Activity Participation and Sensory Features Among Children with Autism Spectrum Disorders / Lauren M. LITTLE 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.2981-2990 Titre : Activity Participation and Sensory Features Among Children with Autism Spectrum Disorders Type de document : texte imprimé Auteurs : Lauren M. LITTLE, Auteur ; Karla K. AUSDERAU, Auteur ; John SIDERIS, Auteur ; Grace T. BARANEK, Auteur Article en page(s) : p.2981-2990 Langues : Anglais (eng) Mots-clés : Sensory processing  Autism  Participation Index. décimale : PER Périodiques Résumé : Sensory features are highly prevalent among children with autism spectrum disorders (ASD) and have been shown to cluster into four patterns of response, including hyperresponsiveness, hyporesponsiveness, enhanced perception, and sensory interests, repetitions and seeking behaviors. Given the lack of large-scale research on the differential effects of sensory response patterns on children’s participation in specific activities, this study investigated the extent to which sensory response patterns impacted six dimensions of children’s activity participation as measured by the Home and Community Activities Scale among a large, national sample of school aged children with ASD (n = 674). Using mixed model regression, results showed that sensory response patterns differentially impacted dimensions of activity participation, and associations were moderated by a number of child characteristics. En ligne : http://dx.doi.org/10.1007/s10803-015-2460-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=267 [article] Activity Participation and Sensory Features Among Children with Autism Spectrum Disorders [texte imprimé] / Lauren M. LITTLE, Auteur ; Karla K. AUSDERAU, Auteur ; John SIDERIS, Auteur ; Grace T. BARANEK, Auteur . - p.2981-2990. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-9 (September 2015) . - p.2981-2990 Mots-clés : Sensory processing  Autism  Participation Index. décimale : PER Périodiques Résumé : Sensory features are highly prevalent among children with autism spectrum disorders (ASD) and have been shown to cluster into four patterns of response, including hyperresponsiveness, hyporesponsiveness, enhanced perception, and sensory interests, repetitions and seeking behaviors. Given the lack of large-scale research on the differential effects of sensory response patterns on children’s participation in specific activities, this study investigated the extent to which sensory response patterns impacted six dimensions of children’s activity participation as measured by the Home and Community Activities Scale among a large, national sample of school aged children with ASD (n = 674). Using mixed model regression, results showed that sensory response patterns differentially impacted dimensions of activity participation, and associations were moderated by a number of child characteristics. En ligne : http://dx.doi.org/10.1007/s10803-015-2460-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=267

Assessing Quality of Program Environments for Children and Youth with Autism: Autism Program Environment Rating Scale (APERS) / Samuel L. ODOM in Journal of Autism and Developmental Disorders, 48-3 (March 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.913-924 Titre : Assessing Quality of Program Environments for Children and Youth with Autism: Autism Program Environment Rating Scale (APERS) Type de document : texte imprimé Auteurs : Samuel L. ODOM, Auteur ; Ann COX, Auteur ; John SIDERIS, Auteur ; Kara HUME, Auteur ; Susan H. HEDGES, Auteur ; Suzanne KUCHARCZYK, Auteur ; Evelyn SHAW, Auteur ; Brian A. BOYD, Auteur ; Stephanie S. RESZKA, Auteur ; Jennifer NEITZEL, Auteur Année de publication : 2018 Article en page(s) : p.913-924 Langues : Anglais (eng) Mots-clés : Autism  Psychometrics  Quality  Rating scale Index. décimale : PER Périodiques Résumé : The purpose of this study was to examine the psychometric properties of the Autism Program Environment Rating Scale (APERS), an instrument designed to assess quality of program environments for students with autism spectrum disorder. Data sets from two samples of public school programs that provided services to children and youth with autism spectrum disorder were utilized. Cronbach alpha analyses indicated high coefficients of internal consistency for the total APERS and moderate levels for item domains for the first data set, which was replicated with the second data set. A factor analysis of the first data set indicated that all domain scores loaded on one main factor, in alignment with the conceptual model, with this finding being replicated in the second data set. Also, the APERS was sensitive to changes resulting from a professional development program designed to promote program quality. En ligne : https://doi.org/10.1007/s10803-017-3379-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=339 [article] Assessing Quality of Program Environments for Children and Youth with Autism: Autism Program Environment Rating Scale (APERS) [texte imprimé] / Samuel L. ODOM, Auteur ; Ann COX, Auteur ; John SIDERIS, Auteur ; Kara HUME, Auteur ; Susan H. HEDGES, Auteur ; Suzanne KUCHARCZYK, Auteur ; Evelyn SHAW, Auteur ; Brian A. BOYD, Auteur ; Stephanie S. RESZKA, Auteur ; Jennifer NEITZEL, Auteur . - 2018 . - p.913-924. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.913-924 Mots-clés : Autism  Psychometrics  Quality  Rating scale Index. décimale : PER Périodiques Résumé : The purpose of this study was to examine the psychometric properties of the Autism Program Environment Rating Scale (APERS), an instrument designed to assess quality of program environments for students with autism spectrum disorder. Data sets from two samples of public school programs that provided services to children and youth with autism spectrum disorder were utilized. Cronbach alpha analyses indicated high coefficients of internal consistency for the total APERS and moderate levels for item domains for the first data set, which was replicated with the second data set. A factor analysis of the first data set indicated that all domain scores loaded on one main factor, in alignment with the conceptual model, with this finding being replicated in the second data set. Also, the APERS was sensitive to changes resulting from a professional development program designed to promote program quality. En ligne : https://doi.org/10.1007/s10803-017-3379-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=339

Childhood Academic Performance: A Potential Marker of Genetic Liability to Autism / Janna GUILFOYLE in Journal of Autism and Developmental Disorders, 53-5 (May 2023)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 53-5 (May 2023) . - p.1989-2005 Titre : Childhood Academic Performance: A Potential Marker of Genetic Liability to Autism Type de document : texte imprimé Auteurs : Janna GUILFOYLE, Auteur ; Molly WINSTON, Auteur ; John SIDERIS, Auteur ; Gary E. MARTIN, Auteur ; Kritika NAYAR, Auteur ; Lauren BUSH, Auteur ; Tom WASSINK, Auteur ; Molly LOSH, Auteur Article en page(s) : p.1989-2005 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Autism spectrum disorder (ASD), a heritable neurodevelopmental disorder, confers genetic liability that is often expressed among relatives through subclinical, genetically-meaningful traits, or endophenotypes. For instance, relative to controls, parents of individuals with ASD differ in language-related skills, with differences emerging in childhood. To examine ASD-related endophenotypes, this study investigated developmental academic profiles among clinically unaffected siblings of individuals with ASD (n=29). Lower performance in language-related skills among siblings mirrored previously-reported patterns among parents, which were also associated with greater subclinical ASD-related traits in themselves and their parents, and with greater symptom severity in their sibling with ASD. Findings demonstrated specific phenotypes, derived from standardized academic testing, that may represent childhood indicators of genetic liability to ASD in first-degree relatives. En ligne : https://doi.org/10.1007/s10803-022-05459-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=501 [article] Childhood Academic Performance: A Potential Marker of Genetic Liability to Autism [texte imprimé] / Janna GUILFOYLE, Auteur ; Molly WINSTON, Auteur ; John SIDERIS, Auteur ; Gary E. MARTIN, Auteur ; Kritika NAYAR, Auteur ; Lauren BUSH, Auteur ; Tom WASSINK, Auteur ; Molly LOSH, Auteur . - p.1989-2005. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 53-5 (May 2023) . - p.1989-2005 Index. décimale : PER Périodiques Résumé : Autism spectrum disorder (ASD), a heritable neurodevelopmental disorder, confers genetic liability that is often expressed among relatives through subclinical, genetically-meaningful traits, or endophenotypes. For instance, relative to controls, parents of individuals with ASD differ in language-related skills, with differences emerging in childhood. To examine ASD-related endophenotypes, this study investigated developmental academic profiles among clinically unaffected siblings of individuals with ASD (n=29). Lower performance in language-related skills among siblings mirrored previously-reported patterns among parents, which were also associated with greater subclinical ASD-related traits in themselves and their parents, and with greater symptom severity in their sibling with ASD. Findings demonstrated specific phenotypes, derived from standardized academic testing, that may represent childhood indicators of genetic liability to ASD in first-degree relatives. En ligne : https://doi.org/10.1007/s10803-022-05459-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=501

Developmental Impacts of Early Sensory Patterns on School-Age Adaptive, Maladaptive, and Participation Outcomes in Autistic and Non-autistic Children / Yun-Ju CHEN in Journal of Autism and Developmental Disorders, 55-11 (November 2025)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-11 (November 2025) . - p.4033-4044 Titre : Developmental Impacts of Early Sensory Patterns on School-Age Adaptive, Maladaptive, and Participation Outcomes in Autistic and Non-autistic Children Type de document : texte imprimé Auteurs : Yun-Ju CHEN, Auteur ; John SIDERIS, Auteur ; Linda R. WATSON, Auteur ; Elizabeth R. CRAIS, Auteur ; Grace T. BARANEK, Auteur Article en page(s) : p.4033-4044 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Early sensory differences may cascade into later social-communication difficulties in autism, yet their impacts on broader functional outcomes have remained understudied. This study aimed to conduct a comprehensive investigation into the longitudinal impacts of sensory patterns, including sensory hyperresponsiveness, hyporesponsiveness, and sensory repetitions/seeking behavior, on various school-age outcome domains among a community sample of children with autistic and non-autistic conditions. We prospectively followed 1,517 children with caregiver-reported sensory questionnaires across three timepoints from infancy to school age. A subsample (n = 389; 88 with reported autism diagnosis/concerns) was further assessed with adaptive, maladaptive and participation outcome measures at age 6–7. Structural equation modeling approaches were used to evaluate the multivariate associations between latent growth parameters (i.e., intercepts and slopes) of sensory patterns and school-age outcomes. Increasing sensory hyperresponsiveness was directly associated with poorer adaptive/maladaptive outcomes and indirectly with lower participation in activities with higher functional demands across settings at school age. Elevated sensory hyporesponsiveness was associated with lower adaptive functioning, more externalizing problems, and lower classroom participation. Trajectories of sensory patterns accounted for more unique variances in adaptive functioning and participation in daily life settings with higher functional and environmental demands among autistic children compared to their non-autistic peers. En ligne : https://doi.org/10.1007/s10803-024-06494-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570 [article] Developmental Impacts of Early Sensory Patterns on School-Age Adaptive, Maladaptive, and Participation Outcomes in Autistic and Non-autistic Children [texte imprimé] / Yun-Ju CHEN, Auteur ; John SIDERIS, Auteur ; Linda R. WATSON, Auteur ; Elizabeth R. CRAIS, Auteur ; Grace T. BARANEK, Auteur . - p.4033-4044. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-11 (November 2025) . - p.4033-4044 Index. décimale : PER Périodiques Résumé : Early sensory differences may cascade into later social-communication difficulties in autism, yet their impacts on broader functional outcomes have remained understudied. This study aimed to conduct a comprehensive investigation into the longitudinal impacts of sensory patterns, including sensory hyperresponsiveness, hyporesponsiveness, and sensory repetitions/seeking behavior, on various school-age outcome domains among a community sample of children with autistic and non-autistic conditions. We prospectively followed 1,517 children with caregiver-reported sensory questionnaires across three timepoints from infancy to school age. A subsample (n = 389; 88 with reported autism diagnosis/concerns) was further assessed with adaptive, maladaptive and participation outcome measures at age 6–7. Structural equation modeling approaches were used to evaluate the multivariate associations between latent growth parameters (i.e., intercepts and slopes) of sensory patterns and school-age outcomes. Increasing sensory hyperresponsiveness was directly associated with poorer adaptive/maladaptive outcomes and indirectly with lower participation in activities with higher functional demands across settings at school age. Elevated sensory hyporesponsiveness was associated with lower adaptive functioning, more externalizing problems, and lower classroom participation. Trajectories of sensory patterns accounted for more unique variances in adaptive functioning and participation in daily life settings with higher functional and environmental demands among autistic children compared to their non-autistic peers. En ligne : https://doi.org/10.1007/s10803-024-06494-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570

Developmental Markers of Genetic Liability to Autism in Parents: A Longitudinal, Multigenerational Study / Molly LOSH in Journal of Autism and Developmental Disorders, 47-3 (March 2017)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 47-3 (March 2017) . - p.834-845 Titre : Developmental Markers of Genetic Liability to Autism in Parents: A Longitudinal, Multigenerational Study Type de document : texte imprimé Auteurs : Molly LOSH, Auteur ; Gary E. MARTIN, Auteur ; Michelle LEE, Auteur ; Jessica KLUSEK, Auteur ; John SIDERIS, Auteur ; Sheila BARRON, Auteur ; Thomas WASSINK, Auteur Article en page(s) : p.834-845 Langues : Anglais (eng) Mots-clés : Autism  Genetics  Endophenotype  Longitudinal  Broad autism phenotype  Language Index. décimale : PER Périodiques Résumé : Genetic liability to autism spectrum disorder (ASD) can be expressed in unaffected relatives through subclinical, genetically meaningful traits, or endophenotypes. This study aimed to identify developmental endophenotypes in parents of individuals with ASD by examining parents’ childhood academic development over the school-age period. A cohort of 139 parents of individuals with ASD were studied, along with their children with ASD and 28 controls. Parents’ childhood records in the domains of language, reading, and math were studied from grades K-12. Results indicated that relatively lower performance and slower development of skills (particularly language related skills), and an uneven rate of development across domains predicted ASD endophenotypes in adulthood for parents, and the severity of clinical symptoms in children with ASD. These findings may mark childhood indicators of genetic liability to ASD in parents, that could inform understanding of the subclinical expression of ASD genetic liability. En ligne : http://dx.doi.org/10.1007/s10803-016-2996-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=304 [article] Developmental Markers of Genetic Liability to Autism in Parents: A Longitudinal, Multigenerational Study [texte imprimé] / Molly LOSH, Auteur ; Gary E. MARTIN, Auteur ; Michelle LEE, Auteur ; Jessica KLUSEK, Auteur ; John SIDERIS, Auteur ; Sheila BARRON, Auteur ; Thomas WASSINK, Auteur . - p.834-845. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 47-3 (March 2017) . - p.834-845 Mots-clés : Autism  Genetics  Endophenotype  Longitudinal  Broad autism phenotype  Language Index. décimale : PER Périodiques Résumé : Genetic liability to autism spectrum disorder (ASD) can be expressed in unaffected relatives through subclinical, genetically meaningful traits, or endophenotypes. This study aimed to identify developmental endophenotypes in parents of individuals with ASD by examining parents’ childhood academic development over the school-age period. A cohort of 139 parents of individuals with ASD were studied, along with their children with ASD and 28 controls. Parents’ childhood records in the domains of language, reading, and math were studied from grades K-12. Results indicated that relatively lower performance and slower development of skills (particularly language related skills), and an uneven rate of development across domains predicted ASD endophenotypes in adulthood for parents, and the severity of clinical symptoms in children with ASD. These findings may mark childhood indicators of genetic liability to ASD in parents, that could inform understanding of the subclinical expression of ASD genetic liability. En ligne : http://dx.doi.org/10.1007/s10803-016-2996-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=304

Developmental profiles of infants with an FMR1 premutation / Anne C. WHEELER in Journal of Neurodevelopmental Disorders, 8-1 (December 2016)  

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Early developmental profiles of sensory features and links to school-age adaptive and maladaptive outcomes: A birth cohort investigation / Yun-Ju CHEN in Development and Psychopathology, 36-1 (February 2024)  

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Early measurement of autism risk constructs in the general population: A new factor structure of the First Years Inventory (FYIv3.1) for ages 6-16 months / Grace T. BARANEK in Autism Research, 15-5 (May 2022)  

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Efficacy of the ASAP Intervention for Preschoolers with ASD: A Cluster Randomized Controlled Trial / Brian A. BOYD in Journal of Autism and Developmental Disorders, 48-9 (September 2018)  

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Examining the latent structure and correlates of sensory reactivity in autism: a multi-site integrative data analysis by the autism sensory research consortium / Roseann C. SCHAAF ; Karla K. AUSDERAU ; Grace T. BARANEK ; D Jonah BARRETT ; Carissa J. CASCIO ; Rachel L. DUMONT ; Ekomobong E. EYOH ; Michelle D. FAILLA ; Jacob I. FELDMAN ; Jennifer H. FOSS-FEIG ; Heather L. GREEN ; Shulamite A. GREEN ; Jason L. HE ; Elizabeth A. KAPLAN-KAHN ; Bahar KEÇELI-KAYSILI ; Keren MACLENNAN ; Zoe MAILLOUX ; Elysa J. MARCO ; Lisa E. MASH ; Elizabeth P. MCKERNAN ; Sophie MOLHOLM ; Stewart H. MOSTOFSKY ; Nicolaas A.J. PUTS ; Caroline E. ROBERTSON ; Natalie RUSSO ; Nicole SHEA ; John SIDERIS ; James S. SUTCLIFFE ; Teresa TAVASSOLI ; Mark T. WALLACE ; Ericka L. WODKA ; Tiffany G. WOYNAROSKI in Molecular Autism, 14 (2023)  

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Factor analysis of the feeding and eating in AutiSm Together Assessment / Karla K. AUSDERAU in Research in Autism Spectrum Disorders, 118 (October 2024)  

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Is traditional back translation enough? Comparison of translation methodology for an ASD screening tool / Michaela DUBAY in Autism Research, 15-10 (October 2022)  

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Longitudinal assessment of stability of sensory features in children with autism spectrum disorder or other developmental disabilities / Grace T. BARANEK in Autism Research, 12-1 (January 2019)  

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Mediating Parent Learning to Promote Social Communication for Toddlers with Autism: Effects from a Randomized Controlled Trial / Hannah H. SCHERTZ in Journal of Autism and Developmental Disorders, 48-3 (March 2018)  

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Multi-informant assessment of transition-related skills and skill importance in adolescents with autism spectrum disorder / Kara HUME in Autism, 22-1 (January 2018)  

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