Are tantrums in autism distinct from those of other childhood conditions? A comparative prevalence and naturalistic study / Alexis BEAUCHAMP-CHÂTEL in Research in Autism Spectrum Disorders, 62 (June 2019)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 62 (June 2019) . - p.66-74 Titre : Are tantrums in autism distinct from those of other childhood conditions? A comparative prevalence and naturalistic study Type de document : texte imprimé Auteurs : Alexis BEAUCHAMP-CHÂTEL, Auteur ; Valérie COURCHESNE, Auteur ; Baudouin FORGEOT D'ARC, Auteur ; Laurent MOTTRON, Auteur Article en page(s) : p.66-74 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  Tantrums  Temper tantrums  Behavioral problems  Emotional problems  Preschoolers Index. décimale : PER Périodiques Résumé : Background While autistic temper tantrums during preschool age are a common challenging behavior, it is unknown whether they are qualitatively and quantitatively different from those arising in other neurodevelopmental conditions. Method Tantrum frequency, duration, triggering factors, behavioral components, parental responses and parental perception of their impact on functioning were collected in 48 autistic spectrum (AS) preschoolers and in 47 preschoolers with other neurodevelopmental conditions, aged from 2 to 5 years. Results The AS group had more frequent tantrums with no identifiable triggers, a higher proportion of tantrums triggered by communication problems and in the context of demands, and their parents were more likely to give in to their demands in response to tantrums. No other group differences in terms of frequency, duration, perceived impact, triggers, modulators and behaviors were found. Conclusion This study did not find an increased frequency of tantrums at a preschool age in youth with and without an AS diagnosis. Further research should now consider if autistic tantrums differ from that of typically developing peers. En ligne : https://doi.org/10.1016/j.rasd.2019.03.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=389 [article] Are tantrums in autism distinct from those of other childhood conditions? A comparative prevalence and naturalistic study [texte imprimé] / Alexis BEAUCHAMP-CHÂTEL, Auteur ; Valérie COURCHESNE, Auteur ; Baudouin FORGEOT D'ARC, Auteur ; Laurent MOTTRON, Auteur . - p.66-74. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 62 (June 2019) . - p.66-74 Mots-clés : Autism spectrum disorders  Tantrums  Temper tantrums  Behavioral problems  Emotional problems  Preschoolers Index. décimale : PER Périodiques Résumé : Background While autistic temper tantrums during preschool age are a common challenging behavior, it is unknown whether they are qualitatively and quantitatively different from those arising in other neurodevelopmental conditions. Method Tantrum frequency, duration, triggering factors, behavioral components, parental responses and parental perception of their impact on functioning were collected in 48 autistic spectrum (AS) preschoolers and in 47 preschoolers with other neurodevelopmental conditions, aged from 2 to 5 years. Results The AS group had more frequent tantrums with no identifiable triggers, a higher proportion of tantrums triggered by communication problems and in the context of demands, and their parents were more likely to give in to their demands in response to tantrums. No other group differences in terms of frequency, duration, perceived impact, triggers, modulators and behaviors were found. Conclusion This study did not find an increased frequency of tantrums at a preschool age in youth with and without an AS diagnosis. Further research should now consider if autistic tantrums differ from that of typically developing peers. En ligne : https://doi.org/10.1016/j.rasd.2019.03.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=389

Assessing global developmental delay across instruments in minimally verbal preschool autistic children: The importance of a multi-method and multi-informant approach / Dominique GIRARD in Autism Research, 15-1 (January 2022)  

Public ISBD [article]  inAutism Research > 15-1 (January 2022) . - p.103-116 Titre : Assessing global developmental delay across instruments in minimally verbal preschool autistic children: The importance of a multi-method and multi-informant approach Type de document : texte imprimé Auteurs : Dominique GIRARD, Auteur ; Valérie COURCHESNE, Auteur ; Janie DEGRE-PELLETIER, Auteur ; Camille LETENDRE, Auteur ; Isabelle SOULIERES, Auteur Article en page(s) : p.103-116 Langues : Anglais (eng) Mots-clés : Aptitude  Autism Spectrum Disorder/complications  Autistic Disorder  Child, Preschool  Cognition  Humans  Language Development Disorders  Mullen Scales of Early Learning  Vineland Adaptive Behavior Scale  adaptive functioning  autism  intelligence  minimally verbal  nonverbal skills Index. décimale : PER Périodiques Résumé : Intellectual assessment in preschool autistic children bears many challenges, particularly for those who have lower language and/or cognitive abilities. These challenges often result in underestimation of their potential or exclusion from research studies. Understanding how different instruments and definitions used to identify autistic preschool children with global developmental delay (GDD) affect sample composition is critical to advance research on this understudied clinical population. This study set out to examine the extent to which using different instruments to define GDD affects sample composition and whether different definitions affect resultant cognitive and adaptive profiles. Data from the Mullen Scales of Early Learning and the Vineland Adaptive Behavior Scales-Second Edition, a parent-report tool, were analyzed in a sample of 64 autistic and 73 neurotypical children (28-69 months). Our results highlight that cognitive assessment alone should not be used in clinical or research practices to infer a comorbid diagnosis of GDD, as it might lead to underestimating autistic children's potential. Instead, using both adaptive and cognitive levels as a stratification method to create subgroups of children with and without GDD might be a promising approach to adequately differentiate them, with less risk of underestimating them. En ligne : http://dx.doi.org/10.1002/aur.2630 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=450 [article] Assessing global developmental delay across instruments in minimally verbal preschool autistic children: The importance of a multi-method and multi-informant approach [texte imprimé] / Dominique GIRARD, Auteur ; Valérie COURCHESNE, Auteur ; Janie DEGRE-PELLETIER, Auteur ; Camille LETENDRE, Auteur ; Isabelle SOULIERES, Auteur . - p.103-116. Langues : Anglais (eng) in Autism Research > 15-1 (January 2022) . - p.103-116 Mots-clés : Aptitude  Autism Spectrum Disorder/complications  Autistic Disorder  Child, Preschool  Cognition  Humans  Language Development Disorders  Mullen Scales of Early Learning  Vineland Adaptive Behavior Scale  adaptive functioning  autism  intelligence  minimally verbal  nonverbal skills Index. décimale : PER Périodiques Résumé : Intellectual assessment in preschool autistic children bears many challenges, particularly for those who have lower language and/or cognitive abilities. These challenges often result in underestimation of their potential or exclusion from research studies. Understanding how different instruments and definitions used to identify autistic preschool children with global developmental delay (GDD) affect sample composition is critical to advance research on this understudied clinical population. This study set out to examine the extent to which using different instruments to define GDD affects sample composition and whether different definitions affect resultant cognitive and adaptive profiles. Data from the Mullen Scales of Early Learning and the Vineland Adaptive Behavior Scales-Second Edition, a parent-report tool, were analyzed in a sample of 64 autistic and 73 neurotypical children (28-69 months). Our results highlight that cognitive assessment alone should not be used in clinical or research practices to infer a comorbid diagnosis of GDD, as it might lead to underestimating autistic children's potential. Instead, using both adaptive and cognitive levels as a stratification method to create subgroups of children with and without GDD might be a promising approach to adequately differentiate them, with less risk of underestimating them. En ligne : http://dx.doi.org/10.1002/aur.2630 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=450

Assessing intelligence at autism diagnosis: mission impossible? Testability and cognitive profile of autistic preschoolers / Valérie COURCHESNE in Journal of Autism and Developmental Disorders, 49-3 (March 2019)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 49-3 (March 2019) . - p.845-856 Titre : Assessing intelligence at autism diagnosis: mission impossible? Testability and cognitive profile of autistic preschoolers Type de document : texte imprimé Auteurs : Valérie COURCHESNE, Auteur ; Dominique GIRARD, Auteur ; Claudine JACQUES, Auteur ; Isabelle SOULIERES, Auteur Article en page(s) : p.845-856 Langues : Anglais (eng) Mots-clés : Assessment  Autism  Cognition  Flexible testing  Intelligence  Minimally verbal  Perception  Preschool  Testability Index. décimale : PER Périodiques Résumé : Intelligence in minimally verbal children on the autism spectrum (AS) is at risk of being underestimated. The present study investigated testability and cognitive profile of preschool autistic children using conventional tools and strength-informed tools. Fifty-two AS children and fifty-four typical children matched on age (31-77 months) were assessed. Testability increased with age in both groups, was generally lower in AS children, but not related to their test performance. Typical children performed significantly better than AS children on conventional tools, but performance of both groups was similar on strength-informed tools. Differences of performance across tests were much greater in the AS group. These results emphasize the heterogenous, yet characteristic, cognitive profile in preschool children, and introduce the usefulness of flexible testing. En ligne : http://dx.doi.org/10.1007/s10803-018-3786-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=386 [article] Assessing intelligence at autism diagnosis: mission impossible? Testability and cognitive profile of autistic preschoolers [texte imprimé] / Valérie COURCHESNE, Auteur ; Dominique GIRARD, Auteur ; Claudine JACQUES, Auteur ; Isabelle SOULIERES, Auteur . - p.845-856. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-3 (March 2019) . - p.845-856 Mots-clés : Assessment  Autism  Cognition  Flexible testing  Intelligence  Minimally verbal  Perception  Preschool  Testability Index. décimale : PER Périodiques Résumé : Intelligence in minimally verbal children on the autism spectrum (AS) is at risk of being underestimated. The present study investigated testability and cognitive profile of preschool autistic children using conventional tools and strength-informed tools. Fifty-two AS children and fifty-four typical children matched on age (31-77 months) were assessed. Testability increased with age in both groups, was generally lower in AS children, but not related to their test performance. Typical children performed significantly better than AS children on conventional tools, but performance of both groups was similar on strength-informed tools. Differences of performance across tests were much greater in the AS group. These results emphasize the heterogenous, yet characteristic, cognitive profile in preschool children, and introduce the usefulness of flexible testing. En ligne : http://dx.doi.org/10.1007/s10803-018-3786-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=386

Assuming ability of youth with autism: Synthesis of methods capturing the first-person perspectives of children and youth with disabilities / Rackeb TESFAYE in Autism, 23-8 (November 2019)  

Public ISBD [article]  inAutism > 23-8 (November 2019) . - p.1882-1896 Titre : Assuming ability of youth with autism: Synthesis of methods capturing the first-person perspectives of children and youth with disabilities Type de document : texte imprimé Auteurs : Rackeb TESFAYE, Auteur ; Valérie COURCHESNE, Auteur ; Afiqah YUSUF, Auteur ; Tal SAVION-LEMIEUX, Auteur ; Ilina SINGH, Auteur ; Keiko SHIKAKO-THOMAS, Auteur ; Pat MIRENDA, Auteur ; Charlotte WADDELL, Auteur ; Isabel M. SMITH, Auteur ; David B. NICHOLAS, Auteur ; Peter SZATMARI, Auteur ; Teresa BENNETT, Auteur ; Eric DUKU, Auteur ; Stelios GEORGIADES, Auteur ; Connor M. KERNS, Auteur ; Tracy VAILLANCOURT, Auteur ; Anat ZAIDMAN-ZAIT, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Mayada ELSABBAGH, Auteur Article en page(s) : p.1882-1896 Langues : Anglais (eng) Mots-clés : Autism  disabilities  first-person perspective  inclusion  lived experience  participatory research Index. décimale : PER Périodiques Résumé : Most research regarding youth with autism spectrum disorder has not focused on their first-person perspectives providing limited insight into methodologies best suited to eliciting their voices. We conducted a synthesis of methods previously used to obtain the first-person perspectives of youth with various disabilities, which may be applicable to youth with autism spectrum disorder. Two-hundred and eighty-four articles met the inclusion criteria of our scoping review. We identified six distinct primary methods (questionnaires, interviews, group discussion, narratives, diaries, and art) expressed through four communication output modalities (language, sign language and gestures, writing, and images). A group of parents who have children with autism spectrum disorder were then presented with a synthesis of results. This parent consultation was used to build on approaches identified in the literature. Parents identified barriers that may be encountered during participant engagement and provided insights on how best to conduct first-person research with youth with autism spectrum disorder. Based on our findings, we present a novel methodological framework to capture the perspectives of youth with various communication and cognitive abilities, while highlighting family, youth, and expert contributions. En ligne : http://dx.doi.org/10.1177/1362361319831487 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=407 [article] Assuming ability of youth with autism: Synthesis of methods capturing the first-person perspectives of children and youth with disabilities [texte imprimé] / Rackeb TESFAYE, Auteur ; Valérie COURCHESNE, Auteur ; Afiqah YUSUF, Auteur ; Tal SAVION-LEMIEUX, Auteur ; Ilina SINGH, Auteur ; Keiko SHIKAKO-THOMAS, Auteur ; Pat MIRENDA, Auteur ; Charlotte WADDELL, Auteur ; Isabel M. SMITH, Auteur ; David B. NICHOLAS, Auteur ; Peter SZATMARI, Auteur ; Teresa BENNETT, Auteur ; Eric DUKU, Auteur ; Stelios GEORGIADES, Auteur ; Connor M. KERNS, Auteur ; Tracy VAILLANCOURT, Auteur ; Anat ZAIDMAN-ZAIT, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Mayada ELSABBAGH, Auteur . - p.1882-1896. Langues : Anglais (eng) in Autism > 23-8 (November 2019) . - p.1882-1896 Mots-clés : Autism  disabilities  first-person perspective  inclusion  lived experience  participatory research Index. décimale : PER Périodiques Résumé : Most research regarding youth with autism spectrum disorder has not focused on their first-person perspectives providing limited insight into methodologies best suited to eliciting their voices. We conducted a synthesis of methods previously used to obtain the first-person perspectives of youth with various disabilities, which may be applicable to youth with autism spectrum disorder. Two-hundred and eighty-four articles met the inclusion criteria of our scoping review. We identified six distinct primary methods (questionnaires, interviews, group discussion, narratives, diaries, and art) expressed through four communication output modalities (language, sign language and gestures, writing, and images). A group of parents who have children with autism spectrum disorder were then presented with a synthesis of results. This parent consultation was used to build on approaches identified in the literature. Parents identified barriers that may be encountered during participant engagement and provided insights on how best to conduct first-person research with youth with autism spectrum disorder. Based on our findings, we present a novel methodological framework to capture the perspectives of youth with various communication and cognitive abilities, while highlighting family, youth, and expert contributions. En ligne : http://dx.doi.org/10.1177/1362361319831487 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=407

Autism voices: Perspectives of the needs, challenges, and hopes for the future of autistic youth / Rackeb TESFAYE in Autism, 27-4 (May 2023)  

Public ISBD [article]  inAutism > 27-4 (May 2023) . - p.1142-1156 Titre : Autism voices: Perspectives of the needs, challenges, and hopes for the future of autistic youth Type de document : texte imprimé Auteurs : Rackeb TESFAYE, Auteur ; Valérie COURCHESNE, Auteur ; Pat MIRENDA, Auteur ; Wendy MITCHELL, Auteur ; David B. NICHOLAS, Auteur ; Ilina SINGH, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Mayada ELSABBAGH, Auteur Article en page(s) : p.1142-1156 Langues : Anglais (eng) Mots-clés : adolescence,first-person perspective,inclusive methods,qualitative research,strength-based Index. décimale : PER Périodiques Résumé : The Autism Voices study draws on novel inclusive methods to obtain the first-person experiences of autistic youth with a range of cognitive and verbal abilities. Thirty-one autistic youth were interviewed with a strength-based protocol, enabling them to provide responses in the modality of their choice. Dynamics between youth and their environments such as home, school, and community were explored. Youth were questioned about their interests, plans for the future, experiences with various emotions, and experience of autism. Based on a thematic analysis, six themes emerged: (1) autistic identities, (2) thinking about the future, (3) seeking social connection on their own terms, (4) seeking autonomy, (5) school as both a stressor and social facilitator, and (6) experiences of stress and anxiety. The experiences described by autistic youth parallel many of the aspirations and challenges of typically developing adolescents, while being uniquely shaped by their autism. We discuss how these insights shared by autistic youth can facilitate active involvement in their communities, promote well-being, and promote optimal transition into adulthood. Autism Voices demonstrates that partnering with multiple stakeholders and the use of inclusive methodologies are pivotal steps toward capturing the voices of all autistic youth.Lay abstractCurrently, our understanding of the adolescent period for autistic youth has relied on the expertise of researchers, clinicians, parents, and teachers, yet rarely involves their unique first-person experiences. Our study attempted to understand the experiences and perspectives of autistic adolescents in their home, school, and community environments using the Autism Voices protocol, a semi-structured interview specifically designed and tailored to engage with autistic youth with various language and intellectual levels. The analysis of the 31 interviews conducted with autistic adolescents aged 11-18 years highlighted six themes: (1) autistic identities, (2) thinking about the future, (3) seeking social connection on their own terms, (4) seeking autonomy, (5) school as both a stressor and social facilitator, and (6) experiences of stress and anxiety. These results highlight similarities and differences in the adolescent experiences of autistic youth compared to their typically developing peers. Our findings suggest that by removing assumptions about the experiences of autistic individuals and investing in inclusive interview methods, we can faithfully capture the experiences of autistic youth regardless of their communication and cognitive abilities. Being able to capture and amplify these diverse voices will facilitate the active involvement of autistic communities in research and clinical and policy decisions that impact them. En ligne : https://doi.org/10.1177/13623613221132108 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=499 [article] Autism voices: Perspectives of the needs, challenges, and hopes for the future of autistic youth [texte imprimé] / Rackeb TESFAYE, Auteur ; Valérie COURCHESNE, Auteur ; Pat MIRENDA, Auteur ; Wendy MITCHELL, Auteur ; David B. NICHOLAS, Auteur ; Ilina SINGH, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Mayada ELSABBAGH, Auteur . - p.1142-1156. Langues : Anglais (eng) in Autism > 27-4 (May 2023) . - p.1142-1156 Mots-clés : adolescence,first-person perspective,inclusive methods,qualitative research,strength-based Index. décimale : PER Périodiques Résumé : The Autism Voices study draws on novel inclusive methods to obtain the first-person experiences of autistic youth with a range of cognitive and verbal abilities. Thirty-one autistic youth were interviewed with a strength-based protocol, enabling them to provide responses in the modality of their choice. Dynamics between youth and their environments such as home, school, and community were explored. Youth were questioned about their interests, plans for the future, experiences with various emotions, and experience of autism. Based on a thematic analysis, six themes emerged: (1) autistic identities, (2) thinking about the future, (3) seeking social connection on their own terms, (4) seeking autonomy, (5) school as both a stressor and social facilitator, and (6) experiences of stress and anxiety. The experiences described by autistic youth parallel many of the aspirations and challenges of typically developing adolescents, while being uniquely shaped by their autism. We discuss how these insights shared by autistic youth can facilitate active involvement in their communities, promote well-being, and promote optimal transition into adulthood. Autism Voices demonstrates that partnering with multiple stakeholders and the use of inclusive methodologies are pivotal steps toward capturing the voices of all autistic youth.Lay abstractCurrently, our understanding of the adolescent period for autistic youth has relied on the expertise of researchers, clinicians, parents, and teachers, yet rarely involves their unique first-person experiences. Our study attempted to understand the experiences and perspectives of autistic adolescents in their home, school, and community environments using the Autism Voices protocol, a semi-structured interview specifically designed and tailored to engage with autistic youth with various language and intellectual levels. The analysis of the 31 interviews conducted with autistic adolescents aged 11-18 years highlighted six themes: (1) autistic identities, (2) thinking about the future, (3) seeking social connection on their own terms, (4) seeking autonomy, (5) school as both a stressor and social facilitator, and (6) experiences of stress and anxiety. These results highlight similarities and differences in the adolescent experiences of autistic youth compared to their typically developing peers. Our findings suggest that by removing assumptions about the experiences of autistic individuals and investing in inclusive interview methods, we can faithfully capture the experiences of autistic youth regardless of their communication and cognitive abilities. Being able to capture and amplify these diverse voices will facilitate the active involvement of autistic communities in research and clinical and policy decisions that impact them. En ligne : https://doi.org/10.1177/13623613221132108 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=499

L'autisme / Valérie COURCHESNE

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Autistic children at risk of being underestimated: school-based pilot study of a strength-informed assessment / Valérie COURCHESNE in Molecular Autism, (March 2015)  

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Bayonet-shaped language development in autism with regression: a retrospective study / David GAGNON in Molecular Autism, 12 (2021)  

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Clinical correlates of diagnostic certainty in children and youths with Autistic Disorder / Eya-Mist RØDGAARD in Molecular Autism, 15 (2024)  

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Does WISC-IV Underestimate the Intelligence of Autistic Children? / Anne-Marie NADER in Journal of Autism and Developmental Disorders, 46-5 (May 2016)  

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Non-verbal IQ and change in restricted and repetitive behavior throughout childhood in autism: a longitudinal study using the Autism Diagnostic Interview-Revised / Valérie COURCHESNE in Molecular Autism, 12 (2021)  

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A propos du profil intellectuel des personnes sur le spectre de l'autisme / Valérie COURCHESNE in Sésame, 198 (Juin 2016)

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Severity should be distinguished from prototypicality / Laurent MOTTRON in Autism Research, 16-9 (September 2023)  

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Visual abilities and exploration behaviors as predictors of intelligence in autistic children from preschool to school age / Dominique GIRARD in Autism, 27-8 (November 2023)  

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