The Relationship Between the Childhood Autism Rating Scale: Second Edition and Clinical Diagnosis Utilizing the DSM-IV-TR and the DSM-5 / Tamara DAWKINS in Journal of Autism and Developmental Disorders, 46-10 (October 2016)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 46-10 (October 2016) . - p.3361-3368 Titre : The Relationship Between the Childhood Autism Rating Scale: Second Edition and Clinical Diagnosis Utilizing the DSM-IV-TR and the DSM-5 Type de document : texte imprimé Auteurs : Tamara DAWKINS, Auteur ; Allison T. MEYER, Auteur ; Mary E. VAN BOURGONDIEN, Auteur Article en page(s) : p.3361-3368 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Diagnosis  CARS2  DSM-IV-TR  DSM-5 Index. décimale : PER Périodiques Résumé : The Childhood Autism Rating Scale, Second Edition (CARS2; 2010) includes two rating scales; the CARS2-Standard Version (CARS2-ST) and the newly developed CARS2-High Functioning Version (CARS2-HF). To assess the diagnostic agreement between the CARS2 and DSM-IV-TR versus DSM-5 criteria for Autism Spectrum Disorder (ASD), clinicians at community based centers of the University of North Carolina TEACCH Autism Program rated participants seen for a diagnostic evaluation on symptoms of autism using both the DSM-IV-TR and DSM-5 criteria and either the CARS2-HF or the CARS2-ST. Findings suggest that overall, the diagnostic agreement of the CARS2 remains high across DSM-IV and DSM-5 criteria for autism. En ligne : http://dx.doi.org/10.1007/s10803-016-2860-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=293 [article] The Relationship Between the Childhood Autism Rating Scale: Second Edition and Clinical Diagnosis Utilizing the DSM-IV-TR and the DSM-5 [texte imprimé] / Tamara DAWKINS, Auteur ; Allison T. MEYER, Auteur ; Mary E. VAN BOURGONDIEN, Auteur . - p.3361-3368. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 46-10 (October 2016) . - p.3361-3368 Mots-clés : Autism Spectrum Disorder  Diagnosis  CARS2  DSM-IV-TR  DSM-5 Index. décimale : PER Périodiques Résumé : The Childhood Autism Rating Scale, Second Edition (CARS2; 2010) includes two rating scales; the CARS2-Standard Version (CARS2-ST) and the newly developed CARS2-High Functioning Version (CARS2-HF). To assess the diagnostic agreement between the CARS2 and DSM-IV-TR versus DSM-5 criteria for Autism Spectrum Disorder (ASD), clinicians at community based centers of the University of North Carolina TEACCH Autism Program rated participants seen for a diagnostic evaluation on symptoms of autism using both the DSM-IV-TR and DSM-5 criteria and either the CARS2-HF or the CARS2-ST. Findings suggest that overall, the diagnostic agreement of the CARS2 remains high across DSM-IV and DSM-5 criteria for autism. En ligne : http://dx.doi.org/10.1007/s10803-016-2860-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=293

Using community-engaged methods to adapt virtual reality job-interview training for transition-age youth on the autism spectrum / Matthew J. SMITH in Research in Autism Spectrum Disorders, 71 (March 2020)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 71 (March 2020) . - p.101498 Titre : Using community-engaged methods to adapt virtual reality job-interview training for transition-age youth on the autism spectrum Type de document : texte imprimé Auteurs : Matthew J. SMITH, Auteur ; Rogério M. PINTO, Auteur ; Leann S. DAWALT, Auteur ; Justin D. SMITH, Auteur ; Kari SHERWOOD, Auteur ; Rashun MILES, Auteur ; Julie LOUNDS TAYLOR, Auteur ; Kara HUME, Auteur ; Tamara DAWKINS, Auteur ; Mary BAKER-ERICZEN, Auteur ; Thomas W. FRAZIER, Auteur ; Laura HUMM, Auteur ; Chris STEACY, Auteur Article en page(s) : p.101498 Langues : Anglais (eng) Mots-clés : Autism  Transition-age youth  Virtual reality  Job interviewing  Adaptation  Implementation science Index. décimale : PER Périodiques Résumé : Background Virtual Reality Job-Interview Training (VR-JIT) is an efficacious Internet-based intervention for adults with severe mental illness (SMI). Evaluations of VR-JIT have shown improved interview skill and access to employment in several cohorts of adults with SMI and with autism spectrum disorders (ASD). VR-JIT trains participants how to fill out job applications and handle job interviews through e-learning content and applied practice. Trainees receive feedback through in-the-moment nonverbal cues, critiques, and recommendations for improving performance. Our study sought to adapt VR-JIT for transition-age youth with ASD (TAY-ASD). Methods We recruited TAY-ASD and adult stakeholders from public and charter schools, transition programs, and community service providers. Participants provided feedback on VR-JIT to enhance its applicability to TAY-ASD. We used community-engaged methods to process and analyze data from TAY-ASD and stakeholders, presented their quantitative and qualitative responses to community and scientific advisory boards for review and recommendations, and adapted the intervention design and content. Results Our adaptations included adding diversity (gender; race/ethnicity) to the virtual hiring manager; shortening the interview by reducing response options; increasing social storytelling to enhance engagement with VR-JIT core components; adding employment opportunities more relevant to younger workers; reducing the reading level; and making the e-learning content more accessible by adding bullet points, voiceover, and imagery/video; and adding new learning goals. Conclusions This study presents a rigorous and innovative community-engaged methodology for adapting VR-JIT to meet the needs of TAY-ASD. We review our engagement with TAY-ASD and stakeholders, and discuss the standardized coding scheme we used to adapt VR-JIT and the usefulness and limitations of employing this methodology in adapting other behavioral interventions. En ligne : https://doi.org/10.1016/j.rasd.2019.101498 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=416 [article] Using community-engaged methods to adapt virtual reality job-interview training for transition-age youth on the autism spectrum [texte imprimé] / Matthew J. SMITH, Auteur ; Rogério M. PINTO, Auteur ; Leann S. DAWALT, Auteur ; Justin D. SMITH, Auteur ; Kari SHERWOOD, Auteur ; Rashun MILES, Auteur ; Julie LOUNDS TAYLOR, Auteur ; Kara HUME, Auteur ; Tamara DAWKINS, Auteur ; Mary BAKER-ERICZEN, Auteur ; Thomas W. FRAZIER, Auteur ; Laura HUMM, Auteur ; Chris STEACY, Auteur . - p.101498. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 71 (March 2020) . - p.101498 Mots-clés : Autism  Transition-age youth  Virtual reality  Job interviewing  Adaptation  Implementation science Index. décimale : PER Périodiques Résumé : Background Virtual Reality Job-Interview Training (VR-JIT) is an efficacious Internet-based intervention for adults with severe mental illness (SMI). Evaluations of VR-JIT have shown improved interview skill and access to employment in several cohorts of adults with SMI and with autism spectrum disorders (ASD). VR-JIT trains participants how to fill out job applications and handle job interviews through e-learning content and applied practice. Trainees receive feedback through in-the-moment nonverbal cues, critiques, and recommendations for improving performance. Our study sought to adapt VR-JIT for transition-age youth with ASD (TAY-ASD). Methods We recruited TAY-ASD and adult stakeholders from public and charter schools, transition programs, and community service providers. Participants provided feedback on VR-JIT to enhance its applicability to TAY-ASD. We used community-engaged methods to process and analyze data from TAY-ASD and stakeholders, presented their quantitative and qualitative responses to community and scientific advisory boards for review and recommendations, and adapted the intervention design and content. Results Our adaptations included adding diversity (gender; race/ethnicity) to the virtual hiring manager; shortening the interview by reducing response options; increasing social storytelling to enhance engagement with VR-JIT core components; adding employment opportunities more relevant to younger workers; reducing the reading level; and making the e-learning content more accessible by adding bullet points, voiceover, and imagery/video; and adding new learning goals. Conclusions This study presents a rigorous and innovative community-engaged methodology for adapting VR-JIT to meet the needs of TAY-ASD. We review our engagement with TAY-ASD and stakeholders, and discuss the standardized coding scheme we used to adapt VR-JIT and the usefulness and limitations of employing this methodology in adapting other behavioral interventions. En ligne : https://doi.org/10.1016/j.rasd.2019.101498 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=416

Utilitarian Attention by Children with Autism Spectrum Disorder on a Filtering Task / Darlene A. BRODEUR in Journal of Autism and Developmental Disorders, 48-12 (December 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-12 (December 2018) . - p.4019-4027 Titre : Utilitarian Attention by Children with Autism Spectrum Disorder on a Filtering Task Type de document : texte imprimé Auteurs : Darlene A. BRODEUR, Auteur ; Jillian STEWART, Auteur ; Tamara DAWKINS, Auteur ; Jacob A. BURACK, Auteur Année de publication : 2018 Article en page(s) : p.4019-4027 Langues : Anglais (eng) Mots-clés : Attention  Autism spectrum disorder  Flanker paradigm  Visual filtering Index. décimale : PER Périodiques Résumé : The findings are evidence that persons with ASD benefit more than typically developing (TD) persons from spatial framing cues in focusing their attention on a visual target. Participants were administered a forced-choice task to assess visual filtering. A target stimulus was presented on a screen and flanker stimuli were presented simultaneously with or after the target, with varying stimuli onset asynchronies (SOAs). Regardless of SOA, TD children showed the expected distracting effects with slower reaction times (RTs) when flankers were at closer distances from the target. However, children with ASD displayed shorter RTs in the conditions in which the stimuli were presented simultaneously or with a short SOA. These findings are interpreted as reflecting utilitarian attention among children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-018-3619-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=371 [article] Utilitarian Attention by Children with Autism Spectrum Disorder on a Filtering Task [texte imprimé] / Darlene A. BRODEUR, Auteur ; Jillian STEWART, Auteur ; Tamara DAWKINS, Auteur ; Jacob A. BURACK, Auteur . - 2018 . - p.4019-4027. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-12 (December 2018) . - p.4019-4027 Mots-clés : Attention  Autism spectrum disorder  Flanker paradigm  Visual filtering Index. décimale : PER Périodiques Résumé : The findings are evidence that persons with ASD benefit more than typically developing (TD) persons from spatial framing cues in focusing their attention on a visual target. Participants were administered a forced-choice task to assess visual filtering. A target stimulus was presented on a screen and flanker stimuli were presented simultaneously with or after the target, with varying stimuli onset asynchronies (SOAs). Regardless of SOA, TD children showed the expected distracting effects with slower reaction times (RTs) when flankers were at closer distances from the target. However, children with ASD displayed shorter RTs in the conditions in which the stimuli were presented simultaneously or with a short SOA. These findings are interpreted as reflecting utilitarian attention among children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-018-3619-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=371

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