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

Assessment of Sesame Street online autism resources: Impacts on parental implicit and explicit attitudes toward children with autism / Cheryl L. DICKTER in Autism, 25-1 (January 2021)  

Public ISBD [article]  inAutism > 25-1 (January 2021) . - p.114-124 Titre : Assessment of Sesame Street online autism resources: Impacts on parental implicit and explicit attitudes toward children with autism Type de document : texte imprimé Auteurs : Cheryl L. DICKTER, Auteur ; Joshua A. BURK, Auteur ; Laura G. ANTHONY, Auteur ; Hillary A. ROBERTSON, Auteur ; Alyssa VERBALIS, Auteur ; Sydney SEESE, Auteur ; Yetta MYRICK, Auteur ; Bruno J. ANTHONY, Auteur Article en page(s) : p.114-124 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  social cognition and social behavior Index. décimale : PER Périodiques Résumé : The current study sought to characterize implicit bias toward children with autism and examine whether viewing educational materials about autism would change attitudes toward children with autism. A website developed by Sesame Street containing information about autism and resources for families was distributed to parents of children with autism (n = 473) and parents of children without autism (n = 707). Pre- and post-test measures of implicit bias toward children with autism; explicit attitudes and knowledge about autism; and parenting confidence, strain, and stigma were completed before and after the website was presented. Results indicated that parents of children with autism showed less implicit bias compared with those of non-autistic children during the pre-test, but the groups did not differ at the post-test. Parents without autistic children and those with more negative explicit attitudes showed a greater reduction in implicit bias from the pre- to the post-test. In addition, for parents of children with autism, a more positive change in explicit attitudes and increased knowledge from the pre- to the post-test was associated with more empowerment at the post-test. Together, our findings suggest that the online educational resources can reduce implicit bias against children with autism and help mitigate some of the psychological issues associated with parenting children with autism. En ligne : http://dx.doi.org/10.1177/1362361320949346 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437 [article] Assessment of Sesame Street online autism resources: Impacts on parental implicit and explicit attitudes toward children with autism [texte imprimé] / Cheryl L. DICKTER, Auteur ; Joshua A. BURK, Auteur ; Laura G. ANTHONY, Auteur ; Hillary A. ROBERTSON, Auteur ; Alyssa VERBALIS, Auteur ; Sydney SEESE, Auteur ; Yetta MYRICK, Auteur ; Bruno J. ANTHONY, Auteur . - p.114-124. Langues : Anglais (eng) in Autism > 25-1 (January 2021) . - p.114-124 Mots-clés : autism spectrum disorders  social cognition and social behavior Index. décimale : PER Périodiques Résumé : The current study sought to characterize implicit bias toward children with autism and examine whether viewing educational materials about autism would change attitudes toward children with autism. A website developed by Sesame Street containing information about autism and resources for families was distributed to parents of children with autism (n = 473) and parents of children without autism (n = 707). Pre- and post-test measures of implicit bias toward children with autism; explicit attitudes and knowledge about autism; and parenting confidence, strain, and stigma were completed before and after the website was presented. Results indicated that parents of children with autism showed less implicit bias compared with those of non-autistic children during the pre-test, but the groups did not differ at the post-test. Parents without autistic children and those with more negative explicit attitudes showed a greater reduction in implicit bias from the pre- to the post-test. In addition, for parents of children with autism, a more positive change in explicit attitudes and increased knowledge from the pre- to the post-test was associated with more empowerment at the post-test. Together, our findings suggest that the online educational resources can reduce implicit bias against children with autism and help mitigate some of the psychological issues associated with parenting children with autism. En ligne : http://dx.doi.org/10.1177/1362361320949346 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437

Disparities in autism spectrum disorder diagnoses among 8-year-old children in Colorado: Who are we missing? / Trenesha L. HILL in Autism, 25-1 (January 2021)  

Public ISBD [article]  inAutism > 25-1 (January 2021) . - p.102-113 Titre : Disparities in autism spectrum disorder diagnoses among 8-year-old children in Colorado: Who are we missing? Type de document : texte imprimé Auteurs : Trenesha L. HILL, Auteur ; Tiffany C. WHITE, Auteur ; Bruno J. ANTHONY, Auteur ; Judy REAVEN, Auteur ; Bryn HARRIS, Auteur ; Nuri REYES, Auteur ; Laura G. ANTHONY, Auteur Article en page(s) : p.102-113 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  early diagnosis  health disparities  missed diagnosis Index. décimale : PER Périodiques Résumé : Although autism can be reliably diagnosed as early as 2 years of age, many children are not diagnosed with autism until much later. We analyzed data to determine why many of the 8-year-old children who resided in Colorado and were identified as having autism through a review of their health and/or educational records did not have a documented clinical diagnosis of autism and were not eligible for special education services under an autism eligibility. We found that children who did not have a documented clinical diagnosis of autism and were not eligible for special education services under an autism eligibility were more likely to be female, aggressive, and argumentative. They had a poorer quality of information in their records and were less likely to have had a developmental regression, sleep problems, or an autism screener or diagnostic measure in their records. These results suggest that the symptoms characteristic of autism among this group of children may have been attributed to another disorder and that clinicians may be able to recognize autism more readily in children with more functional impairment and those who experience a developmental regression. We also discovered that differences in symptom presentations among children who had a documented clinical diagnosis of autism and/or were eligible for special education services under an autism eligibility were associated with different ages at autism diagnosis. En ligne : http://dx.doi.org/10.1177/1362361320950058 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437 [article] Disparities in autism spectrum disorder diagnoses among 8-year-old children in Colorado: Who are we missing? [texte imprimé] / Trenesha L. HILL, Auteur ; Tiffany C. WHITE, Auteur ; Bruno J. ANTHONY, Auteur ; Judy REAVEN, Auteur ; Bryn HARRIS, Auteur ; Nuri REYES, Auteur ; Laura G. ANTHONY, Auteur . - p.102-113. Langues : Anglais (eng) in Autism > 25-1 (January 2021) . - p.102-113 Mots-clés : autism spectrum disorder  early diagnosis  health disparities  missed diagnosis Index. décimale : PER Périodiques Résumé : Although autism can be reliably diagnosed as early as 2 years of age, many children are not diagnosed with autism until much later. We analyzed data to determine why many of the 8-year-old children who resided in Colorado and were identified as having autism through a review of their health and/or educational records did not have a documented clinical diagnosis of autism and were not eligible for special education services under an autism eligibility. We found that children who did not have a documented clinical diagnosis of autism and were not eligible for special education services under an autism eligibility were more likely to be female, aggressive, and argumentative. They had a poorer quality of information in their records and were less likely to have had a developmental regression, sleep problems, or an autism screener or diagnostic measure in their records. These results suggest that the symptoms characteristic of autism among this group of children may have been attributed to another disorder and that clinicians may be able to recognize autism more readily in children with more functional impairment and those who experience a developmental regression. We also discovered that differences in symptom presentations among children who had a documented clinical diagnosis of autism and/or were eligible for special education services under an autism eligibility were associated with different ages at autism diagnosis. En ligne : http://dx.doi.org/10.1177/1362361320950058 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437

“In our language”: Acceptability and impact of executive function videos for Spanish-speaking families / Jonathan SAFER-LICHTENSTEIN in Research in Autism, 128 (October 2025)  

Public ISBD [article]  inResearch in Autism > 128 (October 2025) . - p.202719 Titre : “In our language”: Acceptability and impact of executive function videos for Spanish-speaking families Type de document : texte imprimé Auteurs : Jonathan SAFER-LICHTENSTEIN, Auteur ; Laura CAMPOS, Auteur ; Jessica V. SMITH, Auteur ; Tennyson DAHLMAN, Auteur ; Susan MIKULICH-GILBERTSON, Auteur ; Jessica HOLMES, Auteur ; Alyssa VERBALIS, Auteur ; Allison RATTO, Auteur ; Kristi HARDY, Auteur ; Anna Chelsea ARMOUR, Auteur ; Bruno J. ANTHONY, Auteur ; Lauren KENWORTHY, Auteur ; Laura G. ANTHONY, Auteur Article en page(s) : p.202719 Langues : Anglais (eng) Mots-clés : Autism  ADHD  Hispanic/ Latine  Spanish  Executive functioning  Parents/ caregivers Index. décimale : PER Périodiques Résumé : Purpose Predominantly Spanish-speaking Hispanic/Latine families of children with neurodevelopmental conditions (e.g., autism, ADHD) in the U.S. face barriers accessing intervention services. This study evaluated the acceptability and effectiveness of executive function (EF) support videos translated into Spanish for caregivers in this community. Methods In this pragmatic trial, 37 caregivers of neurodivergent children aged 8–11 reviewed 12 brief EF-focused videos addressing skills like flexible thinking, planning, and self-regulation, with strategies for home use. The original English-language videos were developed with input from a Community Advisory Board (CAB) to ensure broad applicability across socioeconomic and racial/ethnic backgrounds, then directly translated and dubbed by a bilingual team. Caregivers completed pre/post measures assessing EF knowledge, caregiver strain, child EF difficulties, and video acceptability and feasibility. Focus groups were used to contextualize and expand on quantitative findings. An exploratory comparison was made to a prior English-language video cohort. Results Caregivers in the Spanish video cohort reported high acceptability and feasibility and demonstrated improvements in EF knowledge, reduced strain, and improved child EF outcomes. These outcomes were greater than those in the English video cohort. Focus group participants emphasized the relevance of the content, the practicality of the format, and the importance of receiving resources in their native language. Conclusion These findings highlight the potential of pragmatic, scalable, and linguistically accessible intervention resources for underserved communities. The EF videos, though directly translated with limited culturally specific adaptation, were well-received and effective in improving outcomes for Spanish-speaking caregivers. En ligne : https://doi.org/10.1016/j.reia.2025.202719 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570 [article] “In our language”: Acceptability and impact of executive function videos for Spanish-speaking families [texte imprimé] / Jonathan SAFER-LICHTENSTEIN, Auteur ; Laura CAMPOS, Auteur ; Jessica V. SMITH, Auteur ; Tennyson DAHLMAN, Auteur ; Susan MIKULICH-GILBERTSON, Auteur ; Jessica HOLMES, Auteur ; Alyssa VERBALIS, Auteur ; Allison RATTO, Auteur ; Kristi HARDY, Auteur ; Anna Chelsea ARMOUR, Auteur ; Bruno J. ANTHONY, Auteur ; Lauren KENWORTHY, Auteur ; Laura G. ANTHONY, Auteur . - p.202719. Langues : Anglais (eng) in Research in Autism > 128 (October 2025) . - p.202719 Mots-clés : Autism  ADHD  Hispanic/ Latine  Spanish  Executive functioning  Parents/ caregivers Index. décimale : PER Périodiques Résumé : Purpose Predominantly Spanish-speaking Hispanic/Latine families of children with neurodevelopmental conditions (e.g., autism, ADHD) in the U.S. face barriers accessing intervention services. This study evaluated the acceptability and effectiveness of executive function (EF) support videos translated into Spanish for caregivers in this community. Methods In this pragmatic trial, 37 caregivers of neurodivergent children aged 8–11 reviewed 12 brief EF-focused videos addressing skills like flexible thinking, planning, and self-regulation, with strategies for home use. The original English-language videos were developed with input from a Community Advisory Board (CAB) to ensure broad applicability across socioeconomic and racial/ethnic backgrounds, then directly translated and dubbed by a bilingual team. Caregivers completed pre/post measures assessing EF knowledge, caregiver strain, child EF difficulties, and video acceptability and feasibility. Focus groups were used to contextualize and expand on quantitative findings. An exploratory comparison was made to a prior English-language video cohort. Results Caregivers in the Spanish video cohort reported high acceptability and feasibility and demonstrated improvements in EF knowledge, reduced strain, and improved child EF outcomes. These outcomes were greater than those in the English video cohort. Focus group participants emphasized the relevance of the content, the practicality of the format, and the importance of receiving resources in their native language. Conclusion These findings highlight the potential of pragmatic, scalable, and linguistically accessible intervention resources for underserved communities. The EF videos, though directly translated with limited culturally specific adaptation, were well-received and effective in improving outcomes for Spanish-speaking caregivers. En ligne : https://doi.org/10.1016/j.reia.2025.202719 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570

Increasing autism acceptance: The impact of the Sesame Street "See Amazing in All Children" initiative / Bruno J. ANTHONY in Autism, 24-1 (January 2020)  

Public ISBD [article]  inAutism > 24-1 (January 2020) . - p.95-108 Titre : Increasing autism acceptance: The impact of the Sesame Street "See Amazing in All Children" initiative Type de document : texte imprimé Auteurs : Bruno J. ANTHONY, Auteur ; H. A. ROBERTSON, Auteur ; A. VERBALIS, Auteur ; Y. MYRICK, Auteur ; M. TROXEL, Auteur ; S. SEESE, Auteur ; Laura G. ANTHONY, Auteur Article en page(s) : p.95-108 Langues : Anglais (eng) Mots-clés : acceptance  autism spectrum disorders  community inclusion  preschool Index. décimale : PER Périodiques Résumé : To promote knowledge and acceptance of autism, Sesame Workshop created an online initiative: See Amazing in All Children. This nationwide evaluation of See Amazing assessed whether it increased knowledge and acceptance, promoted community inclusion, reduced parenting strain, and enhanced parenting competence. Survey responses were collected online from parents of children (age 6) with and without autism before (N = 1010), 1 week after (N = 510), and, for parents of autistic children, 1 month after (N = 182) they viewed the See Amazing materials. Following exposure, parents of non-autistic children showed small but significant increases in knowledge of autism and, like parents of autistic children, greater acceptance of autistic children. Parents of autistic children reported less strain, increased parenting competence, and more hope about involving their child in their community. That the See Amazing materials invoked positive changes in the general parent community and in parents of autistic children suggests that See Amazing materials have the potential to be an effective resource to increase acceptance and community inclusion, although limitations of self-selection, dropout rate, and lack of control group constrain interpretation. Implications include support for targeting acceptance as a step beyond awareness campaigns, though actual behavior change is a subject for future research. En ligne : http://dx.doi.org/10.1177/1362361319847927 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=414 [article] Increasing autism acceptance: The impact of the Sesame Street "See Amazing in All Children" initiative [texte imprimé] / Bruno J. ANTHONY, Auteur ; H. A. ROBERTSON, Auteur ; A. VERBALIS, Auteur ; Y. MYRICK, Auteur ; M. TROXEL, Auteur ; S. SEESE, Auteur ; Laura G. ANTHONY, Auteur . - p.95-108. Langues : Anglais (eng) in Autism > 24-1 (January 2020) . - p.95-108 Mots-clés : acceptance  autism spectrum disorders  community inclusion  preschool Index. décimale : PER Périodiques Résumé : To promote knowledge and acceptance of autism, Sesame Workshop created an online initiative: See Amazing in All Children. This nationwide evaluation of See Amazing assessed whether it increased knowledge and acceptance, promoted community inclusion, reduced parenting strain, and enhanced parenting competence. Survey responses were collected online from parents of children (age 6) with and without autism before (N = 1010), 1 week after (N = 510), and, for parents of autistic children, 1 month after (N = 182) they viewed the See Amazing materials. Following exposure, parents of non-autistic children showed small but significant increases in knowledge of autism and, like parents of autistic children, greater acceptance of autistic children. Parents of autistic children reported less strain, increased parenting competence, and more hope about involving their child in their community. That the See Amazing materials invoked positive changes in the general parent community and in parents of autistic children suggests that See Amazing materials have the potential to be an effective resource to increase acceptance and community inclusion, although limitations of self-selection, dropout rate, and lack of control group constrain interpretation. Implications include support for targeting acceptance as a step beyond awareness campaigns, though actual behavior change is a subject for future research. En ligne : http://dx.doi.org/10.1177/1362361319847927 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=414

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

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A review of cultural adaptations of screening tools for autism spectrum disorders / Sandra SOTO in Autism, 19-6 (August 2015)  

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