Annual Research Review: Exposure to environmental chemicals and psychosocial stress and the development of children's learning difficulties / Amy E. MARGOLIS in Journal of Child Psychology and Psychiatry, 66-4 (April 2025)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 66-4 (April 2025) . - p.547-568 Titre : Annual Research Review: Exposure to environmental chemicals and psychosocial stress and the development of children's learning difficulties Type de document : texte imprimé Auteurs : Amy E. MARGOLIS, Auteur ; Alex DRANOVSKY, Auteur ; David PAGLIACCIO, Auteur ; Gazi F. AZAD, Auteur ; Virginia RAUH, Auteur ; Julie HERBSTMAN, Auteur Article en page(s) : p.547-568 Langues : Anglais (eng) Mots-clés : Learning difficulties  environmental exposures  brain development  stress Index. décimale : PER Périodiques Résumé : Although awareness of the role of environmental exposures in children's cognitive development is increasing, learning difficulties have not yet been a major focus of environmental health science. Learning difficulties disproportionately affect children living in economic disadvantage, yielding an ?achievement gap.? Studies examining the neurobiology of reading and math have mostly included economically advantaged youth, leaving a great deal unknown about the neural underpinnings of reading and math difficulties in youth living in disadvantaged contexts. Critically, due to environmental injustice, these youth are disproportionately exposed to environmental neurotoxicants. Herein, we review literature supporting a theoretical framework of environmentally associated phenotypes of learning difficulties. We propose that prenatal exposure to neurotoxicants and early-life exposure to psychosocial stressors increases risk for learning difficulties via effects on neural circuits that support cognitive processes which, in addition to literacy and numeracy, are integral to acquiring and performing academic skills. We describe models in which (1) prenatal exposure to air pollution has a main effect on learning via brain structure and function or associated domain-general cognitive processes and (2) a joint ?two-hit? pathway in which prenatal air pollution exposure followed by early life stress?when combined and sequential?increases risk for learning difficulties also via effects on brain structure, function, and/or associated cognitive processes. We review a select literature documenting effects of exposure to pollutants and early life stress on relevant neural circuits and associated cognitive processes in animal models and parallel findings in human epidemiologic studies. We advocate for team science in which researchers, practitioners, and policymakers collaborate to increase health literacy about environmentally associated phenotypes of learning difficulties and support the development of precision-oriented instructional and environmental intervention methods for youth living in economic disadvantage. En ligne : https://doi.org/10.1111/jcpp.14137 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550 [article] Annual Research Review: Exposure to environmental chemicals and psychosocial stress and the development of children's learning difficulties [texte imprimé] / Amy E. MARGOLIS, Auteur ; Alex DRANOVSKY, Auteur ; David PAGLIACCIO, Auteur ; Gazi F. AZAD, Auteur ; Virginia RAUH, Auteur ; Julie HERBSTMAN, Auteur . - p.547-568. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 66-4 (April 2025) . - p.547-568 Mots-clés : Learning difficulties  environmental exposures  brain development  stress Index. décimale : PER Périodiques Résumé : Although awareness of the role of environmental exposures in children's cognitive development is increasing, learning difficulties have not yet been a major focus of environmental health science. Learning difficulties disproportionately affect children living in economic disadvantage, yielding an ?achievement gap.? Studies examining the neurobiology of reading and math have mostly included economically advantaged youth, leaving a great deal unknown about the neural underpinnings of reading and math difficulties in youth living in disadvantaged contexts. Critically, due to environmental injustice, these youth are disproportionately exposed to environmental neurotoxicants. Herein, we review literature supporting a theoretical framework of environmentally associated phenotypes of learning difficulties. We propose that prenatal exposure to neurotoxicants and early-life exposure to psychosocial stressors increases risk for learning difficulties via effects on neural circuits that support cognitive processes which, in addition to literacy and numeracy, are integral to acquiring and performing academic skills. We describe models in which (1) prenatal exposure to air pollution has a main effect on learning via brain structure and function or associated domain-general cognitive processes and (2) a joint ?two-hit? pathway in which prenatal air pollution exposure followed by early life stress?when combined and sequential?increases risk for learning difficulties also via effects on brain structure, function, and/or associated cognitive processes. We review a select literature documenting effects of exposure to pollutants and early life stress on relevant neural circuits and associated cognitive processes in animal models and parallel findings in human epidemiologic studies. We advocate for team science in which researchers, practitioners, and policymakers collaborate to increase health literacy about environmentally associated phenotypes of learning difficulties and support the development of precision-oriented instructional and environmental intervention methods for youth living in economic disadvantage. En ligne : https://doi.org/10.1111/jcpp.14137 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550

Child and Family Characteristics that Predict Autism Spectrum Disorder Specialty Clinic Appointment Attendance and Alignment with Providers / Gazi F. AZAD in Journal of Autism and Developmental Disorders, 49-8 (August 2019)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 49-8 (August 2019) . - p.3060-3072 Titre : Child and Family Characteristics that Predict Autism Spectrum Disorder Specialty Clinic Appointment Attendance and Alignment with Providers Type de document : texte imprimé Auteurs : Gazi F. AZAD, Auteur ; V. SINGH, Auteur ; L. KALB, Auteur ; M. PINKETT-DAVIS, Auteur ; R. LANDA, Auteur Article en page(s) : p.3060-3072 Langues : Anglais (eng) Mots-clés : Appointment attendance  Autism spectrum disorder  Diagnostic alignment  Specialty care Index. décimale : PER Périodiques Résumé : We examined factors contributing to initial appointment attendance, alignment between parents' pre-visit and clinicians' diagnostic impressions, and family commitment to follow-ups at an autism spectrum disorder (ASD) specialty clinic. Sample sizes were n = 6558 (initial), n = 1430 (alignment), and n = 1353 (follow-up). Parents completed surveys and clinicians provided their ASD diagnostic impressions. When children were not receiving intervention, families were less likely to keep their initial appointment. Families residing long distances and having older children were less likely to keep their initial and follow-up appointments. African American families were less likely to keep their initial appointment and expressed initial doubts with providers about the diagnosis. Findings suggest that some children are not getting diagnostic clarity or accessing timely services. En ligne : http://dx.doi.org/10.1007/s10803-019-04027-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403 [article] Child and Family Characteristics that Predict Autism Spectrum Disorder Specialty Clinic Appointment Attendance and Alignment with Providers [texte imprimé] / Gazi F. AZAD, Auteur ; V. SINGH, Auteur ; L. KALB, Auteur ; M. PINKETT-DAVIS, Auteur ; R. LANDA, Auteur . - p.3060-3072. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-8 (August 2019) . - p.3060-3072 Mots-clés : Appointment attendance  Autism spectrum disorder  Diagnostic alignment  Specialty care Index. décimale : PER Périodiques Résumé : We examined factors contributing to initial appointment attendance, alignment between parents' pre-visit and clinicians' diagnostic impressions, and family commitment to follow-ups at an autism spectrum disorder (ASD) specialty clinic. Sample sizes were n = 6558 (initial), n = 1430 (alignment), and n = 1353 (follow-up). Parents completed surveys and clinicians provided their ASD diagnostic impressions. When children were not receiving intervention, families were less likely to keep their initial appointment. Families residing long distances and having older children were less likely to keep their initial and follow-up appointments. African American families were less likely to keep their initial appointment and expressed initial doubts with providers about the diagnosis. Findings suggest that some children are not getting diagnostic clarity or accessing timely services. En ligne : http://dx.doi.org/10.1007/s10803-019-04027-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403

Concerns of parents and teachers of children with autism in elementary school / Gazi F. AZAD in Autism, 20-4 (May 2016)  

Public ISBD [article]  inAutism > 20-4 (May 2016) . - p.435-441 Titre : Concerns of parents and teachers of children with autism in elementary school Type de document : texte imprimé Auteurs : Gazi F. AZAD, Auteur ; David S. MANDELL, Auteur Article en page(s) : p.435-441 Langues : Anglais (eng) Mots-clés : autism  autism spectrum disorders  family–school partnerships  parent–teacher communication Index. décimale : PER Périodiques Résumé : Many consensus guidelines encourage parents and teachers to openly communicate about their concerns regarding their children. These guidelines attest to the importance of achieving consensus about what issues are most critical and how to address them. The purpose of this study was to examine whether parents and teachers (1) agree about their concerns for their children with autism and (2) when given the opportunity, whether they discussed these concerns. Participants were 39 parent–teacher dyads of children with autism in kindergarten-through-fifth grade autism support classrooms. Each parent and teacher was interviewed separately about their concerns and then observed together in a discussion about the child. Parents and teachers generally agreed about their primary and secondary concerns. When given an opportunity to communicate their concerns, 49% of the parent–teacher dyads discussed problems that neither reported as their primary concern, and 31% discussed problems that neither reported as their primary or secondary concern. These findings suggest that interventions should target parent–teacher communication, rather than agreement, to facilitate home–school collaboration. En ligne : http://dx.doi.org/10.1177/1362361315588199 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=287 [article] Concerns of parents and teachers of children with autism in elementary school [texte imprimé] / Gazi F. AZAD, Auteur ; David S. MANDELL, Auteur . - p.435-441. Langues : Anglais (eng) in Autism > 20-4 (May 2016) . - p.435-441 Mots-clés : autism  autism spectrum disorders  family–school partnerships  parent–teacher communication Index. décimale : PER Périodiques Résumé : Many consensus guidelines encourage parents and teachers to openly communicate about their concerns regarding their children. These guidelines attest to the importance of achieving consensus about what issues are most critical and how to address them. The purpose of this study was to examine whether parents and teachers (1) agree about their concerns for their children with autism and (2) when given the opportunity, whether they discussed these concerns. Participants were 39 parent–teacher dyads of children with autism in kindergarten-through-fifth grade autism support classrooms. Each parent and teacher was interviewed separately about their concerns and then observed together in a discussion about the child. Parents and teachers generally agreed about their primary and secondary concerns. When given an opportunity to communicate their concerns, 49% of the parent–teacher dyads discussed problems that neither reported as their primary concern, and 31% discussed problems that neither reported as their primary or secondary concern. These findings suggest that interventions should target parent–teacher communication, rather than agreement, to facilitate home–school collaboration. En ligne : http://dx.doi.org/10.1177/1362361315588199 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=287

Correction to: Interest in Research Participation Among Caregivers of Children with Neurodevelopmental Disorders / L. KALB in Journal of Autism and Developmental Disorders, 49-11 (November 2019)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 49-11 (November 2019) . - p.4707 Titre : Correction to: Interest in Research Participation Among Caregivers of Children with Neurodevelopmental Disorders Type de document : texte imprimé Auteurs : L. KALB, Auteur ; L. JACOBSON, Auteur ; C. ZISMAN, Auteur ; E. MAHONE, Auteur ; R. LANDA, Auteur ; Gazi F. AZAD, Auteur ; M. PINKETT-DAVIS, Auteur ; D. MENON, Auteur ; V. SINGH, Auteur ; A. ZABEL, Auteur ; A. PRITCHARD, Auteur Article en page(s) : p.4707 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : During the publication process, an author "M. Pinkett-Davis", who helped conceptualize and revise this study was accidentally excluded from the authorship list. The revised author group is now: Kalb, L., Jacobson, L., Zisman, C., Mahone, E., Landa, R., Azad, G., Pinkett-Davis, M., Menon, D., Singh, V., Zabel, A., & Pritchard, A. Please use this authorship list when citing this manuscript. En ligne : http://dx.doi.org/10.1007/s10803-019-04197-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=408 [article] Correction to: Interest in Research Participation Among Caregivers of Children with Neurodevelopmental Disorders [texte imprimé] / L. KALB, Auteur ; L. JACOBSON, Auteur ; C. ZISMAN, Auteur ; E. MAHONE, Auteur ; R. LANDA, Auteur ; Gazi F. AZAD, Auteur ; M. PINKETT-DAVIS, Auteur ; D. MENON, Auteur ; V. SINGH, Auteur ; A. ZABEL, Auteur ; A. PRITCHARD, Auteur . - p.4707. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-11 (November 2019) . - p.4707 Index. décimale : PER Périodiques Résumé : During the publication process, an author "M. Pinkett-Davis", who helped conceptualize and revise this study was accidentally excluded from the authorship list. The revised author group is now: Kalb, L., Jacobson, L., Zisman, C., Mahone, E., Landa, R., Azad, G., Pinkett-Davis, M., Menon, D., Singh, V., Zabel, A., & Pritchard, A. Please use this authorship list when citing this manuscript. En ligne : http://dx.doi.org/10.1007/s10803-019-04197-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=408

In the eye of the beholder: Reports of autism symptoms by Anglo and Latino mothers / Jan BLACHER in Research in Autism Spectrum Disorders, 8-12 (December 2014)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 8-12 (December 2014) . - p.1648-1656 Titre : In the eye of the beholder: Reports of autism symptoms by Anglo and Latino mothers Type de document : texte imprimé Auteurs : Jan BLACHER, Auteur ; S. R. COHEN, Auteur ; Gazi F. AZAD, Auteur Article en page(s) : p.1648-1656 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Latino families  Screening  Ethnicity  Culture  Parent report  Diagnosis Index. décimale : PER Périodiques Résumé : Abstract Latino children with autism spectrum disorder (ASD) are under-identified and under-diagnosed. Children suspected of ASD (28 Anglo and 55 Latino) were assessed via the Autism Diagnostic Observation Schedule (ADOS) and the mother Intake Form. A sub-sample of 40 children were assessed with the Autism Disagnostic Interview-Revised (ADI-R). The primary objective was to determine whether Anglo and Latino mothers differed in their symptom reports, and whether their children differed in the professional classifications. Anglo mothers reported significantly more developmental concerns and ASD symptoms than Latino mothers, yet Latino children meeting diagnostic criteria for autism on the ADOS obtained higher ASD severity scores than Anglo children. The authors set forth three possible explanations for such discrepancies between parents and professionals in perceptions and reporting of autism symptoms: (1) Latino mothers are not as aware of the symptoms, and thus do not report them; and (2) Latino mothers are aware of general developmental delay but not as concerned as Anglo mothers until social communication deficits become more apparent. (3) Latino mothers’ parenting practices and cultural beliefs about child-rearing might mask both the ASD symptomatology exhibited by their children and their recognition of it. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.08.017 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=243 [article] In the eye of the beholder: Reports of autism symptoms by Anglo and Latino mothers [texte imprimé] / Jan BLACHER, Auteur ; S. R. COHEN, Auteur ; Gazi F. AZAD, Auteur . - p.1648-1656. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 8-12 (December 2014) . - p.1648-1656 Mots-clés : Autism spectrum disorder  Latino families  Screening  Ethnicity  Culture  Parent report  Diagnosis Index. décimale : PER Périodiques Résumé : Abstract Latino children with autism spectrum disorder (ASD) are under-identified and under-diagnosed. Children suspected of ASD (28 Anglo and 55 Latino) were assessed via the Autism Diagnostic Observation Schedule (ADOS) and the mother Intake Form. A sub-sample of 40 children were assessed with the Autism Disagnostic Interview-Revised (ADI-R). The primary objective was to determine whether Anglo and Latino mothers differed in their symptom reports, and whether their children differed in the professional classifications. Anglo mothers reported significantly more developmental concerns and ASD symptoms than Latino mothers, yet Latino children meeting diagnostic criteria for autism on the ADOS obtained higher ASD severity scores than Anglo children. The authors set forth three possible explanations for such discrepancies between parents and professionals in perceptions and reporting of autism symptoms: (1) Latino mothers are not as aware of the symptoms, and thus do not report them; and (2) Latino mothers are aware of general developmental delay but not as concerned as Anglo mothers until social communication deficits become more apparent. (3) Latino mothers’ parenting practices and cultural beliefs about child-rearing might mask both the ASD symptomatology exhibited by their children and their recognition of it. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.08.017 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=243

Interest in Research Participation Among Caregivers of Children with Neurodevelopmental Disorders / L. KALB in Journal of Autism and Developmental Disorders, 49-9 (September 2019)  

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A method for defining the CORE of a psychosocial intervention to guide adaptation in practice: Reciprocal imitation teaching as a case example / Sarah R. EDMUNDS in Autism, 26-3 (April 2022)  

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Parental relationship status and age at autism spectrum disorder diagnosis of their child / L. G. KALB in Autism, 25-8 (November 2021)  

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Quality of Life in School-Aged Youth Referred to an Autism Specialty Clinic: A Latent Profile Analysis / Gazi F. AZAD in Journal of Autism and Developmental Disorders, 50-4 (April 2020)  

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Race, disability, and grade: Social relationships in children with autism spectrum disorders / Gazi F. AZAD in Autism, 21-1 (January 2017)  

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Sitting on the Sidelines: Disparities in Social, Recreational, and Community Participation Among Adolescents with Autism Spectrum Disorder / Alexa C. BUDAVARI in Journal of Autism and Developmental Disorders, 52-8 (August 2022)  

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