Children's social preference for teachers versus peers in autism inclusion classrooms: An objective perspective / Madison DRYE ; Chitra BANARJEE ; Lynn Perry ; Alyssa Viggiano ; Dwight Irvin ; Daniel MESSINGER in Autism Research, 18-1 (January 2025)  

Public ISBD [article]  inAutism Research > 18-1 (January 2025) . - p.179-194 Titre : Children's social preference for teachers versus peers in autism inclusion classrooms: An objective perspective : Autism Research Type de document : Texte imprimé et/ou numérique Auteurs : Madison DRYE, Auteur ; Chitra BANARJEE, Auteur ; Lynn Perry, Auteur ; Alyssa Viggiano, Auteur ; Dwight Irvin, Auteur ; Daniel MESSINGER, Auteur Article en page(s) : p.179-194 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  developmental disabilities  inclusion classrooms  objective measurement  social interaction Index. décimale : PER Périodiques Résumé : Abstract In inclusive preschools, children with autism spectrum disorder (ASD) and other developmental disabilities (DD) are less socially engaged with peers than are typically developing (TD) children. However, there is limited objective information describing how children with ASD engage with teachers, or how teacher engagement compares to engagement with peers. We tracked over 750?hours' worth of children's (N?=?77; NASD?=?24, NDD?=?23, NTD?=?30; Mage?=?43.98?months) and teachers' (N?=?12) locations and orientations across eight inclusion preschool classrooms to quantify child-teacher and child-peer social preference. Social approach velocity and time in social contact were computed for each child and compared across social partners to index children's preference for teachers over peers. Children with ASD approached teachers?-but not peers?more quickly than children with TD, and children with ASD were approached more quickly by teachers and more slowly by peers than children with TD. Children with ASD spent less time in social contact with peers and did not differ from children with TD in their time in social contact with teachers. Overall, children with ASD showed a greater preference for approaching, being approached by, and being in social contact with teachers (relative to peers) than children with TD. No significant differences emerged between children with DD and children with TD. In conclusion, children with ASD exhibited a stronger preference for engaging with teachers over peers, re-emphasizing the need for classroom-based interventions that support the peer interactions of children with ASD. En ligne : https://doi.org/10.1002/aur.3276 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546 [article] Children's social preference for teachers versus peers in autism inclusion classrooms: An objective perspective : Autism Research [Texte imprimé et/ou numérique] / Madison DRYE, Auteur ; Chitra BANARJEE, Auteur ; Lynn Perry, Auteur ; Alyssa Viggiano, Auteur ; Dwight Irvin, Auteur ; Daniel MESSINGER, Auteur . - p.179-194. Langues : Anglais (eng) in Autism Research > 18-1 (January 2025) . - p.179-194 Mots-clés : autism spectrum disorder  developmental disabilities  inclusion classrooms  objective measurement  social interaction Index. décimale : PER Périodiques Résumé : Abstract In inclusive preschools, children with autism spectrum disorder (ASD) and other developmental disabilities (DD) are less socially engaged with peers than are typically developing (TD) children. However, there is limited objective information describing how children with ASD engage with teachers, or how teacher engagement compares to engagement with peers. We tracked over 750?hours' worth of children's (N?=?77; NASD?=?24, NDD?=?23, NTD?=?30; Mage?=?43.98?months) and teachers' (N?=?12) locations and orientations across eight inclusion preschool classrooms to quantify child-teacher and child-peer social preference. Social approach velocity and time in social contact were computed for each child and compared across social partners to index children's preference for teachers over peers. Children with ASD approached teachers?-but not peers?more quickly than children with TD, and children with ASD were approached more quickly by teachers and more slowly by peers than children with TD. Children with ASD spent less time in social contact with peers and did not differ from children with TD in their time in social contact with teachers. Overall, children with ASD showed a greater preference for approaching, being approached by, and being in social contact with teachers (relative to peers) than children with TD. No significant differences emerged between children with DD and children with TD. In conclusion, children with ASD exhibited a stronger preference for engaging with teachers over peers, re-emphasizing the need for classroom-based interventions that support the peer interactions of children with ASD. En ligne : https://doi.org/10.1002/aur.3276 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546

Demographic Correlates of Autism: How Do Associations Compare Between Diagnosis and a Quantitative Trait Measure? / Kristen LYALL in Autism Research, 18-3 (March 2025)  

Public ISBD [article]  inAutism Research > 18-3 (March 2025) . - p.648-659 Titre : Demographic Correlates of Autism: How Do Associations Compare Between Diagnosis and a Quantitative Trait Measure? Type de document : Texte imprimé et/ou numérique Auteurs : Kristen LYALL, Auteur ; Aisha S. DICKERSON, Auteur ; Annette M. GREEN, Auteur ; Seth FRNDAK, Auteur ; Lisa A. CROEN, Auteur ; Jennifer L. AMES, Auteur ; Lyndsay A. AVALOS, Auteur ; Judy L. ASCHNER, Auteur ; Nicole R. BUSH, Auteur ; Carlos A. CAMARGO JR, Auteur ; Viren D'SA, Auteur ; Stephen R. DAGER, Auteur ; Anne L. DUNLOP, Auteur ; Assiamira FERRARA, Auteur ; Jody M. GANIBAN, Auteur ; James E. GERN, Auteur ; Tre D. GISSANDANER, Auteur ; J. Carolyn GRAFF, Auteur ; Irva HERTZ-PICCIOTTO, Auteur ; Alison E. HIPWELL, Auteur ; Tengfei MA, Auteur ; Meghan MILLER, Auteur ; Laura MURPHY, Auteur ; Margaret R. KARAGAS, Auteur ; Rachel S. KELLY, Auteur ; Amy MARGOLIS, Auteur ; Daphne KOINIS-MITCHELL, Auteur ; Cindy T. MCEVOY, Auteur ; Daniel MESSINGER, Auteur ; Ruby NGUYEN, Auteur ; Emily OKEN, Auteur ; Sally OZONOFF, Auteur ; Grier P. PAGE, Auteur ; Susan L. SCHANTZ, Auteur ; Rebecca J. SCHMIDT, Auteur ; Coral L. SHUSTER, Auteur ; Julie B. SCHWEITZER, Auteur ; Stephen J. SHEINKOPF, Auteur ; Joseph B. STANFORD, Auteur ; Cindy O. TREVINO, Auteur ; Scott T. WEISS, Auteur ; Heather E. VOLK, Auteur ; Robert M. JOSEPH, Auteur ; Outcomes PROGRAM COLLABORATORS FOR ENVIRONMENTAL INFLUENCES ON CHILD HEALTH, Auteur Article en page(s) : p.648-659 Langues : Anglais (eng) Mots-clés : autism  diagnosis  social responsiveness scale Index. décimale : PER Périodiques Résumé : ABSTRACT Prevalence of autism diagnosis has historically differed by demographic factors. Using data from 8224 participants drawn from the Environmental influences on Child Health Outcomes (ECHO) Program, we examined relationships between demographic factors and parent-reported autism-related traits as captured by the Social Responsiveness Scale (SRS; T score?>?65) and compared these to relations with parent-reported clinician diagnosis of ASD, in generalized linear mixed effects regression analyses. Results suggested lower odds of autism diagnosis, but not of SRS T?>?65, for non-Hispanic Black children (adjusted odds ratio [OR]?=?0.76, 95% CI 0.55, 1.06) relative to non-Hispanic White children. Higher maternal education was associated with reduced odds of both outcomes (OR?=?0.73, 95% CI 0.51, 1.05 for ASD autism diagnosis and 0.4, 95% CI 0.29, 0.55 for SRS score). In addition, results suggested a lower likelihood of autism diagnosis but a higher likelihood of an SRS score?>?65 in Black girls. Findings suggest lower diagnostic recognition of autism in non-Hispanic Black children, despite a similar degree of SRS-assessed autism-related traits falling in the clinically elevated range. Further work is needed to address this disparity. En ligne : https://doi.org/10.1002/aur.3296 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550 [article] Demographic Correlates of Autism: How Do Associations Compare Between Diagnosis and a Quantitative Trait Measure? [Texte imprimé et/ou numérique] / Kristen LYALL, Auteur ; Aisha S. DICKERSON, Auteur ; Annette M. GREEN, Auteur ; Seth FRNDAK, Auteur ; Lisa A. CROEN, Auteur ; Jennifer L. AMES, Auteur ; Lyndsay A. AVALOS, Auteur ; Judy L. ASCHNER, Auteur ; Nicole R. BUSH, Auteur ; Carlos A. CAMARGO JR, Auteur ; Viren D'SA, Auteur ; Stephen R. DAGER, Auteur ; Anne L. DUNLOP, Auteur ; Assiamira FERRARA, Auteur ; Jody M. GANIBAN, Auteur ; James E. GERN, Auteur ; Tre D. GISSANDANER, Auteur ; J. Carolyn GRAFF, Auteur ; Irva HERTZ-PICCIOTTO, Auteur ; Alison E. HIPWELL, Auteur ; Tengfei MA, Auteur ; Meghan MILLER, Auteur ; Laura MURPHY, Auteur ; Margaret R. KARAGAS, Auteur ; Rachel S. KELLY, Auteur ; Amy MARGOLIS, Auteur ; Daphne KOINIS-MITCHELL, Auteur ; Cindy T. MCEVOY, Auteur ; Daniel MESSINGER, Auteur ; Ruby NGUYEN, Auteur ; Emily OKEN, Auteur ; Sally OZONOFF, Auteur ; Grier P. PAGE, Auteur ; Susan L. SCHANTZ, Auteur ; Rebecca J. SCHMIDT, Auteur ; Coral L. SHUSTER, Auteur ; Julie B. SCHWEITZER, Auteur ; Stephen J. SHEINKOPF, Auteur ; Joseph B. STANFORD, Auteur ; Cindy O. TREVINO, Auteur ; Scott T. WEISS, Auteur ; Heather E. VOLK, Auteur ; Robert M. JOSEPH, Auteur ; Outcomes PROGRAM COLLABORATORS FOR ENVIRONMENTAL INFLUENCES ON CHILD HEALTH, Auteur . - p.648-659. Langues : Anglais (eng) in Autism Research > 18-3 (March 2025) . - p.648-659 Mots-clés : autism  diagnosis  social responsiveness scale Index. décimale : PER Périodiques Résumé : ABSTRACT Prevalence of autism diagnosis has historically differed by demographic factors. Using data from 8224 participants drawn from the Environmental influences on Child Health Outcomes (ECHO) Program, we examined relationships between demographic factors and parent-reported autism-related traits as captured by the Social Responsiveness Scale (SRS; T score?>?65) and compared these to relations with parent-reported clinician diagnosis of ASD, in generalized linear mixed effects regression analyses. Results suggested lower odds of autism diagnosis, but not of SRS T?>?65, for non-Hispanic Black children (adjusted odds ratio [OR]?=?0.76, 95% CI 0.55, 1.06) relative to non-Hispanic White children. Higher maternal education was associated with reduced odds of both outcomes (OR?=?0.73, 95% CI 0.51, 1.05 for ASD autism diagnosis and 0.4, 95% CI 0.29, 0.55 for SRS score). In addition, results suggested a lower likelihood of autism diagnosis but a higher likelihood of an SRS score?>?65 in Black girls. Findings suggest lower diagnostic recognition of autism in non-Hispanic Black children, despite a similar degree of SRS-assessed autism-related traits falling in the clinically elevated range. Further work is needed to address this disparity. En ligne : https://doi.org/10.1002/aur.3296 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550

Diagnostic stability in young children at risk for autism spectrum disorder: a baby siblings research consortium study / Sally OZONOFF in Journal of Child Psychology and Psychiatry, 56-9 (September 2015)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 56-9 (September 2015) . - p.988-998 Titre : Diagnostic stability in young children at risk for autism spectrum disorder: a baby siblings research consortium study Type de document : Texte imprimé et/ou numérique Auteurs : Sally OZONOFF, Auteur ; Gregory S. YOUNG, Auteur ; Rebecca J. LANDA, Auteur ; Jessica BRIAN, Auteur ; Susan E. BRYSON, Auteur ; Tony CHARMAN, Auteur ; Katarzyna CHAWARSKA, Auteur ; Suzanne L. MACARI, Auteur ; Daniel MESSINGER, Auteur ; Wendy L. STONE, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Ana-Maria IOSIF, Auteur Article en page(s) : p.988-998 Langues : Anglais (eng) Mots-clés : Preschool children  autism spectrum disorders  diagnosis Index. décimale : PER Périodiques Résumé : Background The diagnosis of autism spectrum disorder (ASD) made before age 3 has been found to be remarkably stable in clinic- and community-ascertained samples. The stability of an ASD diagnosis in prospectively ascertained samples of infants at risk for ASD due to familial factors has not yet been studied, however. The American Academy of Pediatrics recommends intensive surveillance and screening for this high-risk group, which may afford earlier identification. Therefore, it is critical to understand the stability of an ASD diagnosis made before age 3 in young children at familial risk. Methods Data were pooled across seven sites of the Baby Siblings Research Consortium. Evaluations of 418 later-born siblings of children with ASD were conducted at 18, 24, and 36 months of age and a clinical diagnosis of ASD or Not ASD was made at each age. Results The stability of an ASD diagnosis at 18 months was 93% and at 24 months was 82%. There were relatively few children diagnosed with ASD at 18 or 24 months whose diagnosis was not confirmed at 36 months. There were, however, many children with ASD outcomes at 36 months who had not yet been diagnosed at 18 months (63%) or 24 months (41%). Conclusions The stability of an ASD diagnosis in this familial-risk sample was high at both 18 and 24 months of age and comparable with previous data from clinic- and community-ascertained samples. However, almost half of the children with ASD outcomes were not identified as being on the spectrum at 24 months and did not receive an ASD diagnosis until 36 months. Thus, longitudinal follow-up is critical for children with early signs of social-communication difficulties, even if they do not meet diagnostic criteria at initial assessment. A public health implication of these data is that screening for ASD may need to be repeated multiple times in the first years of life. These data also suggest that there is a period of early development in which ASD features unfold and emerge but have not yet reached levels supportive of a diagnosis. En ligne : http://dx.doi.org/10.1111/jcpp.12421 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=267 [article] Diagnostic stability in young children at risk for autism spectrum disorder: a baby siblings research consortium study [Texte imprimé et/ou numérique] / Sally OZONOFF, Auteur ; Gregory S. YOUNG, Auteur ; Rebecca J. LANDA, Auteur ; Jessica BRIAN, Auteur ; Susan E. BRYSON, Auteur ; Tony CHARMAN, Auteur ; Katarzyna CHAWARSKA, Auteur ; Suzanne L. MACARI, Auteur ; Daniel MESSINGER, Auteur ; Wendy L. STONE, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Ana-Maria IOSIF, Auteur . - p.988-998. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 56-9 (September 2015) . - p.988-998 Mots-clés : Preschool children  autism spectrum disorders  diagnosis Index. décimale : PER Périodiques Résumé : Background The diagnosis of autism spectrum disorder (ASD) made before age 3 has been found to be remarkably stable in clinic- and community-ascertained samples. The stability of an ASD diagnosis in prospectively ascertained samples of infants at risk for ASD due to familial factors has not yet been studied, however. The American Academy of Pediatrics recommends intensive surveillance and screening for this high-risk group, which may afford earlier identification. Therefore, it is critical to understand the stability of an ASD diagnosis made before age 3 in young children at familial risk. Methods Data were pooled across seven sites of the Baby Siblings Research Consortium. Evaluations of 418 later-born siblings of children with ASD were conducted at 18, 24, and 36 months of age and a clinical diagnosis of ASD or Not ASD was made at each age. Results The stability of an ASD diagnosis at 18 months was 93% and at 24 months was 82%. There were relatively few children diagnosed with ASD at 18 or 24 months whose diagnosis was not confirmed at 36 months. There were, however, many children with ASD outcomes at 36 months who had not yet been diagnosed at 18 months (63%) or 24 months (41%). Conclusions The stability of an ASD diagnosis in this familial-risk sample was high at both 18 and 24 months of age and comparable with previous data from clinic- and community-ascertained samples. However, almost half of the children with ASD outcomes were not identified as being on the spectrum at 24 months and did not receive an ASD diagnosis until 36 months. Thus, longitudinal follow-up is critical for children with early signs of social-communication difficulties, even if they do not meet diagnostic criteria at initial assessment. A public health implication of these data is that screening for ASD may need to be repeated multiple times in the first years of life. These data also suggest that there is a period of early development in which ASD features unfold and emerge but have not yet reached levels supportive of a diagnosis. En ligne : http://dx.doi.org/10.1111/jcpp.12421 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=267

Sex and gender differences in autism spectrum disorder: summarizing evidence gaps and identifying emerging areas of priority / Alycia K. HALLADAY in Molecular Autism, (June 2015)  

Public ISBD [article]  inMolecular Autism > (June 2015) . - p.1-5 Titre : Sex and gender differences in autism spectrum disorder: summarizing evidence gaps and identifying emerging areas of priority Type de document : Texte imprimé et/ou numérique Auteurs : Alycia K. HALLADAY, Auteur ; Somer L. BISHOP, Auteur ; John N. CONSTANTINO, Auteur ; Amy M. DANIELS, Auteur ; Kathleen KOENIG, Auteur ; Kate PALMER, Auteur ; Daniel MESSINGER, Auteur ; Kevin A. PELPHREY, Auteur ; Stephan J. SANDERS, Auteur ; Alison Tepper SINGER, Auteur ; Julie LOUNDS TAYLOR, Auteur ; Peter SZATMARI, Auteur Article en page(s) : p.1-5 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : One of the most consistent findings in autism spectrum disorder (ASD) research is a higher rate of ASD diagnosis in males than females. Despite this, remarkably little research has focused on the reasons for this disparity. Better understanding of this sex difference could lead to major advancements in the prevention or treatment of ASD in both males and females. In October of 2014, Autism Speaks and the Autism Science Foundation co-organized a meeting that brought together almost 60 clinicians, researchers, parents, and self-identified autistic individuals. Discussion at the meeting is summarized here with recommendations on directions of future research endeavors. En ligne : http://dx.doi.org/10.1186/s13229-015-0019-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=277 [article] Sex and gender differences in autism spectrum disorder: summarizing evidence gaps and identifying emerging areas of priority [Texte imprimé et/ou numérique] / Alycia K. HALLADAY, Auteur ; Somer L. BISHOP, Auteur ; John N. CONSTANTINO, Auteur ; Amy M. DANIELS, Auteur ; Kathleen KOENIG, Auteur ; Kate PALMER, Auteur ; Daniel MESSINGER, Auteur ; Kevin A. PELPHREY, Auteur ; Stephan J. SANDERS, Auteur ; Alison Tepper SINGER, Auteur ; Julie LOUNDS TAYLOR, Auteur ; Peter SZATMARI, Auteur . - p.1-5. Langues : Anglais (eng) in Molecular Autism > (June 2015) . - p.1-5 Index. décimale : PER Périodiques Résumé : One of the most consistent findings in autism spectrum disorder (ASD) research is a higher rate of ASD diagnosis in males than females. Despite this, remarkably little research has focused on the reasons for this disparity. Better understanding of this sex difference could lead to major advancements in the prevention or treatment of ASD in both males and females. In October of 2014, Autism Speaks and the Autism Science Foundation co-organized a meeting that brought together almost 60 clinicians, researchers, parents, and self-identified autistic individuals. Discussion at the meeting is summarized here with recommendations on directions of future research endeavors. En ligne : http://dx.doi.org/10.1186/s13229-015-0019-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=277

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