Continuity and Change in Cognition and Autism Severity from Toddlerhood to School Age / Megan L. E. CLARK 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.328-339 Titre : Continuity and Change in Cognition and Autism Severity from Toddlerhood to School Age Type de document : Texte imprimé et/ou numérique Auteurs : Megan L. E. CLARK, Auteur ; Josephine BARBARO, Auteur ; Cheryl DISSANAYAKE, Auteur Article en page(s) : p.328-339 Langues : Anglais (eng) Mots-clés : Intellectual disability  Longitudinal  Cognition  Autism severity  Diagnostic stability Index. décimale : PER Périodiques Résumé : This paper charted the cognitive and behavioural profiles from toddlerhood to middle childhood in 48 children diagnosed with ASD at 24-months. The Mullen Scales of Early Learning (MSEL) was administered at 24- and 48-months and the Wechsler Abbreviated Scale of Intelligence (WASI) at school age. Autism severity was derived using The Autism Diagnostic Observation Schedule (ADOS) Results: Developmental Disability/Intellectual Disability (DD/ID; Developmental Quotient <70) reduced from 64% at 24-months to 8% at outcome. Seventy-three percent of children continued to meet ADOS cut-off at school age. Conclusion: Diagnoses at 24-months, appear to be reliable and stable. Further research is needed to investigate whether early identification, which provides more opportunity to access early intervention, may in turn facilitate cognitive development over time. En ligne : http://dx.doi.org/10.1007/s10803-016-2954-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=303 [article] Continuity and Change in Cognition and Autism Severity from Toddlerhood to School Age [Texte imprimé et/ou numérique] / Megan L. E. CLARK, Auteur ; Josephine BARBARO, Auteur ; Cheryl DISSANAYAKE, Auteur . - p.328-339. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 47-2 (February 2017) . - p.328-339 Mots-clés : Intellectual disability  Longitudinal  Cognition  Autism severity  Diagnostic stability Index. décimale : PER Périodiques Résumé : This paper charted the cognitive and behavioural profiles from toddlerhood to middle childhood in 48 children diagnosed with ASD at 24-months. The Mullen Scales of Early Learning (MSEL) was administered at 24- and 48-months and the Wechsler Abbreviated Scale of Intelligence (WASI) at school age. Autism severity was derived using The Autism Diagnostic Observation Schedule (ADOS) Results: Developmental Disability/Intellectual Disability (DD/ID; Developmental Quotient <70) reduced from 64% at 24-months to 8% at outcome. Seventy-three percent of children continued to meet ADOS cut-off at school age. Conclusion: Diagnoses at 24-months, appear to be reliable and stable. Further research is needed to investigate whether early identification, which provides more opportunity to access early intervention, may in turn facilitate cognitive development over time. En ligne : http://dx.doi.org/10.1007/s10803-016-2954-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=303

Professional and Parental Attitudes Toward iPad Application Use in Autism Spectrum Disorder / Megan L. E. CLARK in Focus on Autism and Other Developmental Disabilities, 30-3 (September 2015)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 30-3 (September 2015) . - p.174-181 Titre : Professional and Parental Attitudes Toward iPad Application Use in Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Megan L. E. CLARK, Auteur ; David W. AUSTIN, Auteur ; Melinda J. CRAIKE, Auteur Article en page(s) : p.174-181 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study explored the attitudes of parents and professionals who work with children with autism spectrum disorder (ASD) toward the utilization of iPads and use of iPad applications by children with ASD. A survey of parents (n = 90) and professionals (n = 31) assessed information and communication technology (ICT) anxiety and self-efficacy, attitude toward ICT and iPad applications, and iPad utilization. Both parents and professionals held positive attitudes toward ICT and iPad use for children with ASD. Parents reported high use of iPads by their children, and professionals reported some, albeit limited, utilization as part of their practice. These findings suggest that iPad applications are not being used by professionals to a degree that is consistent with their favorable attitudes toward them. iPad use has been enthusiastically adopted by many parents; however, there appears a need for training in their use and research to establish an evidence base. En ligne : http://dx.doi.org/10.1177/1088357614537353 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=266 [article] Professional and Parental Attitudes Toward iPad Application Use in Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Megan L. E. CLARK, Auteur ; David W. AUSTIN, Auteur ; Melinda J. CRAIKE, Auteur . - p.174-181. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 30-3 (September 2015) . - p.174-181 Index. décimale : PER Périodiques Résumé : This study explored the attitudes of parents and professionals who work with children with autism spectrum disorder (ASD) toward the utilization of iPads and use of iPad applications by children with ASD. A survey of parents (n = 90) and professionals (n = 31) assessed information and communication technology (ICT) anxiety and self-efficacy, attitude toward ICT and iPad applications, and iPad utilization. Both parents and professionals held positive attitudes toward ICT and iPad use for children with ASD. Parents reported high use of iPads by their children, and professionals reported some, albeit limited, utilization as part of their practice. These findings suggest that iPad applications are not being used by professionals to a degree that is consistent with their favorable attitudes toward them. iPad use has been enthusiastically adopted by many parents; however, there appears a need for training in their use and research to establish an evidence base. En ligne : http://dx.doi.org/10.1177/1088357614537353 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=266

Research priorities of the autism community: A systematic review of key stakeholder perspectives / Laura ROCHE in Autism, 25-2 (February 2021)  

Public ISBD [article]  inAutism > 25-2 (February 2021) . - p.336-348 Titre : Research priorities of the autism community: A systematic review of key stakeholder perspectives Type de document : Texte imprimé et/ou numérique Auteurs : Laura ROCHE, Auteur ; Dawn ADAMS, Auteur ; Megan L. E. CLARK, Auteur Article en page(s) : p.336-348 Langues : Anglais (eng) Mots-clés : autism  community  future research  priorities  priority setting Index. décimale : PER Périodiques Résumé : It has become very important in autism research to ask the autistic community about what kinds of research they think should be done in order to improve the lives of people with autism. Many studies have reported on research goals from people within the autism community, such as parents of people on the autism spectrum, and practitioners and clinicians who support people on the autism spectrum. So far, the research goals from all of these studies have not been considered together, which is important so that all autism research can be working towards the same goals. We reviewed seven studies that looked at the priorities for autism research from key people within the autism community. Each of the reviewed studies are described according to (a) the types of people involved in the study, (b) the way the research goals from each group of people were identified, (c) the country where they were from and (d) the most common research goals from across all of the studies. Within these seven studies, research that will lead to real-world changes in the daily lives of the autism community and a greater focus on skill training for people with autism across their lives were found to be very important. From this review, we found that it is also very important to include a range of different people from the autism community when deciding what autism research goals should be focused on so that future research can be more helpful for the autism community. En ligne : http://dx.doi.org/10.1177/1362361320967790 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=441 [article] Research priorities of the autism community: A systematic review of key stakeholder perspectives [Texte imprimé et/ou numérique] / Laura ROCHE, Auteur ; Dawn ADAMS, Auteur ; Megan L. E. CLARK, Auteur . - p.336-348. Langues : Anglais (eng) in Autism > 25-2 (February 2021) . - p.336-348 Mots-clés : autism  community  future research  priorities  priority setting Index. décimale : PER Périodiques Résumé : It has become very important in autism research to ask the autistic community about what kinds of research they think should be done in order to improve the lives of people with autism. Many studies have reported on research goals from people within the autism community, such as parents of people on the autism spectrum, and practitioners and clinicians who support people on the autism spectrum. So far, the research goals from all of these studies have not been considered together, which is important so that all autism research can be working towards the same goals. We reviewed seven studies that looked at the priorities for autism research from key people within the autism community. Each of the reviewed studies are described according to (a) the types of people involved in the study, (b) the way the research goals from each group of people were identified, (c) the country where they were from and (d) the most common research goals from across all of the studies. Within these seven studies, research that will lead to real-world changes in the daily lives of the autism community and a greater focus on skill training for people with autism across their lives were found to be very important. From this review, we found that it is also very important to include a range of different people from the autism community when deciding what autism research goals should be focused on so that future research can be more helpful for the autism community. En ligne : http://dx.doi.org/10.1177/1362361320967790 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=441

School Age Outcomes of Children Diagnosed Early and Later with Autism Spectrum Disorder / Megan L. E. CLARK in Journal of Autism and Developmental Disorders, 48-1 (January 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-1 (January 2018) . - p.92-102 Titre : School Age Outcomes of Children Diagnosed Early and Later with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Megan L. E. CLARK, Auteur ; Z. VINEN, Auteur ; Josephine BARBARO, Auteur ; Cheryl DISSANAYAKE, Auteur Article en page(s) : p.92-102 Langues : Anglais (eng) Mots-clés : Behaviour  Cognition  Early and later diagnosis  Outcomes  School age Index. décimale : PER Périodiques Résumé : Early diagnosis of Autism Spectrum Disorder is considered best practice, increasing access to early intervention. Yet, many children are diagnosed after 3-years. The current study investigated the school age outcomes of children who received an early and later diagnosis of ASD. The cognitive and behavioural outcomes of children diagnosed early (n = 48), were compared to children diagnosed after 3-years (n = 37). Children diagnosed early accessed more intervention, demonstrated better verbal and overall cognition at school age, were more likely to attend mainstream school and required less ongoing support than children diagnosed later. Behavioural differences were not found between groups. Earlier diagnosis is important and is likely to promote more positive outcomes at school age due to increased opportunity for EI. En ligne : https://doi.org/10.1007/s10803-017-3279-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=336 [article] School Age Outcomes of Children Diagnosed Early and Later with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Megan L. E. CLARK, Auteur ; Z. VINEN, Auteur ; Josephine BARBARO, Auteur ; Cheryl DISSANAYAKE, Auteur . - p.92-102. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-1 (January 2018) . - p.92-102 Mots-clés : Behaviour  Cognition  Early and later diagnosis  Outcomes  School age Index. décimale : PER Périodiques Résumé : Early diagnosis of Autism Spectrum Disorder is considered best practice, increasing access to early intervention. Yet, many children are diagnosed after 3-years. The current study investigated the school age outcomes of children who received an early and later diagnosis of ASD. The cognitive and behavioural outcomes of children diagnosed early (n = 48), were compared to children diagnosed after 3-years (n = 37). Children diagnosed early accessed more intervention, demonstrated better verbal and overall cognition at school age, were more likely to attend mainstream school and required less ongoing support than children diagnosed later. Behavioural differences were not found between groups. Earlier diagnosis is important and is likely to promote more positive outcomes at school age due to increased opportunity for EI. En ligne : https://doi.org/10.1007/s10803-017-3279-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=336

The Relationship Between Child Anxiety and the Quality of Life of Children, and Parents of Children, on the Autism Spectrum / Dawn ADAMS in Journal of Autism and Developmental Disorders, 50-5 (May 2020)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 50-5 (May 2020) . - p.1756-1769 Titre : The Relationship Between Child Anxiety and the Quality of Life of Children, and Parents of Children, on the Autism Spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Dawn ADAMS, Auteur ; Megan L. E. CLARK, Auteur ; Kate SIMPSON, Auteur Article en page(s) : p.1756-1769 Langues : Anglais (eng) Mots-clés : Anxiety  Autism  Parents  Quality of life Index. décimale : PER Périodiques Résumé : Children on the autism spectrum experience high rates of anxiety but little is known about the impact of anxiety on child or parent quality of life (QoL). This study aimed to investigate the relationship between anxiety, autism characteristics, and QoL in children and their parents. Sixty-four parents of children on the spectrum completed questionnaires on their child's autism characteristics, anxiety symptomatology, and both child (PedsQL) and parent QoL (WHOQoL-BREF). Parents of children with elevated anxiety reported lower child and parent QoL. Regression models highlight specific anxiety subscales as predictive of PedsQL school and emotional functioning but not of parent QoL. Anxiety symptomatology may be a significant factor contributing to specific aspects of QoL for children on the spectrum. En ligne : http://dx.doi.org/10.1007/s10803-019-03932-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422 [article] The Relationship Between Child Anxiety and the Quality of Life of Children, and Parents of Children, on the Autism Spectrum [Texte imprimé et/ou numérique] / Dawn ADAMS, Auteur ; Megan L. E. CLARK, Auteur ; Kate SIMPSON, Auteur . - p.1756-1769. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 50-5 (May 2020) . - p.1756-1769 Mots-clés : Anxiety  Autism  Parents  Quality of life Index. décimale : PER Périodiques Résumé : Children on the autism spectrum experience high rates of anxiety but little is known about the impact of anxiety on child or parent quality of life (QoL). This study aimed to investigate the relationship between anxiety, autism characteristics, and QoL in children and their parents. Sixty-four parents of children on the spectrum completed questionnaires on their child's autism characteristics, anxiety symptomatology, and both child (PedsQL) and parent QoL (WHOQoL-BREF). Parents of children with elevated anxiety reported lower child and parent QoL. Regression models highlight specific anxiety subscales as predictive of PedsQL school and emotional functioning but not of parent QoL. Anxiety symptomatology may be a significant factor contributing to specific aspects of QoL for children on the spectrum. En ligne : http://dx.doi.org/10.1007/s10803-019-03932-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422

The self-identified positive attributes and favourite activities of children on the autism spectrum / Megan L. E. CLARK in Research in Autism Spectrum Disorders, 72 (April 2020)  

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