Anxiety and intellectual functioning in autistic children: A systematic review and meta-analysis / Jessica E. MINGINS in Autism, 25-1 (January 2021)  

Public ISBD [article]  inAutism > 25-1 (January 2021) . - p.18-32 Titre : Anxiety and intellectual functioning in autistic children: A systematic review and meta-analysis Type de document : Texte imprimé et/ou numérique Auteurs : Jessica E. MINGINS, Auteur ; Joanne TARVER, Auteur ; Jane WAITE, Auteur ; Chris JONES, Auteur ; Andrew SURTEES, Auteur Article en page(s) : p.18-32 Langues : Anglais (eng) Mots-clés : anxiety  autism  autism spectrum disorder  intelligence quotient  meta-analysis Index. décimale : PER Périodiques Résumé : Autistic children often experience higher levels of anxiety than their peers. It can be difficult to diagnose and treat anxiety disorders in autistic children, in part because of the high degree of variability in their underlying abilities and presentations. Some evidence suggests that autistic children with higher intelligence (as measured by intelligence quotient) experience higher levels of anxiety than autistic children with lower intelligence. However, the evidence is inconsistent, with other papers not finding a difference or finding higher levels of anxiety in autistic children with lower intelligence. In this article, we review existing literature to see whether autistic children with higher intelligence quotients have higher anxiety than autistic children with lower intelligence quotients. A systematic search of the literature was conducted which identified 49 papers on the topic. The methods of all the papers were reviewed using an objective quality assessment framework. When combining the data statistically, there was evidence that autistic children with higher intelligence quotients are more anxious than autistic children with lower intelligence quotients. The quality review raised common weaknesses across studies. Most importantly, few studies used measures of anxiety that have been shown to be valid for children with very low intelligence quotients. Similarly, many studies used measures of anxiety that have not been shown to be valid for autistic children. These factors are important because autistic children and those with low intelligence quotient may experience or understand anxiety differently. Future research should use fully validated measures to test whether high intelligence quotient is associated with high levels of anxiety in autistic children. En ligne : http://dx.doi.org/10.1177/1362361320953253 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437 [article] Anxiety and intellectual functioning in autistic children: A systematic review and meta-analysis [Texte imprimé et/ou numérique] / Jessica E. MINGINS, Auteur ; Joanne TARVER, Auteur ; Jane WAITE, Auteur ; Chris JONES, Auteur ; Andrew SURTEES, Auteur . - p.18-32. Langues : Anglais (eng) in Autism > 25-1 (January 2021) . - p.18-32 Mots-clés : anxiety  autism  autism spectrum disorder  intelligence quotient  meta-analysis Index. décimale : PER Périodiques Résumé : Autistic children often experience higher levels of anxiety than their peers. It can be difficult to diagnose and treat anxiety disorders in autistic children, in part because of the high degree of variability in their underlying abilities and presentations. Some evidence suggests that autistic children with higher intelligence (as measured by intelligence quotient) experience higher levels of anxiety than autistic children with lower intelligence. However, the evidence is inconsistent, with other papers not finding a difference or finding higher levels of anxiety in autistic children with lower intelligence. In this article, we review existing literature to see whether autistic children with higher intelligence quotients have higher anxiety than autistic children with lower intelligence quotients. A systematic search of the literature was conducted which identified 49 papers on the topic. The methods of all the papers were reviewed using an objective quality assessment framework. When combining the data statistically, there was evidence that autistic children with higher intelligence quotients are more anxious than autistic children with lower intelligence quotients. The quality review raised common weaknesses across studies. Most importantly, few studies used measures of anxiety that have been shown to be valid for children with very low intelligence quotients. Similarly, many studies used measures of anxiety that have not been shown to be valid for autistic children. These factors are important because autistic children and those with low intelligence quotient may experience or understand anxiety differently. Future research should use fully validated measures to test whether high intelligence quotient is associated with high levels of anxiety in autistic children. En ligne : http://dx.doi.org/10.1177/1362361320953253 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437

Anxiety in autistic individuals who speak few or no words: A qualitative study of parental experience and anxiety management / Joanne TARVER in Autism, 25-2 (February 2021)  

Public ISBD [article]  inAutism > 25-2 (February 2021) . - p.429-439 Titre : Anxiety in autistic individuals who speak few or no words: A qualitative study of parental experience and anxiety management Type de document : Texte imprimé et/ou numérique Auteurs : Joanne TARVER, Auteur ; Effie PEARSON, Auteur ; Georgina EDWARDS, Auteur ; Aryana SHIRAZI, Auteur ; Liana POTTER, Auteur ; Priya MALHI, Auteur ; Jane WAITE, Auteur Article en page(s) : p.429-439 Langues : Anglais (eng) Mots-clés : anxiety  autism spectrum disorders  qualitative research Index. décimale : PER Périodiques Résumé : Anxiety is a common condition in autistic individuals, including those who also have an intellectual disability. Despite this, autistic individuals who have severe to profound intellectual disability, or use few or no words, are often excluded from autism research. There are also very few assessment tools and interventions with known effectiveness for autistic individuals with intellectual disability. In this study, we aimed to learn more about parent/carers experiences of recognising and managing anxiety in autistic individuals who use few or no words. We conducted semi-structured interviews with parents and carers to address three research questions: (1) what techniques and management strategies do parents describe for anxiety-related behaviour in their child; (2) how do communication difficulties impact parental understanding and management of anxiety provoking situations and behaviours; (3) what is the impact of anxiety-related behaviours on the quality of life of autistic individuals and their families? During the interviews, parents described difficulties recognising anxiety in their child, mostly due to reduced verbal language use and anxiety behaviours overlapping with other behaviours (e.g. autism characteristics). However, parents also described use of a number of management strategies, including some which overlap with components of evidence-based interventions for emotional and behavioural problems in autistic individuals (e.g. exposure/sensory calming). Despite this, parents reported that anxiety continues to have significant impact on quality of life. We will use the findings of this study to inform future research to develop assessment tools and interventions for anxiety in autistic individuals who use few or no words. En ligne : http://dx.doi.org/10.1177/1362361320962366 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=442 [article] Anxiety in autistic individuals who speak few or no words: A qualitative study of parental experience and anxiety management [Texte imprimé et/ou numérique] / Joanne TARVER, Auteur ; Effie PEARSON, Auteur ; Georgina EDWARDS, Auteur ; Aryana SHIRAZI, Auteur ; Liana POTTER, Auteur ; Priya MALHI, Auteur ; Jane WAITE, Auteur . - p.429-439. Langues : Anglais (eng) in Autism > 25-2 (February 2021) . - p.429-439 Mots-clés : anxiety  autism spectrum disorders  qualitative research Index. décimale : PER Périodiques Résumé : Anxiety is a common condition in autistic individuals, including those who also have an intellectual disability. Despite this, autistic individuals who have severe to profound intellectual disability, or use few or no words, are often excluded from autism research. There are also very few assessment tools and interventions with known effectiveness for autistic individuals with intellectual disability. In this study, we aimed to learn more about parent/carers experiences of recognising and managing anxiety in autistic individuals who use few or no words. We conducted semi-structured interviews with parents and carers to address three research questions: (1) what techniques and management strategies do parents describe for anxiety-related behaviour in their child; (2) how do communication difficulties impact parental understanding and management of anxiety provoking situations and behaviours; (3) what is the impact of anxiety-related behaviours on the quality of life of autistic individuals and their families? During the interviews, parents described difficulties recognising anxiety in their child, mostly due to reduced verbal language use and anxiety behaviours overlapping with other behaviours (e.g. autism characteristics). However, parents also described use of a number of management strategies, including some which overlap with components of evidence-based interventions for emotional and behavioural problems in autistic individuals (e.g. exposure/sensory calming). Despite this, parents reported that anxiety continues to have significant impact on quality of life. We will use the findings of this study to inform future research to develop assessment tools and interventions for anxiety in autistic individuals who use few or no words. En ligne : http://dx.doi.org/10.1177/1362361320962366 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=442

Behaviours that Challenge in SATB2-associated Syndrome: Correlates of Self-injury, Aggression and Property Destruction / Lauren Shelley in Journal of Autism and Developmental Disorders, 54-11 (November)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 54-11 (November) . - p.4179-4194 Titre : Behaviours that Challenge in SATB2-associated Syndrome: Correlates of Self-injury, Aggression and Property Destruction Type de document : Texte imprimé et/ou numérique Auteurs : Lauren Shelley, Auteur ; Jane WAITE, Auteur ; Joanne TARVER, Auteur ; Chris OLIVER, Auteur ; Hayley CRAWFORD, Auteur ; Caroline RICHARDS, Auteur ; Stacey BISSELL, Auteur Article en page(s) : p.4179-4194 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : SATB2-associated syndrome (SAS) is a genetic syndrome characterised by intellectual disability, severe speech delay, and palatal and dental problems. Behaviours that challenge (BtC) are reported frequently; however, there is limited research on specific forms of BtC and the correlates of these behaviours. The current study explores correlates of well-defined BtC, self-injury, aggression, and property destruction, in SAS. Eighty-one parents/caregivers of individuals with SAS (53.1% male, Mage 10.12 years) completed questionnaire measures of health, behavioural, emotional, and autism characteristics. Individuals with SAS were grouped based on caregiver responses to the presence or absence of self-injury, aggression, and property destruction on the Challenging Behaviour Questionnaire. Rates of self-injury, aggression and property destruction were 42%, 77% and 49%, respectively. Between-group comparisons were conducted to compare characteristics between behaviour groups. Significantly differing characteristics were entered into separate hierarchical logistic regressions for each form of BtC. Behavioural comparisons indicated variation in the characteristics associated with each behaviour. All hierarchical logistic regression models were significant (p < .001): self-injury (?2(5) = 38.46, R2 = 0.571), aggression (?2(4) = 25.12, R2 = 0.414), property destruction (?2(4) = 23.70, R2 = 0.346), explaining between 34.6% and 57.1% of the variance in behaviour presence. This is the first study to identify correlates of self-injury, aggression, and property destruction in SAS. Variability in the characteristics associated with each behaviour highlights the importance of specificity when examining BtC. Understanding correlates of specific forms of BtC has important implications for informing SAS-associated pathways to behavioural outcomes and the implementation of tailored behavioural interventions. En ligne : https://doi.org/10.1007/s10803-023-06123-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=537 [article] Behaviours that Challenge in SATB2-associated Syndrome: Correlates of Self-injury, Aggression and Property Destruction [Texte imprimé et/ou numérique] / Lauren Shelley, Auteur ; Jane WAITE, Auteur ; Joanne TARVER, Auteur ; Chris OLIVER, Auteur ; Hayley CRAWFORD, Auteur ; Caroline RICHARDS, Auteur ; Stacey BISSELL, Auteur . - p.4179-4194. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 54-11 (November) . - p.4179-4194 Index. décimale : PER Périodiques Résumé : SATB2-associated syndrome (SAS) is a genetic syndrome characterised by intellectual disability, severe speech delay, and palatal and dental problems. Behaviours that challenge (BtC) are reported frequently; however, there is limited research on specific forms of BtC and the correlates of these behaviours. The current study explores correlates of well-defined BtC, self-injury, aggression, and property destruction, in SAS. Eighty-one parents/caregivers of individuals with SAS (53.1% male, Mage 10.12 years) completed questionnaire measures of health, behavioural, emotional, and autism characteristics. Individuals with SAS were grouped based on caregiver responses to the presence or absence of self-injury, aggression, and property destruction on the Challenging Behaviour Questionnaire. Rates of self-injury, aggression and property destruction were 42%, 77% and 49%, respectively. Between-group comparisons were conducted to compare characteristics between behaviour groups. Significantly differing characteristics were entered into separate hierarchical logistic regressions for each form of BtC. Behavioural comparisons indicated variation in the characteristics associated with each behaviour. All hierarchical logistic regression models were significant (p < .001): self-injury (?2(5) = 38.46, R2 = 0.571), aggression (?2(4) = 25.12, R2 = 0.414), property destruction (?2(4) = 23.70, R2 = 0.346), explaining between 34.6% and 57.1% of the variance in behaviour presence. This is the first study to identify correlates of self-injury, aggression, and property destruction in SAS. Variability in the characteristics associated with each behaviour highlights the importance of specificity when examining BtC. Understanding correlates of specific forms of BtC has important implications for informing SAS-associated pathways to behavioural outcomes and the implementation of tailored behavioural interventions. En ligne : https://doi.org/10.1007/s10803-023-06123-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=537

Dissociation of Cross-Sectional Trajectories for Verbal and Visuo-Spatial Working Memory Development in Rubinstein-Taybi Syndrome / Jane WAITE in Journal of Autism and Developmental Disorders, 46-6 (June 2016)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 46-6 (June 2016) . - p.2064-2071 Titre : Dissociation of Cross-Sectional Trajectories for Verbal and Visuo-Spatial Working Memory Development in Rubinstein-Taybi Syndrome Type de document : Texte imprimé et/ou numérique Auteurs : Jane WAITE, Auteur ; Sarah R. BECK, Auteur ; Mary HEALD, Auteur ; Laurie POWIS, Auteur ; Chris OLIVER, Auteur Article en page(s) : p.2064-2071 Langues : Anglais (eng) Mots-clés : Working memory  Short-term memory  Rubinstein–Taybi syndrome  Typically developing children  Dissociation Index. décimale : PER Périodiques Résumé : Working memory (WM) impairments might amplify behavioural difference in genetic syndromes. Murine models of Rubinstein–Taybi syndrome (RTS) evidence memory impairments but there is limited research on memory in RTS. Individuals with RTS and typically developing children completed WM tasks, with participants with RTS completing an IQ assessment and parents/carers completing the Vineland Adaptive Behavior Scales. A cross-sectional trajectory analysis was conducted. There were significant WM span deficits in RTS relative to mental age. Verbal WM span was positively associated with mental age; however, this was not observed for visuo-spatial span. There is a dissociation between WM domains in RTS. Individuals may have difficulties with tasks relying on WM span, above difficulties predicted by overall ability. En ligne : http://dx.doi.org/10.1007/s10803-016-2736-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=288 [article] Dissociation of Cross-Sectional Trajectories for Verbal and Visuo-Spatial Working Memory Development in Rubinstein-Taybi Syndrome [Texte imprimé et/ou numérique] / Jane WAITE, Auteur ; Sarah R. BECK, Auteur ; Mary HEALD, Auteur ; Laurie POWIS, Auteur ; Chris OLIVER, Auteur . - p.2064-2071. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 46-6 (June 2016) . - p.2064-2071 Mots-clés : Working memory  Short-term memory  Rubinstein–Taybi syndrome  Typically developing children  Dissociation Index. décimale : PER Périodiques Résumé : Working memory (WM) impairments might amplify behavioural difference in genetic syndromes. Murine models of Rubinstein–Taybi syndrome (RTS) evidence memory impairments but there is limited research on memory in RTS. Individuals with RTS and typically developing children completed WM tasks, with participants with RTS completing an IQ assessment and parents/carers completing the Vineland Adaptive Behavior Scales. A cross-sectional trajectory analysis was conducted. There were significant WM span deficits in RTS relative to mental age. Verbal WM span was positively associated with mental age; however, this was not observed for visuo-spatial span. There is a dissociation between WM domains in RTS. Individuals may have difficulties with tasks relying on WM span, above difficulties predicted by overall ability. En ligne : http://dx.doi.org/10.1007/s10803-016-2736-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=288

'It wasn't the strategies on their own': Exploring caregivers' experiences of accessing services in the development of interventions for autistic people with intellectual disability / Jessica Hughes in Autism, 28-5 (May 2024)  

Public ISBD [article]  inAutism > 28-5 (May 2024) . - p.1231-1244 Titre : 'It wasn't the strategies on their own': Exploring caregivers' experiences of accessing services in the development of interventions for autistic people with intellectual disability Type de document : Texte imprimé et/ou numérique Auteurs : Jessica Hughes, Auteur ; Ruth ROBERTS, Auteur ; Joanne TARVER, Auteur ; Cheryl WARTERS-LOUTH, Auteur ; Betty ZHANG, Auteur ; Emma SOUTHWARD, Auteur ; Rachel SHAW, Auteur ; Georgina EDWARDS, Auteur ; Jane WAITE, Auteur ; Effie PEARSON, Auteur Année de publication : 2024 Article en page(s) : p.1231-1244 Langues : Anglais (eng) Mots-clés : access to services  anxiety  autism  challenging behaviour  intellectual disability  intervention Index. décimale : PER Périodiques Résumé : Autistic individuals with intellectual disability are at greater risk of experiencing anxiety than their non-autistic peers without intellectual disability. Anxiety in this group may present as behaviour that challenges, often leading families to reach out to healthcare or support services. However, many families experience difficulties accessing services and, due to the lack of research into evidence-based anxiety interventions for people with intellectual disability, may not receive individualised support once in a service. This study explored caregivers' experiences of accessing services for autistic individuals with intellectual disability, and their considerations when developing new interventions for this population. Interviews and focus groups were completed with 16 caregivers of autistic people with intellectual disability. Reflexive thematic analysis was used to develop five themes about service access experiences, and three themes about caregiver considerations for anxiety interventions. Caregivers reported that their experiences of accessing services did not meet their expectations, and considerations for future anxiety interventions were often reflective of this. Interventions being flexible to family circumstances to aid accessibility, the embedding of peer support in services, and skills that can be generalised across the lifespan could be applied when aiming to improve outcomes and develop interventions for this under-served population. Lay Abstract Many autistic individuals with intellectual disability experience anxiety, and for those who use few or no words, anxiety may present as behaviour that challenges, such as self-injury and avoiding anxiety-provoking situations. Families report difficulty accessing support from services for autistic individuals experiencing anxiety. Moreover, once receiving support, effective interventions for autistic people with intellectual disability are limited. We completed individual and group discussions with 16 caregivers of autistic people with intellectual disability, to (a) explore their experiences of accessing services for anxiety and/or behaviour that challenges for their child; and (b) understand what matters to caregivers when developing interventions that have been designed for them and the autistic individual with intellectual disability that they support. Caregivers reported that services, in their experience, did not deliver the support that they expected, and that they often needed to 'fight' for support. Caregivers considered services and families working together, the inclusion of peer support, and families being offered interventions that are flexible to individual circumstances to be important. These considerations are valuable for clinicians and researchers developing interventions and aiming to improve outcomes for autistic people with intellectual disability and their families. En ligne : https://dx.doi.org/10.1177/13623613231196084 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=527 [article] 'It wasn't the strategies on their own': Exploring caregivers' experiences of accessing services in the development of interventions for autistic people with intellectual disability [Texte imprimé et/ou numérique] / Jessica Hughes, Auteur ; Ruth ROBERTS, Auteur ; Joanne TARVER, Auteur ; Cheryl WARTERS-LOUTH, Auteur ; Betty ZHANG, Auteur ; Emma SOUTHWARD, Auteur ; Rachel SHAW, Auteur ; Georgina EDWARDS, Auteur ; Jane WAITE, Auteur ; Effie PEARSON, Auteur . - 2024 . - p.1231-1244. Langues : Anglais (eng) in Autism > 28-5 (May 2024) . - p.1231-1244 Mots-clés : access to services  anxiety  autism  challenging behaviour  intellectual disability  intervention Index. décimale : PER Périodiques Résumé : Autistic individuals with intellectual disability are at greater risk of experiencing anxiety than their non-autistic peers without intellectual disability. Anxiety in this group may present as behaviour that challenges, often leading families to reach out to healthcare or support services. However, many families experience difficulties accessing services and, due to the lack of research into evidence-based anxiety interventions for people with intellectual disability, may not receive individualised support once in a service. This study explored caregivers' experiences of accessing services for autistic individuals with intellectual disability, and their considerations when developing new interventions for this population. Interviews and focus groups were completed with 16 caregivers of autistic people with intellectual disability. Reflexive thematic analysis was used to develop five themes about service access experiences, and three themes about caregiver considerations for anxiety interventions. Caregivers reported that their experiences of accessing services did not meet their expectations, and considerations for future anxiety interventions were often reflective of this. Interventions being flexible to family circumstances to aid accessibility, the embedding of peer support in services, and skills that can be generalised across the lifespan could be applied when aiming to improve outcomes and develop interventions for this under-served population. Lay Abstract Many autistic individuals with intellectual disability experience anxiety, and for those who use few or no words, anxiety may present as behaviour that challenges, such as self-injury and avoiding anxiety-provoking situations. Families report difficulty accessing support from services for autistic individuals experiencing anxiety. Moreover, once receiving support, effective interventions for autistic people with intellectual disability are limited. We completed individual and group discussions with 16 caregivers of autistic people with intellectual disability, to (a) explore their experiences of accessing services for anxiety and/or behaviour that challenges for their child; and (b) understand what matters to caregivers when developing interventions that have been designed for them and the autistic individual with intellectual disability that they support. Caregivers reported that services, in their experience, did not deliver the support that they expected, and that they often needed to 'fight' for support. Caregivers considered services and families working together, the inclusion of peer support, and families being offered interventions that are flexible to individual circumstances to be important. These considerations are valuable for clinicians and researchers developing interventions and aiming to improve outcomes for autistic people with intellectual disability and their families. En ligne : https://dx.doi.org/10.1177/13623613231196084 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=527

Profiles of autism characteristics in thirteen genetic syndromes: a machine learning approach / Alice WELHAM ; Dawn ADAMS ; Stacey BISSELL ; Hilgo BRUINING ; Hayley CRAWFORD ; Kate EDEN ; Lisa NELSON ; Christopher OLIVER ; Laurie POWIS ; Caroline RICHARDS ; Jane WAITE ; Peter WATSON ; Hefin RHYS ; Lucy WILDE ; Kate WOODCOCK ; Joanna MOSS in Molecular Autism, 14 (2023)  

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Repetitive Behavior in Rubinstein–Taybi Syndrome: Parallels with Autism Spectrum Phenomenology / Jane WAITE in Journal of Autism and Developmental Disorders, 45-5 (May 2015)  

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Scaling of Early Social Cognitive Skills in Typically Developing Infants and Children with Autism Spectrum Disorder / Katherine ELLIS in Journal of Autism and Developmental Disorders, 50-11 (November 2020)  

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Utilising Interview Methodology to Inform the Development of New Clinical Assessment Tools for Anxiety in Autistic Individuals Who Speak Few or no Words / Georgina EDWARDS ; Joanne TARVER ; Lauren Shelley ; Megan Bird ; Jessica Hughes ; Hayley CRAWFORD ; Jane WAITE in Journal of Autism and Developmental Disorders, 53-6 (June 2023)  

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