Are Non-intellectually Disabled Black Youth with ASD Less Impaired on Parent Report than Their White Peers? / Allison B. RATTO in Journal of Autism and Developmental Disorders, 46-3 (March 2016)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 46-3 (March 2016) . - p.773-781 Titre : Are Non-intellectually Disabled Black Youth with ASD Less Impaired on Parent Report than Their White Peers? Type de document : texte imprimé Auteurs : Allison B. RATTO, Auteur ; Bruno J. ANTHONY, Auteur ; Lauren KENWORTHY, Auteur ; Anna Chelsea ARMOUR, Auteur ; Katerina DUDLEY, Auteur ; Laura GUTERMUTH ANTHONY, Auteur Article en page(s) : p.773-781 Langues : Anglais (eng) Mots-clés : Race/ethnicity  Black/African-American  ASD  Executive function  Adaptive behavior  Social–emotional functioning Index. décimale : PER Périodiques Résumé : There is a lack of research examining differences in functioning in autism spectrum disorder (ASD) across ethnicity, particularly among those without intellectual disability (ID). This study investigated ethnic differences in parent-reported impairment in executive function, adaptive behavior, and social–emotional functioning. White and Black youth (n = 64; ages 6–17) with ASD without ID were compared on each of these domains. Black youth had significantly lower levels of impairment on all three domains. Findings may reflect better daily functioning among Black youth with ASD and/or cultural differences in parent response to questionnaires. Regardless, these findings raise concern about the sensitivity of commonly used measures for Black children with ASD and the impact of culture on daily functioning and symptom manifestation. En ligne : http://dx.doi.org/10.1007/s10803-015-2614-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=281 [article] Are Non-intellectually Disabled Black Youth with ASD Less Impaired on Parent Report than Their White Peers? [texte imprimé] / Allison B. RATTO, Auteur ; Bruno J. ANTHONY, Auteur ; Lauren KENWORTHY, Auteur ; Anna Chelsea ARMOUR, Auteur ; Katerina DUDLEY, Auteur ; Laura GUTERMUTH ANTHONY, Auteur . - p.773-781. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 46-3 (March 2016) . - p.773-781 Mots-clés : Race/ethnicity  Black/African-American  ASD  Executive function  Adaptive behavior  Social–emotional functioning Index. décimale : PER Périodiques Résumé : There is a lack of research examining differences in functioning in autism spectrum disorder (ASD) across ethnicity, particularly among those without intellectual disability (ID). This study investigated ethnic differences in parent-reported impairment in executive function, adaptive behavior, and social–emotional functioning. White and Black youth (n = 64; ages 6–17) with ASD without ID were compared on each of these domains. Black youth had significantly lower levels of impairment on all three domains. Findings may reflect better daily functioning among Black youth with ASD and/or cultural differences in parent response to questionnaires. Regardless, these findings raise concern about the sensitivity of commonly used measures for Black children with ASD and the impact of culture on daily functioning and symptom manifestation. En ligne : http://dx.doi.org/10.1007/s10803-015-2614-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=281

Divergence of Age-Related Differences in Social-Communication: Improvements for Typically Developing Youth but Declines for Youth with Autism Spectrum Disorder / Gregory L. WALLACE in Journal of Autism and Developmental Disorders, 47-2 (February 2017)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 47-2 (February 2017) . - p.472-479 Titre : Divergence of Age-Related Differences in Social-Communication: Improvements for Typically Developing Youth but Declines for Youth with Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Gregory L. WALLACE, Auteur ; Katerina DUDLEY, Auteur ; Laura G. ANTHONY, Auteur ; Cara E. PUGLIESE, Auteur ; Bako ORIONZI, Auteur ; Liv S. CLASEN, Auteur ; Nancy R. LEE, Auteur ; Jay N. GIEDD, Auteur ; Alex MARTIN, Auteur ; Armin RAZNAHAN, Auteur ; Lauren KENWORTHY, Auteur Article en page(s) : p.472-479 Langues : Anglais (eng) Mots-clés : Autism  Social  Communication  Repetitive behavior  Age  Social Responsiveness Scale Index. décimale : PER Périodiques Résumé : Although social-communication difficulties and repetitive behaviors are hallmark features of autism spectrum disorder (ASD) and persist across the lifespan, very few studies have compared age-related differences in these behaviors between youth with ASD and same-age typically developing (TD) peers. We examined this issue using SRS-2 (Social Responsiveness Scale-Second Edition) measures of social-communicative functioning and repetitive behaviors in a stratified cross-sectional sample of 324 youth with ASD in the absence of intellectual disability, and 438 TD youth (aged 4–29 years). An age-by-group interaction emerged indicating that TD youth exhibited age-related improvements in social-communication scores while the ASD group demonstrated age-related declines in these scores. This suggests that adolescents/adults with ASD may fall increasingly behind their same-age peers in social-communicative skills. En ligne : http://dx.doi.org/10.1007/s10803-016-2972-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=303 [article] Divergence of Age-Related Differences in Social-Communication: Improvements for Typically Developing Youth but Declines for Youth with Autism Spectrum Disorder [texte imprimé] / Gregory L. WALLACE, Auteur ; Katerina DUDLEY, Auteur ; Laura G. ANTHONY, Auteur ; Cara E. PUGLIESE, Auteur ; Bako ORIONZI, Auteur ; Liv S. CLASEN, Auteur ; Nancy R. LEE, Auteur ; Jay N. GIEDD, Auteur ; Alex MARTIN, Auteur ; Armin RAZNAHAN, Auteur ; Lauren KENWORTHY, Auteur . - p.472-479. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 47-2 (February 2017) . - p.472-479 Mots-clés : Autism  Social  Communication  Repetitive behavior  Age  Social Responsiveness Scale Index. décimale : PER Périodiques Résumé : Although social-communication difficulties and repetitive behaviors are hallmark features of autism spectrum disorder (ASD) and persist across the lifespan, very few studies have compared age-related differences in these behaviors between youth with ASD and same-age typically developing (TD) peers. We examined this issue using SRS-2 (Social Responsiveness Scale-Second Edition) measures of social-communicative functioning and repetitive behaviors in a stratified cross-sectional sample of 324 youth with ASD in the absence of intellectual disability, and 438 TD youth (aged 4–29 years). An age-by-group interaction emerged indicating that TD youth exhibited age-related improvements in social-communication scores while the ASD group demonstrated age-related declines in these scores. This suggests that adolescents/adults with ASD may fall increasingly behind their same-age peers in social-communicative skills. En ligne : http://dx.doi.org/10.1007/s10803-016-2972-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=303

Feasibility and preliminary efficacy of a parent-mediated sexual education curriculum for youth with autism spectrum disorders / Cara E. PUGLIESE in Autism, 24-1 (January 2020)  

Public ISBD [article]  inAutism > 24-1 (January 2020) . - p.64-79 Titre : Feasibility and preliminary efficacy of a parent-mediated sexual education curriculum for youth with autism spectrum disorders Type de document : texte imprimé Auteurs : Cara E. PUGLIESE, Auteur ; Allison B. RATTO, Auteur ; Yael GRANADER, Auteur ; Katerina DUDLEY, Auteur ; Amanda BOWEN, Auteur ; Cynthia BAKER, Auteur ; Laura G. ANTHONY, Auteur Article en page(s) : p.64-79 Langues : Anglais (eng) Mots-clés : adolescence  autism spectrum disorder  sexual education  sexuality Index. décimale : PER Périodiques Résumé : Youth with autism spectrum disorder can face social-communication challenges related to sexuality, dating, and friendships. The purpose of this study was to assess the feasibility, acceptability, and preliminary efficacy of the Supporting Teens with Autism on Relationships program. In total, 84 youth with autism spectrum disorder aged 9 to 18 and their parents participated in this study; two groups received the Supporting Teens with Autism on Relationships program (interventionist-led parent group vs parent self-guided), while an attentional control group received a substance abuse prevention program that included instruction in problem-solving and social skills. Feasibility and acceptability of the Supporting Teens with Autism on Relationships program was high overall. The Supporting Teens with Autism on Relationships program was effective in increasing parent and youth knowledge of sexuality, while the attentional control was not. There was preliminary support for improvement in parenting efficacy related to discussing sexuality with their children. Gains were seen among completers regardless of whether the parent received support from a facilitator. Implications and future directions are discussed. En ligne : http://dx.doi.org/10.1177/1362361319842978 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=414 [article] Feasibility and preliminary efficacy of a parent-mediated sexual education curriculum for youth with autism spectrum disorders [texte imprimé] / Cara E. PUGLIESE, Auteur ; Allison B. RATTO, Auteur ; Yael GRANADER, Auteur ; Katerina DUDLEY, Auteur ; Amanda BOWEN, Auteur ; Cynthia BAKER, Auteur ; Laura G. ANTHONY, Auteur . - p.64-79. Langues : Anglais (eng) in Autism > 24-1 (January 2020) . - p.64-79 Mots-clés : adolescence  autism spectrum disorder  sexual education  sexuality Index. décimale : PER Périodiques Résumé : Youth with autism spectrum disorder can face social-communication challenges related to sexuality, dating, and friendships. The purpose of this study was to assess the feasibility, acceptability, and preliminary efficacy of the Supporting Teens with Autism on Relationships program. In total, 84 youth with autism spectrum disorder aged 9 to 18 and their parents participated in this study; two groups received the Supporting Teens with Autism on Relationships program (interventionist-led parent group vs parent self-guided), while an attentional control group received a substance abuse prevention program that included instruction in problem-solving and social skills. Feasibility and acceptability of the Supporting Teens with Autism on Relationships program was high overall. The Supporting Teens with Autism on Relationships program was effective in increasing parent and youth knowledge of sexuality, while the attentional control was not. There was preliminary support for improvement in parenting efficacy related to discussing sexuality with their children. Gains were seen among completers regardless of whether the parent received support from a facilitator. Implications and future directions are discussed. En ligne : http://dx.doi.org/10.1177/1362361319842978 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=414

Increasing Adaptive Behavior Skill Deficits From Childhood to Adolescence in Autism Spectrum Disorder: Role of Executive Function / Cara E. PUGLIESE in Journal of Autism and Developmental Disorders, 45-6 (June 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1579-1587 Titre : Increasing Adaptive Behavior Skill Deficits From Childhood to Adolescence in Autism Spectrum Disorder: Role of Executive Function Type de document : texte imprimé Auteurs : Cara E. PUGLIESE, Auteur ; Laura G. ANTHONY, Auteur ; John F. STRANG, Auteur ; Katerina DUDLEY, Auteur ; Gregory L. WALLACE, Auteur ; Lauren KENWORTHY, Auteur Article en page(s) : p.1579-1587 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Adaptive behavior  Executive function  Cognitive ability Index. décimale : PER Périodiques Résumé : Almost half of all children with autism spectrum disorder have average cognitive abilities, yet outcome remains poor. Because outcome in HFASD is more related to adaptive behavior skills than cognitive level it is important to identify predictors of adaptive behavior. This study examines cognitive and demographic factors related to adaptive behavior, with specific attention to the role of executive function (EF) in youth with HFASD aged 4–23. There was a negative relationship between age and adaptive behavior and the discrepancy between IQ and adaptive behavior increased with age. EF problems contributed to lower adaptive behavior scores across domains. As such, it is important to target adaptive skills, and the EF problems that may contribute to them, in youth with HFASD. En ligne : http://dx.doi.org/10.1007/s10803-014-2309-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259 [article] Increasing Adaptive Behavior Skill Deficits From Childhood to Adolescence in Autism Spectrum Disorder: Role of Executive Function [texte imprimé] / Cara E. PUGLIESE, Auteur ; Laura G. ANTHONY, Auteur ; John F. STRANG, Auteur ; Katerina DUDLEY, Auteur ; Gregory L. WALLACE, Auteur ; Lauren KENWORTHY, Auteur . - p.1579-1587. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1579-1587 Mots-clés : Autism spectrum disorder  Adaptive behavior  Executive function  Cognitive ability Index. décimale : PER Périodiques Résumé : Almost half of all children with autism spectrum disorder have average cognitive abilities, yet outcome remains poor. Because outcome in HFASD is more related to adaptive behavior skills than cognitive level it is important to identify predictors of adaptive behavior. This study examines cognitive and demographic factors related to adaptive behavior, with specific attention to the role of executive function (EF) in youth with HFASD aged 4–23. There was a negative relationship between age and adaptive behavior and the discrepancy between IQ and adaptive behavior increased with age. EF problems contributed to lower adaptive behavior scores across domains. As such, it is important to target adaptive skills, and the EF problems that may contribute to them, in youth with HFASD. En ligne : http://dx.doi.org/10.1007/s10803-014-2309-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259

Lessons learned: Engaging culturally diverse families in neurodevelopmental disorders intervention research / Allison B. RATTO in Autism, 21-5 (July 2017)  

Public ISBD [article]  inAutism > 21-5 (July 2017) . - p.622-634 Titre : Lessons learned: Engaging culturally diverse families in neurodevelopmental disorders intervention research Type de document : texte imprimé Auteurs : Allison B. RATTO, Auteur ; Bruno J. ANTHONY, Auteur ; Cara E. PUGLIESE, Auteur ; Rocio MENDEZ, Auteur ; Jonathan SAFER-LICHTENSTEIN, Auteur ; Katerina DUDLEY, Auteur ; Nicole F. KAHN, Auteur ; Lauren KENWORTHY, Auteur ; Matthew BIEL, Auteur ; Jillian L. MARTUCCI, Auteur ; Laura G. ANTHONY, Auteur Article en page(s) : p.622-634 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Low-income and ethnic minority families continue to face critical disparities in access to diagnostic and treatment services for neurodevelopmental conditions, such as autism spectrum disorder and attention deficit hyperactivity disorder. Despite the growing cultural diversity of the United States, ethnic minority children and families continue to be substantially underrepresented across research on neurodevelopmental disorders, and there is a particularly concerning lack of research on the treatment of these conditions in low-income and ethnic minority communities. Of note, there are currently no published studies on adapting autism spectrum disorder treatment for low-income Latino communities and relatively few studies documenting adapted treatments for children with attention deficit hyperactivity disorder in these communities. This article describes methodological considerations and adaptations made to research procedures using a Diffusion of Innovation framework in order to effectively recruit and engage low-income, ethnic minority, particularly Latino, families of children with neurodevelopmental disorders, in a comparative effectiveness trial of two school-based interventions for executive dysfunction. En ligne : http://dx.doi.org/10.1177/1362361316650394 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=310 [article] Lessons learned: Engaging culturally diverse families in neurodevelopmental disorders intervention research [texte imprimé] / Allison B. RATTO, Auteur ; Bruno J. ANTHONY, Auteur ; Cara E. PUGLIESE, Auteur ; Rocio MENDEZ, Auteur ; Jonathan SAFER-LICHTENSTEIN, Auteur ; Katerina DUDLEY, Auteur ; Nicole F. KAHN, Auteur ; Lauren KENWORTHY, Auteur ; Matthew BIEL, Auteur ; Jillian L. MARTUCCI, Auteur ; Laura G. ANTHONY, Auteur . - p.622-634. Langues : Anglais (eng) in Autism > 21-5 (July 2017) . - p.622-634 Index. décimale : PER Périodiques Résumé : Low-income and ethnic minority families continue to face critical disparities in access to diagnostic and treatment services for neurodevelopmental conditions, such as autism spectrum disorder and attention deficit hyperactivity disorder. Despite the growing cultural diversity of the United States, ethnic minority children and families continue to be substantially underrepresented across research on neurodevelopmental disorders, and there is a particularly concerning lack of research on the treatment of these conditions in low-income and ethnic minority communities. Of note, there are currently no published studies on adapting autism spectrum disorder treatment for low-income Latino communities and relatively few studies documenting adapted treatments for children with attention deficit hyperactivity disorder in these communities. This article describes methodological considerations and adaptations made to research procedures using a Diffusion of Innovation framework in order to effectively recruit and engage low-income, ethnic minority, particularly Latino, families of children with neurodevelopmental disorders, in a comparative effectiveness trial of two school-based interventions for executive dysfunction. En ligne : http://dx.doi.org/10.1177/1362361316650394 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=310

Longitudinal Examination of Adaptive Behavior in Autism Spectrum Disorders: Influence of Executive Function / Cara E. PUGLIESE in Journal of Autism and Developmental Disorders, 46-2 (February 2016)  

Permalink

Social analogical reasoning in school-aged children with autism spectrum disorder and typically developing peers / Adam E. GREEN in Autism, 21-4 (May 2017)  

Permalink

The Flexibility Scale: Development and Preliminary Validation of a Cognitive Flexibility Measure in Children with Autism Spectrum Disorders / John F. STRANG in Journal of Autism and Developmental Disorders, 47-8 (August 2017)  

Permalink

Understanding Service Usage and Needs for Adults with ASD: The Importance of Living Situation / Katerina DUDLEY in Journal of Autism and Developmental Disorders, 49-2 (February 2019)  

Permalink

---

1 (1 - 9 / 9) Par page : 25 50 100 200