An Observed Assessment of Sensory Responsivity in Autism Spectrum Disorders: Associations with Diagnosis, Age, and Parent Report / Sapna RAMAPPA in Journal of Autism and Developmental Disorders, 53-10 (October 2023)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 53-10 (October 2023) . - p.3860-3872 Titre : An Observed Assessment of Sensory Responsivity in Autism Spectrum Disorders: Associations with Diagnosis, Age, and Parent Report Type de document : Texte imprimé et/ou numérique Auteurs : Sapna RAMAPPA, Auteur ; Ariana ANDERSON, Auteur ; Jiwon JUNG, Auteur ; Robyn CHU, Auteur ; Kaitlin K. CUMMINGS, Auteur ; Genevieve PATTERSON, Auteur ; Nana J. OKADA, Auteur ; Shulamite A. GREEN, Auteur Article en page(s) : p.3860-3872 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Sensory features are common and impairing in autism spectrum disorder (ASD), but there are few observational sensory assessments that are valid across ages. We used the Sensory Processing 3-Dimensional (SP3-D) observed Assessment and parent-reported Inventory to examine sensory responsivity in 41 ASD and 33 typically-developing (TD) youth across 7-17 years. ASD youth had higher and more variable observed and reported sensory responsivity symptoms compared to TD, but the two measures were not correlated. Observed sensory over-responsivity (SOR) and sensory craving (SC) decreased with age in ASD, though SOR remained higher in ASD versus TD through adolescence. Results suggest that in ASD, the SP3-D Assessment can identify SOR through adolescence, and that there is value in integrating multiple sensory measures. En ligne : https://doi.org/10.1007/s10803-022-05653-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=511 [article] An Observed Assessment of Sensory Responsivity in Autism Spectrum Disorders: Associations with Diagnosis, Age, and Parent Report [Texte imprimé et/ou numérique] / Sapna RAMAPPA, Auteur ; Ariana ANDERSON, Auteur ; Jiwon JUNG, Auteur ; Robyn CHU, Auteur ; Kaitlin K. CUMMINGS, Auteur ; Genevieve PATTERSON, Auteur ; Nana J. OKADA, Auteur ; Shulamite A. GREEN, Auteur . - p.3860-3872. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 53-10 (October 2023) . - p.3860-3872 Index. décimale : PER Périodiques Résumé : Sensory features are common and impairing in autism spectrum disorder (ASD), but there are few observational sensory assessments that are valid across ages. We used the Sensory Processing 3-Dimensional (SP3-D) observed Assessment and parent-reported Inventory to examine sensory responsivity in 41 ASD and 33 typically-developing (TD) youth across 7-17 years. ASD youth had higher and more variable observed and reported sensory responsivity symptoms compared to TD, but the two measures were not correlated. Observed sensory over-responsivity (SOR) and sensory craving (SC) decreased with age in ASD, though SOR remained higher in ASD versus TD through adolescence. Results suggest that in ASD, the SP3-D Assessment can identify SOR through adolescence, and that there is value in integrating multiple sensory measures. En ligne : https://doi.org/10.1007/s10803-022-05653-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=511

Social network analysis of children with autism spectrum disorder: Predictors of fragmentation and connectivity in elementary school classrooms / Ariana ANDERSON in Autism, 20-6 (August 2016)  

Public ISBD [article]  inAutism > 20-6 (August 2016) . - p.700-709 Titre : Social network analysis of children with autism spectrum disorder: Predictors of fragmentation and connectivity in elementary school classrooms Type de document : Texte imprimé et/ou numérique Auteurs : Ariana ANDERSON, Auteur ; Jill LOCKE, Auteur ; Mark KRETZMANN, Auteur ; Connie KASARI, Auteur ; AIR-B NETWORK, Auteur Article en page(s) : p.700-709 Langues : Anglais (eng) Mots-clés : autism  elementary schools  peer relationships  social networks Index. décimale : PER Périodiques Résumé : Although children with autism spectrum disorder are frequently included in mainstream classrooms, it is not known how their social networks change compared to typically developing children and whether the factors predictive of this change may be unique. This study identified and compared predictors of social connectivity of children with and without autism spectrum disorder using a social network analysis. Participants included 182 children with autism spectrum disorder and 152 children without autism spectrum disorder, aged 5–12?years in 152 general education K-5 classrooms. General linear models were used to compare how age, classroom size, gender, baseline connectivity, diagnosis, and intelligence quotient predicted changes in social connectivity (closeness). Gender and classroom size had a unique interaction in predicting final social connectivity and the change in connectivity for children with autism spectrum disorder; boys who were placed in larger classrooms showed increased social network fragmentation. This increased fragmentation for boys when placed in larger classrooms was not seen in typically developing boys. These results have implications regarding placement, intervention objectives, and ongoing school support that aimed to increase the social success of children with autism spectrum disorder in public schools. En ligne : http://dx.doi.org/10.1177/1362361315603568 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=290 [article] Social network analysis of children with autism spectrum disorder: Predictors of fragmentation and connectivity in elementary school classrooms [Texte imprimé et/ou numérique] / Ariana ANDERSON, Auteur ; Jill LOCKE, Auteur ; Mark KRETZMANN, Auteur ; Connie KASARI, Auteur ; AIR-B NETWORK, Auteur . - p.700-709. Langues : Anglais (eng) in Autism > 20-6 (August 2016) . - p.700-709 Mots-clés : autism  elementary schools  peer relationships  social networks Index. décimale : PER Périodiques Résumé : Although children with autism spectrum disorder are frequently included in mainstream classrooms, it is not known how their social networks change compared to typically developing children and whether the factors predictive of this change may be unique. This study identified and compared predictors of social connectivity of children with and without autism spectrum disorder using a social network analysis. Participants included 182 children with autism spectrum disorder and 152 children without autism spectrum disorder, aged 5–12?years in 152 general education K-5 classrooms. General linear models were used to compare how age, classroom size, gender, baseline connectivity, diagnosis, and intelligence quotient predicted changes in social connectivity (closeness). Gender and classroom size had a unique interaction in predicting final social connectivity and the change in connectivity for children with autism spectrum disorder; boys who were placed in larger classrooms showed increased social network fragmentation. This increased fragmentation for boys when placed in larger classrooms was not seen in typically developing boys. These results have implications regarding placement, intervention objectives, and ongoing school support that aimed to increase the social success of children with autism spectrum disorder in public schools. En ligne : http://dx.doi.org/10.1177/1362361315603568 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=290

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