Anxiety in Autism Spectrum Disorder / Mirko ULJAREVIĆ  

Public ISBD in Psychiatric Symptoms and Comorbidities in Autism Spectrum Disorder / Luigi MAZZONE Titre : Anxiety in Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Mirko ULJAREVIĆ, Auteur ; Heather J. NUSKE, Auteur ; Giacomo VIVANTI, Auteur Année de publication : 2016 Importance : p.21-38 Langues : Anglais (eng) Index. décimale : TRO-F TRO-F - Autres Troubles En ligne : http://dx.doi.org/10.1007/978-3-319-29695-1_2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=301 in Psychiatric Symptoms and Comorbidities in Autism Spectrum Disorder / Luigi MAZZONE Anxiety in Autism Spectrum Disorder [texte imprimé] / Mirko ULJAREVIĆ, Auteur ; Heather J. NUSKE, Auteur ; Giacomo VIVANTI, Auteur . - 2016 . - p.21-38. Langues : Anglais (eng) Index. décimale : TRO-F TRO-F - Autres Troubles En ligne : http://dx.doi.org/10.1007/978-3-319-29695-1_2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=301

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Brief Report: Evidence for Normative Resting-State Physiology in Autism / Heather J. NUSKE in Journal of Autism and Developmental Disorders, 44-8 (August 2014)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 44-8 (August 2014) . - p.2057-2063 Titre : Brief Report: Evidence for Normative Resting-State Physiology in Autism Type de document : texte imprimé Auteurs : Heather J. NUSKE, Auteur ; Giacomo VIVANTI, Auteur ; Cheryl DISSANAYAKE, Auteur Article en page(s) : p.2057-2063 Langues : Anglais (eng) Mots-clés : Resting-state physiology  Autism  Pupillometry  Baseline  Eye-tracking  Autonomic nervous system Index. décimale : PER Périodiques Résumé : Although the conception of autism as a disorder of abnormal resting-state physiology has a long history, the evidence remains mixed. Using state-of-the-art eye-tracking pupillometry, resting-state (tonic) pupil size was measured in children with and without autism. No group differences in tonic pupil size were found, and tonic pupil size was not related to age or cognitive ability in either group, and nor was it related to autistic symptoms. We suggest that previous findings of hyper-arousal in autism at baseline may be a product of different recording methods, in particular different movement-artifact removal techniques. These results question the notion that autism is associated with a fundamental dysregulation in resting-state physiology. Further research, employing such techniques is needed to confirm these findings. En ligne : http://dx.doi.org/10.1007/s10803-014-2068-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=236 [article] Brief Report: Evidence for Normative Resting-State Physiology in Autism [texte imprimé] / Heather J. NUSKE, Auteur ; Giacomo VIVANTI, Auteur ; Cheryl DISSANAYAKE, Auteur . - p.2057-2063. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 44-8 (August 2014) . - p.2057-2063 Mots-clés : Resting-state physiology  Autism  Pupillometry  Baseline  Eye-tracking  Autonomic nervous system Index. décimale : PER Périodiques Résumé : Although the conception of autism as a disorder of abnormal resting-state physiology has a long history, the evidence remains mixed. Using state-of-the-art eye-tracking pupillometry, resting-state (tonic) pupil size was measured in children with and without autism. No group differences in tonic pupil size were found, and tonic pupil size was not related to age or cognitive ability in either group, and nor was it related to autistic symptoms. We suggest that previous findings of hyper-arousal in autism at baseline may be a product of different recording methods, in particular different movement-artifact removal techniques. These results question the notion that autism is associated with a fundamental dysregulation in resting-state physiology. Further research, employing such techniques is needed to confirm these findings. En ligne : http://dx.doi.org/10.1007/s10803-014-2068-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=236

Broken bridges-new school transitions for students with autism spectrum disorder: A systematic review on difficulties and strategies for success / Heather J. NUSKE in Autism, 23-2 (February 2019)  

Public ISBD [article]  inAutism > 23-2 (February 2019) . - p.306-325 Titre : Broken bridges-new school transitions for students with autism spectrum disorder: A systematic review on difficulties and strategies for success Type de document : texte imprimé Auteurs : Heather J. NUSKE, Auteur ; Elizabeth MCGHEE HASSRICK, Auteur ; Briana BRONSTEIN, Auteur ; Lindsay HAUPTMAN, Auteur ; Courtney A. APONTE, Auteur ; Lynne LEVATO, Auteur ; Aubyn STAHMER, Auteur ; David S. MANDELL, Auteur ; Peter C. MUNDY, Auteur ; Connie KASARI, Auteur ; Tristram SMITH, Auteur Article en page(s) : p.306-325 Langues : Anglais (eng) Mots-clés : anxiety  autism spectrum disorders  home-school communication  inter-school coordination  interventions-psychosocial/behavioral  language barriers  parental advocacy  school resources  school transition  transition planning Index. décimale : PER Périodiques Résumé : Transitioning to a new school is often challenging for students with autism spectrum disorder. Few studies have examined the transition needs of students with autism spectrum disorder or the benefits of specific supports. This review synthesizes research findings on the difficulties that school transitions pose for students with autism spectrum disorder and their parents and teachers, and the strategies used to support students and parents during school transition. The review included 27 studies (10 examining the transition to primary school, 17 the transition to secondary school), with data from 443 students with autism spectrum disorder, 453 parents, and 546 teachers, across four continents (North America, Europe, Africa, and Australia). Studies reported that children with autism spectrum disorder struggled with anxiety and increased social pressure, their parents felt overwhelmed with complex placement decisions and worried about the well-being of their children, and teachers strove to provide appropriate supports to their students with autism spectrum disorder, often with inadequate resources. Findings indicated that the most useful strategies involved helping the student adjust to the new school setting, individualizing transition supports, clarifying the transition process for parents, and fostering communication both between the sending and receiving schools, and school and home. En ligne : http://dx.doi.org/10.1177/1362361318754529 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383 [article] Broken bridges-new school transitions for students with autism spectrum disorder: A systematic review on difficulties and strategies for success [texte imprimé] / Heather J. NUSKE, Auteur ; Elizabeth MCGHEE HASSRICK, Auteur ; Briana BRONSTEIN, Auteur ; Lindsay HAUPTMAN, Auteur ; Courtney A. APONTE, Auteur ; Lynne LEVATO, Auteur ; Aubyn STAHMER, Auteur ; David S. MANDELL, Auteur ; Peter C. MUNDY, Auteur ; Connie KASARI, Auteur ; Tristram SMITH, Auteur . - p.306-325. Langues : Anglais (eng) in Autism > 23-2 (February 2019) . - p.306-325 Mots-clés : anxiety  autism spectrum disorders  home-school communication  inter-school coordination  interventions-psychosocial/behavioral  language barriers  parental advocacy  school resources  school transition  transition planning Index. décimale : PER Périodiques Résumé : Transitioning to a new school is often challenging for students with autism spectrum disorder. Few studies have examined the transition needs of students with autism spectrum disorder or the benefits of specific supports. This review synthesizes research findings on the difficulties that school transitions pose for students with autism spectrum disorder and their parents and teachers, and the strategies used to support students and parents during school transition. The review included 27 studies (10 examining the transition to primary school, 17 the transition to secondary school), with data from 443 students with autism spectrum disorder, 453 parents, and 546 teachers, across four continents (North America, Europe, Africa, and Australia). Studies reported that children with autism spectrum disorder struggled with anxiety and increased social pressure, their parents felt overwhelmed with complex placement decisions and worried about the well-being of their children, and teachers strove to provide appropriate supports to their students with autism spectrum disorder, often with inadequate resources. Findings indicated that the most useful strategies involved helping the student adjust to the new school setting, individualizing transition supports, clarifying the transition process for parents, and fostering communication both between the sending and receiving schools, and school and home. En ligne : http://dx.doi.org/10.1177/1362361318754529 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383

Building Better Bridges: Outcomes of a Community-Partnered New School Transition Intervention for Students on the Autism Spectrum / Heather J. NUSKE in Journal of Autism and Developmental Disorders, 55-9 (September 2025)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-9 (September 2025) . - p.3100-3117 Titre : Building Better Bridges: Outcomes of a Community-Partnered New School Transition Intervention for Students on the Autism Spectrum Type de document : texte imprimé Auteurs : Heather J. NUSKE, Auteur ; Tristram SMITH, Auteur ; Lynne LEVATO, Auteur ; Briana BRONSTEIN, Auteur ; Nicole SPARAPANI, Auteur ; Consuelo GARCIA, Auteur ; Fernanda CASTELLON, Auteur ; Hyon Soo LEE, Auteur ; Sarah F. VEJNOSKA, Auteur ; Samantha HOCHHEIMER, Auteur ; Amber R. FITZGERALD, Auteur ; Jenny C. CHIAPPE, Auteur ; Amanda DIMACHKIE NUNNALLY, Auteur ; Jennica LI, Auteur ; Wendy SHIH, Auteur ; Ashlee BROWN, Auteur ; Michelle CULLEN, Auteur ; Lisa M. HUND, Auteur ; Aubyn C. STAHMER, Auteur ; Suzannah IADAROLA, Auteur ; David S. MANDELL, Auteur ; Elizabeth MCGHEE HASSRICK, Auteur ; Sheryl KATAOKA, Auteur ; Connie KASARI, Auteur Article en page(s) : p.3100-3117 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : New school transitions can be challenging for students on the autism spectrum. No published, evidence-based interventions exist to support families and teachers of students transitioning to elementary and secondary school during this critical period. Using Community Partnered Participatory Research, we developed Building Better Bridges (BBB), a caregiver coaching intervention that includes training on effective school communication, educational rights, advocacy, and child preparation strategies. We compared BBB (n = 83) to a module/resources-only comparison (n = 87) in a four-site randomized controlled trial in racially and ethnically diverse, under-resourced communities. In our intent-to-treat analysis, caregivers and teachers in BBB rated students' transitions to the new classroom as more positive, relative to the comparison group. Results suggest this low-cost intervention can improve the transition process for families and students at high risk of poor transitions. En ligne : https://doi.org/10.1007/s10803-024-06285-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=566 [article] Building Better Bridges: Outcomes of a Community-Partnered New School Transition Intervention for Students on the Autism Spectrum [texte imprimé] / Heather J. NUSKE, Auteur ; Tristram SMITH, Auteur ; Lynne LEVATO, Auteur ; Briana BRONSTEIN, Auteur ; Nicole SPARAPANI, Auteur ; Consuelo GARCIA, Auteur ; Fernanda CASTELLON, Auteur ; Hyon Soo LEE, Auteur ; Sarah F. VEJNOSKA, Auteur ; Samantha HOCHHEIMER, Auteur ; Amber R. FITZGERALD, Auteur ; Jenny C. CHIAPPE, Auteur ; Amanda DIMACHKIE NUNNALLY, Auteur ; Jennica LI, Auteur ; Wendy SHIH, Auteur ; Ashlee BROWN, Auteur ; Michelle CULLEN, Auteur ; Lisa M. HUND, Auteur ; Aubyn C. STAHMER, Auteur ; Suzannah IADAROLA, Auteur ; David S. MANDELL, Auteur ; Elizabeth MCGHEE HASSRICK, Auteur ; Sheryl KATAOKA, Auteur ; Connie KASARI, Auteur . - p.3100-3117. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-9 (September 2025) . - p.3100-3117 Index. décimale : PER Périodiques Résumé : New school transitions can be challenging for students on the autism spectrum. No published, evidence-based interventions exist to support families and teachers of students transitioning to elementary and secondary school during this critical period. Using Community Partnered Participatory Research, we developed Building Better Bridges (BBB), a caregiver coaching intervention that includes training on effective school communication, educational rights, advocacy, and child preparation strategies. We compared BBB (n = 83) to a module/resources-only comparison (n = 87) in a four-site randomized controlled trial in racially and ethnically diverse, under-resourced communities. In our intent-to-treat analysis, caregivers and teachers in BBB rated students' transitions to the new classroom as more positive, relative to the comparison group. Results suggest this low-cost intervention can improve the transition process for families and students at high risk of poor transitions. En ligne : https://doi.org/10.1007/s10803-024-06285-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=566

Developmental delays in emotion regulation strategies in preschoolers with autism / Heather J. NUSKE in Autism Research, 10-11 (November 2017)  

Public ISBD [article]  inAutism Research > 10-11 (November 2017) . - p.1808-1822 Titre : Developmental delays in emotion regulation strategies in preschoolers with autism Type de document : texte imprimé Auteurs : Heather J. NUSKE, Auteur ; Darren HEDLEY, Auteur ; Alexandra WOOLLACOTT, Auteur ; Phoebe THOMSON, Auteur ; Suzanne L. MACARI, Auteur ; Cheryl DISSANAYAKE, Auteur Article en page(s) : p.1808-1822 Langues : Anglais (eng) Mots-clés : emotion regulation strategies  autism  mental health  wellbeing  self-development  preschool  independence  child emotional wellbeing scale Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder (ASD) commonly present with difficulty regulating negative emotions, which has been found to impact their behavioral and mental health. Little research has documented the strategies that children with ASD use to regulate their emotion to understand whether they use qualitatively different strategies to children without ASD, whether these are developmentally delayed, or both. Forty-four children with ASD and 29 typically-developing children (2–4 years) were given tasks designed to mimic everyday life experiences requiring children to manage low-level stress (e.g., waiting for a snack) and children's emotion regulation strategies were coded. Parents reported on their child's mental health, wellbeing, and self-development. The results suggest differences in using emotion regulation strategies in children with ASD, reflecting a delay, rather than a deviance when compared to those used by children without ASD. Only children with ASD relied on their family members for physical and communicative soothing; the typically developing children relied on people outside of their family for help regulating their emotion. More frequent approach/less frequent avoidance was related to a higher self-evaluation in both groups, but was only additionally related to higher self-recognition and autonomy in the ASD group. These findings help to identify important emotion regulation intervention targets for this population, including supporting communication with people outside of the family and independence. Autism Res 2017, 10: 1808–1822. © 2017 International Society for Autism Research, Wiley Periodicals, Inc. Lay Summary Results suggest that children with autism had more difficulty using communication strategies to manage stress only with people outside the family; they used these strategies with family members as often as children without autism. For all children, more task approach/less avoidance was related to children's higher self-evaluation. These findings suggest targeting communication with people outside of the family and personality development as appropriate intervention goals. En ligne : http://dx.doi.org/10.1002/aur.1827 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=322 [article] Developmental delays in emotion regulation strategies in preschoolers with autism [texte imprimé] / Heather J. NUSKE, Auteur ; Darren HEDLEY, Auteur ; Alexandra WOOLLACOTT, Auteur ; Phoebe THOMSON, Auteur ; Suzanne L. MACARI, Auteur ; Cheryl DISSANAYAKE, Auteur . - p.1808-1822. Langues : Anglais (eng) in Autism Research > 10-11 (November 2017) . - p.1808-1822 Mots-clés : emotion regulation strategies  autism  mental health  wellbeing  self-development  preschool  independence  child emotional wellbeing scale Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder (ASD) commonly present with difficulty regulating negative emotions, which has been found to impact their behavioral and mental health. Little research has documented the strategies that children with ASD use to regulate their emotion to understand whether they use qualitatively different strategies to children without ASD, whether these are developmentally delayed, or both. Forty-four children with ASD and 29 typically-developing children (2–4 years) were given tasks designed to mimic everyday life experiences requiring children to manage low-level stress (e.g., waiting for a snack) and children's emotion regulation strategies were coded. Parents reported on their child's mental health, wellbeing, and self-development. The results suggest differences in using emotion regulation strategies in children with ASD, reflecting a delay, rather than a deviance when compared to those used by children without ASD. Only children with ASD relied on their family members for physical and communicative soothing; the typically developing children relied on people outside of their family for help regulating their emotion. More frequent approach/less frequent avoidance was related to a higher self-evaluation in both groups, but was only additionally related to higher self-recognition and autonomy in the ASD group. These findings help to identify important emotion regulation intervention targets for this population, including supporting communication with people outside of the family and independence. Autism Res 2017, 10: 1808–1822. © 2017 International Society for Autism Research, Wiley Periodicals, Inc. Lay Summary Results suggest that children with autism had more difficulty using communication strategies to manage stress only with people outside the family; they used these strategies with family members as often as children without autism. For all children, more task approach/less avoidance was related to children's higher self-evaluation. These findings suggest targeting communication with people outside of the family and personality development as appropriate intervention goals. En ligne : http://dx.doi.org/10.1002/aur.1827 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=322

Digital health should augment (not replace) autism treatment providers / Heather J. NUSKE in Autism, 25-7 (October 2021)  

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Digital health should augment (not replace) autism treatment providers / Heather J. NUSKE in Autism, 26-7 (October 2022)  

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Do Student Characteristics Affect Teachers' Decisions to Use 1:1 Instruction? / Heather J. NUSKE in Journal of Autism and Developmental Disorders, 49-7 (July 2019)  

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Emotion Regulation Strategies in Preschoolers with Autism: Associations with Parent Quality of Life and Family Functioning / Heather J. NUSKE in Journal of Autism and Developmental Disorders, 48-4 (April 2018)  

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Evaluating commercially available wireless cardiovascular monitors for measuring and transmitting real-time physiological responses in children with autism / Heather J. NUSKE in Autism Research, 15-1 (January 2022)  

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It’s who you know: Caregiver social networks predict service use among under-resourced children with autism / Amanda GULSRUD in Research in Autism Spectrum Disorders, 88 (October 2021)  

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No Evidence of Emotional Dysregulation or Aversion to Mutual Gaze in Preschoolers with Autism Spectrum Disorder: An Eye-Tracking Pupillometry Study / Heather J. NUSKE in Journal of Autism and Developmental Disorders, 45-11 (November 2015)  

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Others' emotions teach, but not in autism: an eye-tracking pupillometry study / Heather J. NUSKE in Molecular Autism, 7 (2016)  

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Physiological and communicative emotional disconcordance in children on the autism spectrum / Emma FINKEL in Journal of Neurodevelopmental Disorders, 16 (2024)  

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Reactivity to fearful expressions of familiar and unfamiliar people in children with autism: an eye-tracking pupillometry study / Heather J. NUSKE in Journal of Neurodevelopmental Disorders, 6-1 (December 2014)  

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