Investigation of Individual Factors Associated with Anxiety in Youth with Autism Spectrum Disorders / Ashley H. DUBIN in Journal of Autism and Developmental Disorders, 45-9 (September 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-9 (September 2015) . - p.2947-2960 Titre : Investigation of Individual Factors Associated with Anxiety in Youth with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Ashley H. DUBIN, Auteur ; Rebecca LIEBERMAN-BETZ, Auteur ; A. MICHELE LEASE, Auteur Article en page(s) : p.2947-2960 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Anxiety  Cognitive functioning  Logistic regression Index. décimale : PER Périodiques Résumé : As youth with autism spectrum disorder (ASD) are more likely to experience anxiety than youth in the general population, investigation of associated factors is important for diagnosis and treatment. The present study extended prior research by examining factors associated with caregiver-reported anxiety in 2662 youth (mean age = 8.82 years) with ASD. Logistic regression analyses indicated increases in age, social problems, and cognitive functioning predicted high anxiety group membership. Cognitive functioning moderated the relation of adaptive social behaviors and anxiety. Results from the present study provide support for previously identified factors associated with anxiety; however, further investigation is necessary to uncover additional factors and to explore their relation to anxiety across individuals with ASD with varying levels of cognitive functioning. En ligne : http://dx.doi.org/10.1007/s10803-015-2458-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=267 [article] Investigation of Individual Factors Associated with Anxiety in Youth with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Ashley H. DUBIN, Auteur ; Rebecca LIEBERMAN-BETZ, Auteur ; A. MICHELE LEASE, Auteur . - p.2947-2960. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-9 (September 2015) . - p.2947-2960 Mots-clés : Autism spectrum disorder  Anxiety  Cognitive functioning  Logistic regression Index. décimale : PER Périodiques Résumé : As youth with autism spectrum disorder (ASD) are more likely to experience anxiety than youth in the general population, investigation of associated factors is important for diagnosis and treatment. The present study extended prior research by examining factors associated with caregiver-reported anxiety in 2662 youth (mean age = 8.82 years) with ASD. Logistic regression analyses indicated increases in age, social problems, and cognitive functioning predicted high anxiety group membership. Cognitive functioning moderated the relation of adaptive social behaviors and anxiety. Results from the present study provide support for previously identified factors associated with anxiety; however, further investigation is necessary to uncover additional factors and to explore their relation to anxiety across individuals with ASD with varying levels of cognitive functioning. En ligne : http://dx.doi.org/10.1007/s10803-015-2458-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=267

The Effects of Prelinguistic Milieu Teaching Implemented in Classrooms for Preschoolers With or at Risk for Autism Spectrum Disorder / Ashley H. DUBIN in Focus on Autism and Other Developmental Disabilities, 35-2 (June 2020)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 35-2 (June 2020) . - p.79-89 Titre : The Effects of Prelinguistic Milieu Teaching Implemented in Classrooms for Preschoolers With or at Risk for Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Ashley H. DUBIN, Auteur ; Rebecca G. LIEBERMAN-BETZ, Auteur ; Kevin M. AYRES, Auteur ; Andrea ZAWOYSKI, Auteur Article en page(s) : p.79-89 Mots-clés : autism spectrum disorder, intentional communication, prelinguistic milieu teaching Index. décimale : PER Périodiques Résumé : Much research exists supporting the efficacy of naturalistic behavioral interventions on increasing social communication skills for children with autism spectrum disorder (ASD); however, these evidence-based interventions are not consistently utilized in preschool classrooms. Prelinguistic Milieu Teaching was used to teach early intentional communication (i.e., purposeful and coordinated use of vocalizations, gestures, and eye contact) to three preschool students with or at risk for ASD. The present study extends prior research demonstrating the effects of PMT in increasing intentional communication through implementation in a preschool special education classroom, measurement of collateral gains related to PMT targets, and measurement of maintenance and generalization of gains. Results indicate students increased their rates of intentional communication upon introduction of PMT. These gains maintained over time for two students. Present study results have implications for future research and practice regarding the efficacy and feasibility of implementing PMT in preschool classrooms. En ligne : https://doi.org/10.1177/1088357619888917 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422 [article] The Effects of Prelinguistic Milieu Teaching Implemented in Classrooms for Preschoolers With or at Risk for Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Ashley H. DUBIN, Auteur ; Rebecca G. LIEBERMAN-BETZ, Auteur ; Kevin M. AYRES, Auteur ; Andrea ZAWOYSKI, Auteur . - p.79-89. in Focus on Autism and Other Developmental Disabilities > 35-2 (June 2020) . - p.79-89 Mots-clés : autism spectrum disorder, intentional communication, prelinguistic milieu teaching Index. décimale : PER Périodiques Résumé : Much research exists supporting the efficacy of naturalistic behavioral interventions on increasing social communication skills for children with autism spectrum disorder (ASD); however, these evidence-based interventions are not consistently utilized in preschool classrooms. Prelinguistic Milieu Teaching was used to teach early intentional communication (i.e., purposeful and coordinated use of vocalizations, gestures, and eye contact) to three preschool students with or at risk for ASD. The present study extends prior research demonstrating the effects of PMT in increasing intentional communication through implementation in a preschool special education classroom, measurement of collateral gains related to PMT targets, and measurement of maintenance and generalization of gains. Results indicate students increased their rates of intentional communication upon introduction of PMT. These gains maintained over time for two students. Present study results have implications for future research and practice regarding the efficacy and feasibility of implementing PMT in preschool classrooms. En ligne : https://doi.org/10.1177/1088357619888917 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422

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