genetic scores for synaptic transmission and regulation of transcription from RNA polymerase II were separately associated with less beneficial (? = 8.30, p = 0.0044) or more beneficial (? = ?6.79, p = 0.014) effects after SSGT compared with standard care at follow-up, respectively. Our ML model showed the importance of rare variants for outcome prediction. Further studies are needed to understand genetic predisposition to intervention outcomes in ASD. En ligne : https://doi.org/10.1002/aur.2666 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473

Social skills group training in high-functioning autism: A qualitative responder study / Nora CHOQUE OLSSON in Autism, 20-8 (November 2016)  

Public ISBD [article]  inAutism > 20-8 (November 2016) . - p.995-1010 Titre : Social skills group training in high-functioning autism: A qualitative responder study Type de document : Texte imprimé et/ou numérique Auteurs : Nora CHOQUE OLSSON, Auteur ; Daniel RAUTIO, Auteur ; Jenny ASZTALOS, Auteur ; Ulrich STOETZER, Auteur ; Sven BÖLTE, Auteur Article en page(s) : p.995-1010 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  evidence-based intervention  psychiatry  responder-analysis  thematic analysis  treatment Index. décimale : PER Périodiques Résumé : Systematic reviews show some evidence for the efficacy of group-based social skills group training in children and adolescents with autism spectrum disorder, but more rigorous research is needed to endorse generalizability. In addition, little is known about the perspectives of autistic individuals participating in social skills group training. Using a qualitative approach, the objective of this study was to examine experiences and opinions about social skills group training of children and adolescents with higher functioning autism spectrum disorder and their parents following participation in a manualized social skills group training (“KONTAKT”). Within an ongoing randomized controlled clinical trial (NCT01854346) and based on outcome data from the Social Responsiveness Scale, six high responders and five low-to-non-responders to social skills group training and one parent of each child (N?=?22) were deep interviewed. Interestingly, both high responders and low-to-non-responders (and their parents) reported improvements in social communication and related skills (e.g. awareness of own difficulties, self-confidence, independence in everyday life) and overall treatment satisfaction, although more positive intervention experiences were expressed by responders. These findings highlight the added value of collecting verbal data in addition to quantitative data in a comprehensive evaluation of social skills group training. En ligne : http://dx.doi.org/10.1177/1362361315621885 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=294 [article] Social skills group training in high-functioning autism: A qualitative responder study [Texte imprimé et/ou numérique] / Nora CHOQUE OLSSON, Auteur ; Daniel RAUTIO, Auteur ; Jenny ASZTALOS, Auteur ; Ulrich STOETZER, Auteur ; Sven BÖLTE, Auteur . - p.995-1010. Langues : Anglais (eng) in Autism > 20-8 (November 2016) . - p.995-1010 Mots-clés : Autism spectrum disorder  evidence-based intervention  psychiatry  responder-analysis  thematic analysis  treatment Index. décimale : PER Périodiques Résumé : Systematic reviews show some evidence for the efficacy of group-based social skills group training in children and adolescents with autism spectrum disorder, but more rigorous research is needed to endorse generalizability. In addition, little is known about the perspectives of autistic individuals participating in social skills group training. Using a qualitative approach, the objective of this study was to examine experiences and opinions about social skills group training of children and adolescents with higher functioning autism spectrum disorder and their parents following participation in a manualized social skills group training (“KONTAKT”). Within an ongoing randomized controlled clinical trial (NCT01854346) and based on outcome data from the Social Responsiveness Scale, six high responders and five low-to-non-responders to social skills group training and one parent of each child (N?=?22) were deep interviewed. Interestingly, both high responders and low-to-non-responders (and their parents) reported improvements in social communication and related skills (e.g. awareness of own difficulties, self-confidence, independence in everyday life) and overall treatment satisfaction, although more positive intervention experiences were expressed by responders. These findings highlight the added value of collecting verbal data in addition to quantitative data in a comprehensive evaluation of social skills group training. En ligne : http://dx.doi.org/10.1177/1362361315621885 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=294

The moderating role of co-occurring attention-deficit hyperactivity disorder in social skills group training for autistic children and adolescents / Anna FRIDELL in Autism, 29-8 (August 2025)  

Public ISBD [article]  inAutism > 29-8 (August 2025) . - p.2030-2043 Titre : The moderating role of co-occurring attention-deficit hyperactivity disorder in social skills group training for autistic children and adolescents Type de document : Texte imprimé et/ou numérique Auteurs : Anna FRIDELL, Auteur ; Nora CHOQUE OLSSON, Auteur ; Christina COCO, Auteur ; Sven BÖLTE, Auteur ; Ulf JONSSON, Auteur Article en page(s) : p.2030-2043 Langues : Anglais (eng) Mots-clés : attention-deficit hyperactivity disorder  autism  clinically relevant change  interaction  intervention  moderator analysis  personalized medicine  reliable change  response Index. décimale : PER Périodiques Résumé : Social skills group training is frequently used to support autistic children and adolescents in coping with everyday social demands and expectations. Meta-analytic studies suggest small to medium effect sizes. Effect moderators must be better understood to inform implementation and allow optimization of intervention protocols. Using data from two pragmatic randomized trials (N = 241) of the KONTAKT? social skills group training program as an add-on to standard care in clinical settings, we aimed to explore the moderating role of co-occurring attention-deficit hyperactivity disorder in children (7-12 years) and adolescents (13-18?years). Two distinct response criteria were defined based on the parent-rated Social Responsiveness Scale: reliable improvement (?25 points) and clinically relevant improvement (?10 points). Moderator analyses indicated that the intervention effect was moderated by co-occurring attention-deficit hyperactivity disorder and age group. Logistic regressions stratified by co-occurring attention-deficit hyperactivity disorder showed significant effects among those without attention-deficit hyperactivity disorder (n = 63), both in terms of reliable improvement (odds ratio: 11.85, p = 0.002) and clinically relevant improvement (odds ratio: 10.00, p = 0.001). In contrast, no significant effects were observed in those with co-occurring attention-deficit hyperactivity disorder (n = 178). Explorative analyses further stratified by age suggested significant effects in adolescents, but not children, with co-occurring attention-deficit hyperactivity disorder. The findings preliminarily suggest that autistic children with attention-deficit hyperactivity disorder may need other or additional support.Lay abstract Social skills group training can help some autistic children and adolescents improve their social life. Still, the positive effects may be less clear for those who also have attention-deficit hyperactivity disorder. We used data from two previous projects evaluating the effects of a social skills group training program called KONTAKT? as an addition to the common healthcare provided. Our study included 241 children (8-12 years) and adolescents (13-18?years). To determine whether the participants had improved their social skills, we used ratings provided by the parents before and after the training and 3?months later. We then explored if KONTAKT led to improvement for autistic children and adolescents with and without attention-deficit hyperactivity disorder. Autistic children and adolescents often struggle to understand others and express themselves in everyday social situations. These challenges can create barriers to well-being and future life chances. Social skills group training can improve social skills in some autistic youths, but not all will benefit equally from the training. It is therefore important to better understand whether some groups need more support or other forms of assistance. Many autistic children and adolescents also have attention-deficit hyperactivity disorder, which can make the training of social skills more complicated. We found that both children and adolescents can benefit from KONTAKT. Still, preadolescent autistic children with attention-deficit hyperactivity disorder did not seem to improve as a result of the training. Based on these findings, it is important to find additional strategies to support this specific group of autistic children in handling social situations. En ligne : https://journals.sagepub.com/doi/abs/10.1177/13623613251331993 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=564 [article] The moderating role of co-occurring attention-deficit hyperactivity disorder in social skills group training for autistic children and adolescents [Texte imprimé et/ou numérique] / Anna FRIDELL, Auteur ; Nora CHOQUE OLSSON, Auteur ; Christina COCO, Auteur ; Sven BÖLTE, Auteur ; Ulf JONSSON, Auteur . - p.2030-2043. Langues : Anglais (eng) in Autism > 29-8 (August 2025) . - p.2030-2043 Mots-clés : attention-deficit hyperactivity disorder  autism  clinically relevant change  interaction  intervention  moderator analysis  personalized medicine  reliable change  response Index. décimale : PER Périodiques Résumé : Social skills group training is frequently used to support autistic children and adolescents in coping with everyday social demands and expectations. Meta-analytic studies suggest small to medium effect sizes. Effect moderators must be better understood to inform implementation and allow optimization of intervention protocols. Using data from two pragmatic randomized trials (N = 241) of the KONTAKT? social skills group training program as an add-on to standard care in clinical settings, we aimed to explore the moderating role of co-occurring attention-deficit hyperactivity disorder in children (7-12 years) and adolescents (13-18?years). Two distinct response criteria were defined based on the parent-rated Social Responsiveness Scale: reliable improvement (?25 points) and clinically relevant improvement (?10 points). Moderator analyses indicated that the intervention effect was moderated by co-occurring attention-deficit hyperactivity disorder and age group. Logistic regressions stratified by co-occurring attention-deficit hyperactivity disorder showed significant effects among those without attention-deficit hyperactivity disorder (n = 63), both in terms of reliable improvement (odds ratio: 11.85, p = 0.002) and clinically relevant improvement (odds ratio: 10.00, p = 0.001). In contrast, no significant effects were observed in those with co-occurring attention-deficit hyperactivity disorder (n = 178). Explorative analyses further stratified by age suggested significant effects in adolescents, but not children, with co-occurring attention-deficit hyperactivity disorder. The findings preliminarily suggest that autistic children with attention-deficit hyperactivity disorder may need other or additional support.Lay abstract Social skills group training can help some autistic children and adolescents improve their social life. Still, the positive effects may be less clear for those who also have attention-deficit hyperactivity disorder. We used data from two previous projects evaluating the effects of a social skills group training program called KONTAKT? as an addition to the common healthcare provided. Our study included 241 children (8-12 years) and adolescents (13-18?years). To determine whether the participants had improved their social skills, we used ratings provided by the parents before and after the training and 3?months later. We then explored if KONTAKT led to improvement for autistic children and adolescents with and without attention-deficit hyperactivity disorder. Autistic children and adolescents often struggle to understand others and express themselves in everyday social situations. These challenges can create barriers to well-being and future life chances. Social skills group training can improve social skills in some autistic youths, but not all will benefit equally from the training. It is therefore important to better understand whether some groups need more support or other forms of assistance. Many autistic children and adolescents also have attention-deficit hyperactivity disorder, which can make the training of social skills more complicated. We found that both children and adolescents can benefit from KONTAKT. Still, preadolescent autistic children with attention-deficit hyperactivity disorder did not seem to improve as a result of the training. Based on these findings, it is important to find additional strategies to support this specific group of autistic children in handling social situations. En ligne : https://journals.sagepub.com/doi/abs/10.1177/13623613251331993 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=564

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