Brief Report: Autism Symptoms in Infants with Fragile X Syndrome / Jane E. ROBERTS in Journal of Autism and Developmental Disorders, 46-12 (December 2016)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 46-12 (December 2016) . - p.3830-3837 Titre : Brief Report: Autism Symptoms in Infants with Fragile X Syndrome Type de document : Texte imprimé et/ou numérique Auteurs : Jane E. ROBERTS, Auteur ; Bridgette L. TONNSEN, Auteur ; Lindsay M. MCCARY, Auteur ; Kelly E. CARAVELLA, Auteur ; Svetlana V. SHINKAREVA, Auteur Article en page(s) : p.3830-3837 Langues : Anglais (eng) Mots-clés : Autism  Fragile X  Infants  Autism Observation Scale for Infants Index. décimale : PER Périodiques Résumé : Fragile X syndrome (FXS) is the most common known genetic cause of autism spectrum disorder (ASD). Although 50–75?% of children with FXS meet ASD criteria, no studies have compared ASD symptoms in infants with FXS versus other high risk groups, such as siblings of children with ASD (ASIBs). Using the Autism Observation Scale for Infants, our findings indicate that 53?% of 12-month infants with FXS fall in the “at risk” category compared to 17 and 6?% for age-matched ASIBs and controls, respectively. Elevated atypical motor behaviors were associated with elevated risk for FXS. Cross-syndrome comparisons are essential to understanding the heterogeneity of ASD and identifying candidate markers that will facilitate differential diagnosis of ASD in genetic disorders such as FXS. En ligne : http://dx.doi.org/10.1007/s10803-016-2903-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297 [article] Brief Report: Autism Symptoms in Infants with Fragile X Syndrome [Texte imprimé et/ou numérique] / Jane E. ROBERTS, Auteur ; Bridgette L. TONNSEN, Auteur ; Lindsay M. MCCARY, Auteur ; Kelly E. CARAVELLA, Auteur ; Svetlana V. SHINKAREVA, Auteur . - p.3830-3837. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 46-12 (December 2016) . - p.3830-3837 Mots-clés : Autism  Fragile X  Infants  Autism Observation Scale for Infants Index. décimale : PER Périodiques Résumé : Fragile X syndrome (FXS) is the most common known genetic cause of autism spectrum disorder (ASD). Although 50–75?% of children with FXS meet ASD criteria, no studies have compared ASD symptoms in infants with FXS versus other high risk groups, such as siblings of children with ASD (ASIBs). Using the Autism Observation Scale for Infants, our findings indicate that 53?% of 12-month infants with FXS fall in the “at risk” category compared to 17 and 6?% for age-matched ASIBs and controls, respectively. Elevated atypical motor behaviors were associated with elevated risk for FXS. Cross-syndrome comparisons are essential to understanding the heterogeneity of ASD and identifying candidate markers that will facilitate differential diagnosis of ASD in genetic disorders such as FXS. En ligne : http://dx.doi.org/10.1007/s10803-016-2903-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297

Middle School Students’ Attitudes Toward a Peer With Autism Spectrum Disorder / Bridgette L. TONNSEN in Focus on Autism and Other Developmental Disabilities, 31-4 (December 2016)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 31-4 (December 2016) . - p.262-274 Titre : Middle School Students’ Attitudes Toward a Peer With Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Bridgette L. TONNSEN, Auteur ; Erin R. HAHN, Auteur Article en page(s) : p.262-274 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  inclusion  middle school  friendship Index. décimale : PER Périodiques Résumé : Students with autism spectrum disorder (ASD) often experience peer conflict and social challenges, which likely relate to compounded characteristics of both the child with ASD and his or her peers. However, few studies have experimentally investigated these associations to inform prevention and intervention efforts. The present study used social networking blogs to examine how middle school students’ attitudes toward a fictional peer with ASD, Charlie, vary according to whether Charlie was (a) physically included with typically developing peers and (b) socially accepted. Participants expressed less favorable attitudes when Charlie was socially excluded by his peers, regardless of whether his peers had disabilities. More favorable attitudes were associated with participant popularity, previous exposure to ASD, younger age, and being female. Charlie’s ASD status was associated with more negative anticipated peer attitudes. These results indicate that facilitating positive, public social experiences of students with ASD may promote positive attitudes and social acceptance by peers. En ligne : http://dx.doi.org/10.1177/1088357614559213 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297 [article] Middle School Students’ Attitudes Toward a Peer With Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Bridgette L. TONNSEN, Auteur ; Erin R. HAHN, Auteur . - p.262-274. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 31-4 (December 2016) . - p.262-274 Mots-clés : autism spectrum disorder  inclusion  middle school  friendship Index. décimale : PER Périodiques Résumé : Students with autism spectrum disorder (ASD) often experience peer conflict and social challenges, which likely relate to compounded characteristics of both the child with ASD and his or her peers. However, few studies have experimentally investigated these associations to inform prevention and intervention efforts. The present study used social networking blogs to examine how middle school students’ attitudes toward a fictional peer with ASD, Charlie, vary according to whether Charlie was (a) physically included with typically developing peers and (b) socially accepted. Participants expressed less favorable attitudes when Charlie was socially excluded by his peers, regardless of whether his peers had disabilities. More favorable attitudes were associated with participant popularity, previous exposure to ASD, younger age, and being female. Charlie’s ASD status was associated with more negative anticipated peer attitudes. These results indicate that facilitating positive, public social experiences of students with ASD may promote positive attitudes and social acceptance by peers. En ligne : http://dx.doi.org/10.1177/1088357614559213 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297

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