Parent- and Self-Reported Social Skills Importance in Autism Spectrum Disorder / James A. RANKIN in Journal of Autism and Developmental Disorders, 46-1 (January 2016)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 46-1 (January 2016) . - p.273-286 Titre : Parent- and Self-Reported Social Skills Importance in Autism Spectrum Disorder Type de document : texte imprimé Auteurs : James A. RANKIN, Auteur ; Rebecca J. WEBER, Auteur ; Erin KANG, Auteur ; Matthew D. LERNER, Auteur Année de publication : 2016 Article en page(s) : p.273-286 Langues : Anglais (eng) Mots-clés : Social skills  Importance  Autism spectrum disorder  Parent Child  Informant perspectives Index. décimale : PER Périodiques Résumé : While social skills are commonly assessed in autism spectrum disorder (ASD), little is known about individuals’ and families’ beliefs regarding importance of these skills. Seventy-four parents and their children with ASD rated social skills importance and severity, as well as ASD-specific deficit severity. Parents and youth rated social skills as important overall; however, parents reported assertion and self-control to be more important than their children did. Severity and importance did not correlate overall. However, parent-report of responsibility deficits and importance were positively correlated, while youth-report of assertiveness deficits and importance were negatively correlated. Finally, ASD-specific social deficits were positively correlated with parent reported importance, but negatively correlated with child reported importance. Social skills importance ratings merit consideration in ASD assessment. En ligne : http://dx.doi.org/10.1007/s10803-015-2574-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=278 [article] Parent- and Self-Reported Social Skills Importance in Autism Spectrum Disorder [texte imprimé] / James A. RANKIN, Auteur ; Rebecca J. WEBER, Auteur ; Erin KANG, Auteur ; Matthew D. LERNER, Auteur . - 2016 . - p.273-286. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 46-1 (January 2016) . - p.273-286 Mots-clés : Social skills  Importance  Autism spectrum disorder  Parent Child  Informant perspectives Index. décimale : PER Périodiques Résumé : While social skills are commonly assessed in autism spectrum disorder (ASD), little is known about individuals’ and families’ beliefs regarding importance of these skills. Seventy-four parents and their children with ASD rated social skills importance and severity, as well as ASD-specific deficit severity. Parents and youth rated social skills as important overall; however, parents reported assertion and self-control to be more important than their children did. Severity and importance did not correlate overall. However, parent-report of responsibility deficits and importance were positively correlated, while youth-report of assertiveness deficits and importance were negatively correlated. Finally, ASD-specific social deficits were positively correlated with parent reported importance, but negatively correlated with child reported importance. Social skills importance ratings merit consideration in ASD assessment. En ligne : http://dx.doi.org/10.1007/s10803-015-2574-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=278

Parent-Reported Developmental Regression in Autism: Epilepsy, IQ, Schizophrenia Spectrum Symptoms, and Special Education / Kenneth D. GADOW in Journal of Autism and Developmental Disorders, 47-4 (April 2017)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 47-4 (April 2017) . - p.918-926 Titre : Parent-Reported Developmental Regression in Autism: Epilepsy, IQ, Schizophrenia Spectrum Symptoms, and Special Education Type de document : texte imprimé Auteurs : Kenneth D. GADOW, Auteur ; Greg PERLMAN, Auteur ; Rebecca J. WEBER, Auteur Article en page(s) : p.918-926 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Examined the psychiatric and clinical correlates of loss of previously acquired skills (regression) as reported by parents of youth with autism spectrum disorder (ASD). Study sample comprised 6- to 18-year old (N = 213) children and adolescents with ASD. Parents reported regression in 77 (36%) youth. A more homogeneous subgroup with regression between 18 and 36 months (n = 48) had higher rates of intellectual disability, epilepsy, and special education, more socially restrictive educational settings, and more severe ASD communication deficits and schizophrenia spectrum symptoms than non-regressed youth (n = 136). Similar results were obtained for a more inclusive definition of regression (n = 77). A brief parent report of developmental regression may be a useful clinical indicator of later general functioning. En ligne : http://dx.doi.org/10.1007/s10803-016-3004-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=304 [article] Parent-Reported Developmental Regression in Autism: Epilepsy, IQ, Schizophrenia Spectrum Symptoms, and Special Education [texte imprimé] / Kenneth D. GADOW, Auteur ; Greg PERLMAN, Auteur ; Rebecca J. WEBER, Auteur . - p.918-926. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 47-4 (April 2017) . - p.918-926 Index. décimale : PER Périodiques Résumé : Examined the psychiatric and clinical correlates of loss of previously acquired skills (regression) as reported by parents of youth with autism spectrum disorder (ASD). Study sample comprised 6- to 18-year old (N = 213) children and adolescents with ASD. Parents reported regression in 77 (36%) youth. A more homogeneous subgroup with regression between 18 and 36 months (n = 48) had higher rates of intellectual disability, epilepsy, and special education, more socially restrictive educational settings, and more severe ASD communication deficits and schizophrenia spectrum symptoms than non-regressed youth (n = 136). Similar results were obtained for a more inclusive definition of regression (n = 77). A brief parent report of developmental regression may be a useful clinical indicator of later general functioning. En ligne : http://dx.doi.org/10.1007/s10803-016-3004-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=304

Verbal Ability and Psychiatric Symptoms in Clinically Referred Inpatient and Outpatient Youth with ASD / Matthew D. LERNER in Journal of Autism and Developmental Disorders, 48-11 (November 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-11 (November 2018) . - p.3689-3701 Titre : Verbal Ability and Psychiatric Symptoms in Clinically Referred Inpatient and Outpatient Youth with ASD Type de document : texte imprimé Auteurs : Matthew D. LERNER, Auteur ; Carla A. MAZEFSKY, Auteur ; Rebecca J. WEBER, Auteur ; Emilie TRANSUE, Auteur ; Matthew SIEGEL, Auteur ; Kenneth D. GADOW, Auteur Article en page(s) : p.3689-3701 Langues : Anglais (eng) Mots-clés : Autism inpatient collection  Autism spectrum disorder (ASD)  Child and Adolescent Symptom Inventory  Minimally verbal  Psychiatric comorbidity  Verbal ability Index. décimale : PER Périodiques Résumé : Youth with autism spectrum disorder (ASD) experience high rates of psychiatric symptoms, but the relation between verbal ability and psychiatric symptoms is unknown. This study utilized a large sample of clinically referred inpatient and outpatient youth with ASD to compare psychiatric comorbidity between verbal and minimally-verbal youth, adjusting for nonverbal IQ, age, and ASD symptom severity. Results indicated that verbal youth were more likely to present with and meet clinical cutoffs for depression and oppositional defiant disorder symptoms, with greater impairment associated with depression. Youth in inpatient settings had greater symptom severity and impairment across almost all psychiatric comorbidities. These results present the most direct estimate to date of the association between verbal ability and psychiatric comorbidity in ASD. En ligne : http://dx.doi.org/10.1007/s10803-017-3344-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=370 [article] Verbal Ability and Psychiatric Symptoms in Clinically Referred Inpatient and Outpatient Youth with ASD [texte imprimé] / Matthew D. LERNER, Auteur ; Carla A. MAZEFSKY, Auteur ; Rebecca J. WEBER, Auteur ; Emilie TRANSUE, Auteur ; Matthew SIEGEL, Auteur ; Kenneth D. GADOW, Auteur . - p.3689-3701. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-11 (November 2018) . - p.3689-3701 Mots-clés : Autism inpatient collection  Autism spectrum disorder (ASD)  Child and Adolescent Symptom Inventory  Minimally verbal  Psychiatric comorbidity  Verbal ability Index. décimale : PER Périodiques Résumé : Youth with autism spectrum disorder (ASD) experience high rates of psychiatric symptoms, but the relation between verbal ability and psychiatric symptoms is unknown. This study utilized a large sample of clinically referred inpatient and outpatient youth with ASD to compare psychiatric comorbidity between verbal and minimally-verbal youth, adjusting for nonverbal IQ, age, and ASD symptom severity. Results indicated that verbal youth were more likely to present with and meet clinical cutoffs for depression and oppositional defiant disorder symptoms, with greater impairment associated with depression. Youth in inpatient settings had greater symptom severity and impairment across almost all psychiatric comorbidities. These results present the most direct estimate to date of the association between verbal ability and psychiatric comorbidity in ASD. En ligne : http://dx.doi.org/10.1007/s10803-017-3344-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=370

Web-based Assessment of Social-Emotional Skills in School-Aged Youth with Autism Spectrum Disorder / Nicole M. RUSSO-PONSARAN in Autism Research, 12-8 (August 2019)  

Public ISBD [article]  inAutism Research > 12-8 (August 2019) . - p.1260-1271 Titre : Web-based Assessment of Social-Emotional Skills in School-Aged Youth with Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Nicole M. RUSSO-PONSARAN, Auteur ; Matthew D. LERNER, Auteur ; Clark MCKOWN, Auteur ; Rebecca J. WEBER, Auteur ; Ashley KARLS, Auteur ; Erin KANG, Auteur ; Samantha L. SOMMER, Auteur Article en page(s) : p.1260-1271 Langues : Anglais (eng) Mots-clés : assessment  autism  emotion recognition  self-control  social problem solving  theory of mind Index. décimale : PER Périodiques Résumé : Few tools are available to comprehensively describe the unique social-emotional skill profiles of youth with autism spectrum disorder (ASD). The present study describes the usability, reliability, and validity of SELweb, a normed, web-based assessment designed to measure four core social-emotional domains, when used to measure these skills in a sample of 57 well-characterized youth with ASD (ages 6-10 years with IQ >/= 80). SELweb measures facial emotion recognition, theory of mind, social problem solving, and self-control. SELweb was well tolerated and yielded scores with reliabilities comparable to those found in normative samples. SELweb scores showed good evidence of convergent and discriminant validity for three of the four skills it was designed to assess. Mean deficits were found for theory of mind, social problem solving, and self-control, whereas no mean deficits were found for emotion recognition. Individual profiles varied considerably, suggesting the sensitivity of SELweb to the within- and between-person individual differences among youth with ASD. Findings support the usefulness and accessibility of SELweb as a tool for measuring complex social-emotional skill profiles in youth with ASD. Autism Res 2019, 12: 1260-1271. (c) 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: No single, simple, high-quality test exists that measures multiple social thinking skills directly in children with autism spectrum disorder (ASD). The present study suggests that SELweb, a web-based assessment system, is an effective and valid way to measure how children with ASD think about and understand social and emotional information, and is able to capture strengths and weaknesses experienced by children with ASD. En ligne : http://dx.doi.org/10.1002/aur.2123 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=405 [article] Web-based Assessment of Social-Emotional Skills in School-Aged Youth with Autism Spectrum Disorder [texte imprimé] / Nicole M. RUSSO-PONSARAN, Auteur ; Matthew D. LERNER, Auteur ; Clark MCKOWN, Auteur ; Rebecca J. WEBER, Auteur ; Ashley KARLS, Auteur ; Erin KANG, Auteur ; Samantha L. SOMMER, Auteur . - p.1260-1271. Langues : Anglais (eng) in Autism Research > 12-8 (August 2019) . - p.1260-1271 Mots-clés : assessment  autism  emotion recognition  self-control  social problem solving  theory of mind Index. décimale : PER Périodiques Résumé : Few tools are available to comprehensively describe the unique social-emotional skill profiles of youth with autism spectrum disorder (ASD). The present study describes the usability, reliability, and validity of SELweb, a normed, web-based assessment designed to measure four core social-emotional domains, when used to measure these skills in a sample of 57 well-characterized youth with ASD (ages 6-10 years with IQ >/= 80). SELweb measures facial emotion recognition, theory of mind, social problem solving, and self-control. SELweb was well tolerated and yielded scores with reliabilities comparable to those found in normative samples. SELweb scores showed good evidence of convergent and discriminant validity for three of the four skills it was designed to assess. Mean deficits were found for theory of mind, social problem solving, and self-control, whereas no mean deficits were found for emotion recognition. Individual profiles varied considerably, suggesting the sensitivity of SELweb to the within- and between-person individual differences among youth with ASD. Findings support the usefulness and accessibility of SELweb as a tool for measuring complex social-emotional skill profiles in youth with ASD. Autism Res 2019, 12: 1260-1271. (c) 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: No single, simple, high-quality test exists that measures multiple social thinking skills directly in children with autism spectrum disorder (ASD). The present study suggests that SELweb, a web-based assessment system, is an effective and valid way to measure how children with ASD think about and understand social and emotional information, and is able to capture strengths and weaknesses experienced by children with ASD. En ligne : http://dx.doi.org/10.1002/aur.2123 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=405

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