Adding the missing voice: How self-report of autistic youth self-report on an executive functioning rating scale compares to parent report and that of youth with attention deficit hyperactivity disorder or neurotypical development / L. KENWORTHY in Autism, 26-2 (February 2022)  

Public ISBD [article]  inAutism > 26-2 (February 2022) . - p.422-433 Titre : Adding the missing voice: How self-report of autistic youth self-report on an executive functioning rating scale compares to parent report and that of youth with attention deficit hyperactivity disorder or neurotypical development Type de document : Texte imprimé et/ou numérique Auteurs : L. KENWORTHY, Auteur ; A. VERBALIS, Auteur ; Julia BASCOM, Auteur ; S. DAVANPORT, Auteur ; J. F. STRANG, Auteur ; C. PUGLIESE, Auteur ; A. FREEMAN, Auteur ; C. JEPPSEN, Auteur ; Anna Chelsea ARMOUR, Auteur ; G. JOST, Auteur ; K. HARDY, Auteur ; Gregory L. WALLACE, Auteur Article en page(s) : p.422-433 Langues : Anglais (eng) Mots-clés : attention deficit hyperactivity disorder  autism  executive function  parent report  psychometrics  self-report  youth  receives financial compensation for use of the First and second editions of the  Behavior Rating of Executive Functions (BRIEF, BRIEF 2). Index. décimale : PER Périodiques Résumé : Executive functions are often impaired in autistic people and relate to important outcomes such as mental health, success in school and work, and quality of life. Evaluating executive functions helps autistic people, clinicians, and families identify targets for external supports and skill building. Youth self-report of executive function has not been studied, yet we know that self-report from autistic youth is key to understanding other cognitive/behavioral phenomena in autism such as anxiety, obsessions/compulsions, sensory sensitivities, and repetitive behaviors. We investigated self- and parent-report of executive function problems in 197 autistic youth without intellectual disability (ages 11-18?years), including the magnitude and profiles of executive function problems autistic youth report across subdomains of executive function. We compared autistic self-report with that of 114 youth with attention deficit hyperactivity disorder without intellectual disability and 197 neurotypical youth. We found that autistic youth report significant executive function problems compared to neurotypical youth and a distinctive profile of challenges in comparison to attention deficit hyperactivity disorder youth. Parents and their autistic children diverged regarding the magnitude of the youth's executive function difficulties, but both identify inflexibility as the most impaired executive function subdomain. Autistic youth and their parents were somewhat more concordant in their report of executive function problems than youth with attention deficit hyperactivity disorder and their parents, but only showed moderate concordance at best. These findings elevate the importance of asking autistic youth directly about their executive functioning when engaging them in assessment and intervention, or researching executive functions in autism. En ligne : http://dx.doi.org/10.1177/13623613211029117 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452 [article] Adding the missing voice: How self-report of autistic youth self-report on an executive functioning rating scale compares to parent report and that of youth with attention deficit hyperactivity disorder or neurotypical development [Texte imprimé et/ou numérique] / L. KENWORTHY, Auteur ; A. VERBALIS, Auteur ; Julia BASCOM, Auteur ; S. DAVANPORT, Auteur ; J. F. STRANG, Auteur ; C. PUGLIESE, Auteur ; A. FREEMAN, Auteur ; C. JEPPSEN, Auteur ; Anna Chelsea ARMOUR, Auteur ; G. JOST, Auteur ; K. HARDY, Auteur ; Gregory L. WALLACE, Auteur . - p.422-433. Langues : Anglais (eng) in Autism > 26-2 (February 2022) . - p.422-433 Mots-clés : attention deficit hyperactivity disorder  autism  executive function  parent report  psychometrics  self-report  youth  receives financial compensation for use of the First and second editions of the  Behavior Rating of Executive Functions (BRIEF, BRIEF 2). Index. décimale : PER Périodiques Résumé : Executive functions are often impaired in autistic people and relate to important outcomes such as mental health, success in school and work, and quality of life. Evaluating executive functions helps autistic people, clinicians, and families identify targets for external supports and skill building. Youth self-report of executive function has not been studied, yet we know that self-report from autistic youth is key to understanding other cognitive/behavioral phenomena in autism such as anxiety, obsessions/compulsions, sensory sensitivities, and repetitive behaviors. We investigated self- and parent-report of executive function problems in 197 autistic youth without intellectual disability (ages 11-18?years), including the magnitude and profiles of executive function problems autistic youth report across subdomains of executive function. We compared autistic self-report with that of 114 youth with attention deficit hyperactivity disorder without intellectual disability and 197 neurotypical youth. We found that autistic youth report significant executive function problems compared to neurotypical youth and a distinctive profile of challenges in comparison to attention deficit hyperactivity disorder youth. Parents and their autistic children diverged regarding the magnitude of the youth's executive function difficulties, but both identify inflexibility as the most impaired executive function subdomain. Autistic youth and their parents were somewhat more concordant in their report of executive function problems than youth with attention deficit hyperactivity disorder and their parents, but only showed moderate concordance at best. These findings elevate the importance of asking autistic youth directly about their executive functioning when engaging them in assessment and intervention, or researching executive functions in autism. En ligne : http://dx.doi.org/10.1177/13623613211029117 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452

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 et/ou numérique 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 et/ou numérique] / 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

Feasibility of psychosis risk assessment for adolescents diagnosed with autism / Camille S. WILSON in Autism, 24-4 (May 2020)  

Public ISBD [article]  inAutism > 24-4 (May 2020) . - p.834-850 Titre : Feasibility of psychosis risk assessment for adolescents diagnosed with autism Type de document : Texte imprimé et/ou numérique Auteurs : Camille S. WILSON, Auteur ; Laura G. ANTHONY, Auteur ; Lauren KENWORTHY, Auteur ; Rivka FLEISCHMAN, Auteur ; Caroline DEMRO, Auteur ; Nicole ANDORKO, Auteur ; Anna Chelsea ARMOUR, Auteur ; Jason SCHIFFMAN, Auteur Article en page(s) : p.834-850 Langues : Anglais (eng) Mots-clés : adolescence  at-risk mental state  autism spectrum disorders  clinical high risk  cognitive interview  psychosis risk  subthreshold psychotic experiences Index. décimale : PER Périodiques Résumé : Individuals with autism may experience a variety of psychiatric symptoms that may cause distress and difficulty functioning. The tools that exist to help evaluate symptoms for psychosis for individuals with autism are limited. We investigated whether a specialized interview for symptoms of psychosis risk could be used for adolescents with autism. We recruited 21 adolescents with autism and 22 typically developing adolescents and interviewed them using the Structured Interview for Psychosis-Risk Syndromes. Participants were asked to rephrase interview questions as a way to understand how they interpreted the question. Their responses were evaluated by clinicians and third-party raters to determine potential response errors. Results of the study showed that youth with autism who have intact language skills are able to answer questions about psychosis risk symptoms as well as their typically developing peers. In general, adolescents across both groups who had more difficulty with nonliteral language (understanding words with multiple meanings) had more difficulty completing the Structured Interview for Psychosis-Risk Syndromes. Problematic items that required more clarification by the clinician involved misinterpretation of words/phrases or questions. Care should be taken to ensure adolescents understand the intent of interviewer questions when assessing risk of psychosis. En ligne : http://dx.doi.org/10.1177/1362361320909173 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=425 [article] Feasibility of psychosis risk assessment for adolescents diagnosed with autism [Texte imprimé et/ou numérique] / Camille S. WILSON, Auteur ; Laura G. ANTHONY, Auteur ; Lauren KENWORTHY, Auteur ; Rivka FLEISCHMAN, Auteur ; Caroline DEMRO, Auteur ; Nicole ANDORKO, Auteur ; Anna Chelsea ARMOUR, Auteur ; Jason SCHIFFMAN, Auteur . - p.834-850. Langues : Anglais (eng) in Autism > 24-4 (May 2020) . - p.834-850 Mots-clés : adolescence  at-risk mental state  autism spectrum disorders  clinical high risk  cognitive interview  psychosis risk  subthreshold psychotic experiences Index. décimale : PER Périodiques Résumé : Individuals with autism may experience a variety of psychiatric symptoms that may cause distress and difficulty functioning. The tools that exist to help evaluate symptoms for psychosis for individuals with autism are limited. We investigated whether a specialized interview for symptoms of psychosis risk could be used for adolescents with autism. We recruited 21 adolescents with autism and 22 typically developing adolescents and interviewed them using the Structured Interview for Psychosis-Risk Syndromes. Participants were asked to rephrase interview questions as a way to understand how they interpreted the question. Their responses were evaluated by clinicians and third-party raters to determine potential response errors. Results of the study showed that youth with autism who have intact language skills are able to answer questions about psychosis risk symptoms as well as their typically developing peers. In general, adolescents across both groups who had more difficulty with nonliteral language (understanding words with multiple meanings) had more difficulty completing the Structured Interview for Psychosis-Risk Syndromes. Problematic items that required more clarification by the clinician involved misinterpretation of words/phrases or questions. Care should be taken to ensure adolescents understand the intent of interviewer questions when assessing risk of psychosis. En ligne : http://dx.doi.org/10.1177/1362361320909173 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=425

Identifying comorbid ADHD in autism: Attending to the inattentive presentation / Srishti RAU in Research in Autism Spectrum Disorders, 69 (January 2020)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 69 (January 2020) . - p.101468 Titre : Identifying comorbid ADHD in autism: Attending to the inattentive presentation Type de document : Texte imprimé et/ou numérique Auteurs : Srishti RAU, Auteur ; Mary F. SKAPEK, Auteur ; Kaitlyn TIPLADY, Auteur ; Sydney SEESE, Auteur ; Alison BURNS, Auteur ; Anna Chelsea ARMOUR, Auteur ; Lauren KENWORTHY, Auteur Article en page(s) : p.101468 Langues : Anglais (eng) Mots-clés : ASD  ADHD  Comorbidity  Assessment Index. décimale : PER Périodiques Résumé : Background There are high rates of comorbidity between ADHD and ASD; however, there has been limited work parsing rates by ADHD presentation. In addition, commonly used questionnaires have demonstrated reduced utility in capturing ADHD symptoms in individuals with ASD. We examined the prevalence of comorbid Attention-Deficit/Hyperactivity Disorder (ADHD) parsed by DSM-5 presentation in clinic-referred youth with Autism Spectrum Disorder (ASD) without intellectual disability (ID). We compared common rating scales to determine which most effectively identified comorbid ADHD. Method We examined comorbid ADHD diagnoses from archival assessment data for 419 youth with ASD without ID. We examined diagnostic discriminability of the parent and teacher ADHD Rating Scale (ADHD R-S), and Attention and ADH Problems Scales of the Child Behavior Checklist and Teacher Report Form using receiver operating characteristic (ROC) curves. Hierarchical logistic regression was used to examine measures’ unique contribution to ADHD diagnosis. Results Sixty-one percent of the study sample met DSM-5 criteria for an attention disorder. ADHD, Combined (ADHD-C) represented the largest proportion of ADHD diagnoses (76.8%), followed by Inattentive (ADHD-I;19.7%), Hyperactive/Impulsive (.02%), and Un-/Other Specified (.02%). Measures provided greater diagnostic discriminability in identifying ADHD-C relative to ADHD-I. The ADHD R-S inattentive symptom count provided the greatest discriminability for both subtypes and was the only scale that provided clinically meaningful differentiation between those with ASD only and ASD?+?ADHD-I. Conclusions These results support using the ADHD R-S to capture comorbid ADHD symptoms in ASD. The findings underscore the need for more thorough examination of inattentive symptoms to rule out ADHD-I. En ligne : https://doi.org/10.1016/j.rasd.2019.101468 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=412 [article] Identifying comorbid ADHD in autism: Attending to the inattentive presentation [Texte imprimé et/ou numérique] / Srishti RAU, Auteur ; Mary F. SKAPEK, Auteur ; Kaitlyn TIPLADY, Auteur ; Sydney SEESE, Auteur ; Alison BURNS, Auteur ; Anna Chelsea ARMOUR, Auteur ; Lauren KENWORTHY, Auteur . - p.101468. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 69 (January 2020) . - p.101468 Mots-clés : ASD  ADHD  Comorbidity  Assessment Index. décimale : PER Périodiques Résumé : Background There are high rates of comorbidity between ADHD and ASD; however, there has been limited work parsing rates by ADHD presentation. In addition, commonly used questionnaires have demonstrated reduced utility in capturing ADHD symptoms in individuals with ASD. We examined the prevalence of comorbid Attention-Deficit/Hyperactivity Disorder (ADHD) parsed by DSM-5 presentation in clinic-referred youth with Autism Spectrum Disorder (ASD) without intellectual disability (ID). We compared common rating scales to determine which most effectively identified comorbid ADHD. Method We examined comorbid ADHD diagnoses from archival assessment data for 419 youth with ASD without ID. We examined diagnostic discriminability of the parent and teacher ADHD Rating Scale (ADHD R-S), and Attention and ADH Problems Scales of the Child Behavior Checklist and Teacher Report Form using receiver operating characteristic (ROC) curves. Hierarchical logistic regression was used to examine measures’ unique contribution to ADHD diagnosis. Results Sixty-one percent of the study sample met DSM-5 criteria for an attention disorder. ADHD, Combined (ADHD-C) represented the largest proportion of ADHD diagnoses (76.8%), followed by Inattentive (ADHD-I;19.7%), Hyperactive/Impulsive (.02%), and Un-/Other Specified (.02%). Measures provided greater diagnostic discriminability in identifying ADHD-C relative to ADHD-I. The ADHD R-S inattentive symptom count provided the greatest discriminability for both subtypes and was the only scale that provided clinically meaningful differentiation between those with ASD only and ASD?+?ADHD-I. Conclusions These results support using the ADHD R-S to capture comorbid ADHD symptoms in ASD. The findings underscore the need for more thorough examination of inattentive symptoms to rule out ADHD-I. En ligne : https://doi.org/10.1016/j.rasd.2019.101468 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=412

Lagging skills contribute to challenging behaviors in children with autism spectrum disorder without intellectual disability / B. B. MADDOX in Autism, 22-8 (November 2018)  

Public ISBD [article]  inAutism > 22-8 (November 2018) . - p.898-906 Titre : Lagging skills contribute to challenging behaviors in children with autism spectrum disorder without intellectual disability Type de document : Texte imprimé et/ou numérique Auteurs : B. B. MADDOX, Auteur ; P. CLEARY, Auteur ; E. S. KUSCHNER, Auteur ; J. S. MILLER, Auteur ; Anna Chelsea ARMOUR, Auteur ; L. GUY, Auteur ; L. KENWORTHY, Auteur ; Robert T. SCHULTZ, Auteur ; B. E. YERYS, Auteur Article en page(s) : p.898-906 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  challenging behaviors  cognitive-behavioral treatment  emotion regulation  executive function Index. décimale : PER Périodiques Résumé : Many children with autism spectrum disorder display challenging behaviors. These behaviors are not limited to those with cognitive and/or language impairments. The Collaborative and Proactive Solutions framework proposes that challenging behaviors result from an incompatibility between environmental demands and a child's "lagging skills." The primary Collaborative and Proactive Solutions lagging skills-executive function, emotion regulation, language, and social skills-are often areas of weakness for individuals with autism spectrum disorder. The purpose of this study was to evaluate whether these lagging skills are associated with challenging behaviors in youth with autism spectrum disorder without intellectual disability. Parents of 182 youth with autism spectrum disorder (6-15 years) completed measures of their children's challenging behaviors, executive function, language, emotion regulation, and social skills. We tested whether the Collaborative and Proactive Solutions lagging skills predicted challenging behaviors using multiple linear regression. The Collaborative and Proactive Solutions lagging skills explained significant variance in participants' challenging behaviors. The Depression (emotion regulation), Inhibit (executive function), and Sameness (executive function) scales emerged as significant predictors. Impairments in emotion regulation and executive function may contribute substantially to aggressive and oppositional behaviors in school-age youth with autism spectrum disorder without intellectual disability. Treatment for challenging behaviors in this group may consider targeting the incompatibility between environmental demands and a child's lagging skills. En ligne : http://dx.doi.org/10.1177/1362361317712651 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=370 [article] Lagging skills contribute to challenging behaviors in children with autism spectrum disorder without intellectual disability [Texte imprimé et/ou numérique] / B. B. MADDOX, Auteur ; P. CLEARY, Auteur ; E. S. KUSCHNER, Auteur ; J. S. MILLER, Auteur ; Anna Chelsea ARMOUR, Auteur ; L. GUY, Auteur ; L. KENWORTHY, Auteur ; Robert T. SCHULTZ, Auteur ; B. E. YERYS, Auteur . - p.898-906. Langues : Anglais (eng) in Autism > 22-8 (November 2018) . - p.898-906 Mots-clés : autism spectrum disorder  challenging behaviors  cognitive-behavioral treatment  emotion regulation  executive function Index. décimale : PER Périodiques Résumé : Many children with autism spectrum disorder display challenging behaviors. These behaviors are not limited to those with cognitive and/or language impairments. The Collaborative and Proactive Solutions framework proposes that challenging behaviors result from an incompatibility between environmental demands and a child's "lagging skills." The primary Collaborative and Proactive Solutions lagging skills-executive function, emotion regulation, language, and social skills-are often areas of weakness for individuals with autism spectrum disorder. The purpose of this study was to evaluate whether these lagging skills are associated with challenging behaviors in youth with autism spectrum disorder without intellectual disability. Parents of 182 youth with autism spectrum disorder (6-15 years) completed measures of their children's challenging behaviors, executive function, language, emotion regulation, and social skills. We tested whether the Collaborative and Proactive Solutions lagging skills predicted challenging behaviors using multiple linear regression. The Collaborative and Proactive Solutions lagging skills explained significant variance in participants' challenging behaviors. The Depression (emotion regulation), Inhibit (executive function), and Sameness (executive function) scales emerged as significant predictors. Impairments in emotion regulation and executive function may contribute substantially to aggressive and oppositional behaviors in school-age youth with autism spectrum disorder without intellectual disability. Treatment for challenging behaviors in this group may consider targeting the incompatibility between environmental demands and a child's lagging skills. En ligne : http://dx.doi.org/10.1177/1362361317712651 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=370

Leveraging technology to make parent training more accessible: Randomized trial of in-person versus online executive function training for parents of autistic children / Lauren KENWORTHY in Autism, 27-3 (April 2023)  

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PAC1R Genotype to Phenotype Correlations in Autism Spectrum Disorder / M. GOODRICH in Autism Research, 12-2 (February 2019)  

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Replication and Comparison of the Newly Proposed ADOS-2, Module 4 Algorithm in ASD Without ID: A Multi-site Study / Cara E. PUGLIESE in Journal of Autism and Developmental Disorders, 45-12 (December 2015)  

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Sex differences in parent-reported executive functioning and adaptive behavior in children and young adults with autism spectrum disorder / Emily I. WHITE in Autism Research, 10-10 (October 2017)  

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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)  

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