Brief Report: Replication of the Five-Factor Structure of the Autism Impact Measure (AIM) in an Independent Sample / Ryan P. GRIMM 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.2161-2165 Titre : Brief Report: Replication of the Five-Factor Structure of the Autism Impact Measure (AIM) in an Independent Sample Type de document : texte imprimé Auteurs : Ryan P. GRIMM, Auteur ; Nicole ZHONG, Auteur ; Micah O. MAZUREK, Auteur Article en page(s) : p.2161-2165 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The Autism Impact Measure is a caregiver-reported, behaviorally based measure designed to assess both frequency and functional impact of core ASD symptoms in children. This study used confirmatory factor analysis to determine if the factor structure of the AIM (Repetitive Behavior, Communication, Atypical Behavior, Social Reciprocity, and Peer Interaction), previously reported by Mazurek et al. (Journal of Autism and Developmental Disorders 50: 2307-2319, 2020), was supported in a large (n=611), independent sample. The sample was diverse in age (2-16 years) and IQ (M=76.6, SD=22.7), but was composed of approximately 80% males. There were some nuanced differences between this study and Mazurek et al. (Journal of Autism and Developmental Disorders 50: 2307-2319, 2020), but findings generally provided further evidence supporting the psychometric properties of the AIM. En ligne : https://doi.org/10.1007/s10803-021-05303-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=501 [article] Brief Report: Replication of the Five-Factor Structure of the Autism Impact Measure (AIM) in an Independent Sample [texte imprimé] / Ryan P. GRIMM, Auteur ; Nicole ZHONG, Auteur ; Micah O. MAZUREK, Auteur . - p.2161-2165. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 53-5 (May 2023) . - p.2161-2165 Index. décimale : PER Périodiques Résumé : The Autism Impact Measure is a caregiver-reported, behaviorally based measure designed to assess both frequency and functional impact of core ASD symptoms in children. This study used confirmatory factor analysis to determine if the factor structure of the AIM (Repetitive Behavior, Communication, Atypical Behavior, Social Reciprocity, and Peer Interaction), previously reported by Mazurek et al. (Journal of Autism and Developmental Disorders 50: 2307-2319, 2020), was supported in a large (n=611), independent sample. The sample was diverse in age (2-16 years) and IQ (M=76.6, SD=22.7), but was composed of approximately 80% males. There were some nuanced differences between this study and Mazurek et al. (Journal of Autism and Developmental Disorders 50: 2307-2319, 2020), but findings generally provided further evidence supporting the psychometric properties of the AIM. En ligne : https://doi.org/10.1007/s10803-021-05303-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=501

Code-related literacy profiles of kindergarten students with autism / Emily J. SOLARI in Autism, 26-1 (January 2022)  

Public ISBD [article]  inAutism > 26-1 (January 2022) . - p.230-242 Titre : Code-related literacy profiles of kindergarten students with autism Type de document : texte imprimé Auteurs : Emily J. SOLARI, Auteur ; Alyssa R. HENRY, Auteur ; Ryan P. GRIMM, Auteur ; Matthew ZAJIC, Auteur ; Anita MCGINTY, Auteur Article en page(s) : p.230-242 Langues : Anglais (eng) Mots-clés : cognition (attention, learning, memory)  communication and language  education services  school-age children Index. décimale : PER Périodiques Résumé : Many children and young students with autism have difficulties learning how to read. This study investigated early literacy development in children with autism spectrum disorder during their first year of formal schooling. The study found that children with autism spectrum disorder differ greatly on their early literacy skills, with some showing strengths in their understanding of the alphabet, spelling, and reading words. Other students in the sample had difficulties with these early reading skills. The findings of this study are important to better understand the most effective way to teach early literacy skills to children with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/13623613211025904 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451 [article] Code-related literacy profiles of kindergarten students with autism [texte imprimé] / Emily J. SOLARI, Auteur ; Alyssa R. HENRY, Auteur ; Ryan P. GRIMM, Auteur ; Matthew ZAJIC, Auteur ; Anita MCGINTY, Auteur . - p.230-242. Langues : Anglais (eng) in Autism > 26-1 (January 2022) . - p.230-242 Mots-clés : cognition (attention, learning, memory)  communication and language  education services  school-age children Index. décimale : PER Périodiques Résumé : Many children and young students with autism have difficulties learning how to read. This study investigated early literacy development in children with autism spectrum disorder during their first year of formal schooling. The study found that children with autism spectrum disorder differ greatly on their early literacy skills, with some showing strengths in their understanding of the alphabet, spelling, and reading words. Other students in the sample had difficulties with these early reading skills. The findings of this study are important to better understand the most effective way to teach early literacy skills to children with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/13623613211025904 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451

Comparing growth in linguistic comprehension and reading comprehension in school-aged children with autism versus typically developing children / Ryan P. GRIMM in Autism Research, 11-4 (April 2018)  

Public ISBD [article]  inAutism Research > 11-4 (April 2018) . - p.624-635 Titre : Comparing growth in linguistic comprehension and reading comprehension in school-aged children with autism versus typically developing children Type de document : texte imprimé Auteurs : Ryan P. GRIMM, Auteur ; Emily J. SOLARI, Auteur ; Nancy C. MCINTYRE, Auteur ; Matthew ZAJIC, Auteur ; Peter C. MUNDY, Auteur Article en page(s) : p.624-635 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  comprehension  linguistic  reading comprehension  reading development  reading intervention Index. décimale : PER Périodiques Résumé : Many children with autism spectrum disorders (ASD) struggle with reading comprehension. Linguistic comprehension is an important predictor of reading comprehension, especially as children progress through elementary school and later grades. Yet, there is a dearth of research examining longitudinal relations between linguistic comprehensions in school-age children with ASD compared to typically-developing peers (TD). This study compared the developmental trajectories of linguistic and reading comprehension in samples of children with ASD and age-matched TD peers. Both groups were administered measures of linguistic and reading comprehension multiple times over a 30-month period. Latent growth curve modeling demonstrated children with ASD performed at significantly lower levels on both measures at the first timepoint and these deficits persisted across time. Children with ASD exhibited growth in both skills comparable to their TD peers, but this was not sufficient to enable them to eventually achieve at a level similar to the TD group. Due to the wide age range of the sample, age was controlled and displayed significant effects. Findings suggest linguistic comprehension skills are related to reading comprehension in children with ASD, similar to TD peers. Further, intervention in linguistic comprehension skills for children with ASD should begin early and there may be a finite window in which these skills are malleable, in terms of improving reading comprehension skills. Autism Res 2018, 11: 624-635. (c) 2017 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: There is relatively little research concerning reading comprehension development in children with ASD and how they compare to TD peers. This study found children with ASD began at lower achievement levels of linguistic comprehension and reading comprehension than TD peers, but the skills developed at a similar rate. Intervening early and raising initial levels of linguistic and reading comprehension may enable children with ASD to perform similarly to TD peers over time. En ligne : http://dx.doi.org/10.1002/aur.1914 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=358 [article] Comparing growth in linguistic comprehension and reading comprehension in school-aged children with autism versus typically developing children [texte imprimé] / Ryan P. GRIMM, Auteur ; Emily J. SOLARI, Auteur ; Nancy C. MCINTYRE, Auteur ; Matthew ZAJIC, Auteur ; Peter C. MUNDY, Auteur . - p.624-635. Langues : Anglais (eng) in Autism Research > 11-4 (April 2018) . - p.624-635 Mots-clés : autism spectrum disorder  comprehension  linguistic  reading comprehension  reading development  reading intervention Index. décimale : PER Périodiques Résumé : Many children with autism spectrum disorders (ASD) struggle with reading comprehension. Linguistic comprehension is an important predictor of reading comprehension, especially as children progress through elementary school and later grades. Yet, there is a dearth of research examining longitudinal relations between linguistic comprehensions in school-age children with ASD compared to typically-developing peers (TD). This study compared the developmental trajectories of linguistic and reading comprehension in samples of children with ASD and age-matched TD peers. Both groups were administered measures of linguistic and reading comprehension multiple times over a 30-month period. Latent growth curve modeling demonstrated children with ASD performed at significantly lower levels on both measures at the first timepoint and these deficits persisted across time. Children with ASD exhibited growth in both skills comparable to their TD peers, but this was not sufficient to enable them to eventually achieve at a level similar to the TD group. Due to the wide age range of the sample, age was controlled and displayed significant effects. Findings suggest linguistic comprehension skills are related to reading comprehension in children with ASD, similar to TD peers. Further, intervention in linguistic comprehension skills for children with ASD should begin early and there may be a finite window in which these skills are malleable, in terms of improving reading comprehension skills. Autism Res 2018, 11: 624-635. (c) 2017 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: There is relatively little research concerning reading comprehension development in children with ASD and how they compare to TD peers. This study found children with ASD began at lower achievement levels of linguistic comprehension and reading comprehension than TD peers, but the skills developed at a similar rate. Intervening early and raising initial levels of linguistic and reading comprehension may enable children with ASD to perform similarly to TD peers over time. En ligne : http://dx.doi.org/10.1002/aur.1914 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=358

A Comprehensive Examination of Reading Heterogeneity in Students with High Functioning Autism: Distinct Reading Profiles and Their Relation to Autism Symptom Severity / Nancy S. MCINTYRE in Journal of Autism and Developmental Disorders, 47-4 (April 2017)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 47-4 (April 2017) . - p.1086-1101 Titre : A Comprehensive Examination of Reading Heterogeneity in Students with High Functioning Autism: Distinct Reading Profiles and Their Relation to Autism Symptom Severity Type de document : texte imprimé Auteurs : Nancy S. MCINTYRE, Auteur ; Emily J. SOLARI, Auteur ; Ryan P. GRIMM, Auteur ; Lindsay E. SWAIN-LERRO, Auteur ; Joseph E. GONZALES, Auteur ; Peter C. MUNDY, Auteur Article en page(s) : p.1086-1101 Langues : Anglais (eng) Mots-clés : Reading  Language  Reading profiles  Higher functioning autism Index. décimale : PER Périodiques Résumé : The goal of this study was to identify unique profiles of readers in a sample of 8–16 year olds with higher functioning autism spectrum disorders (HFASD) and examine the profiles in relation to ASD symptom severity. Eighty-one students were assessed utilizing a comprehensive reading battery that included basic word reading, language, and comprehension. Using Latent Profile Analysis, four empirically distinct profiles of readers emerged. Next, using the Autism Diagnostic Observation Schedule, Second Edition (Lord et al., Autism diagnostic observation schedule, 2nd edn, Western Psychological Services, Torrance, CA, 2012), analyses were conducted to determine if significant differences existed between profiles as a result of ASD symptomatology. Findings demonstrate the heterogeneous nature of reading profiles in students with HFASD and significant differences between the reading profiles and ASD symptom severity. En ligne : http://dx.doi.org/10.1007/s10803-017-3029-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=304 [article] A Comprehensive Examination of Reading Heterogeneity in Students with High Functioning Autism: Distinct Reading Profiles and Their Relation to Autism Symptom Severity [texte imprimé] / Nancy S. MCINTYRE, Auteur ; Emily J. SOLARI, Auteur ; Ryan P. GRIMM, Auteur ; Lindsay E. SWAIN-LERRO, Auteur ; Joseph E. GONZALES, Auteur ; Peter C. MUNDY, Auteur . - p.1086-1101. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 47-4 (April 2017) . - p.1086-1101 Mots-clés : Reading  Language  Reading profiles  Higher functioning autism Index. décimale : PER Périodiques Résumé : The goal of this study was to identify unique profiles of readers in a sample of 8–16 year olds with higher functioning autism spectrum disorders (HFASD) and examine the profiles in relation to ASD symptom severity. Eighty-one students were assessed utilizing a comprehensive reading battery that included basic word reading, language, and comprehension. Using Latent Profile Analysis, four empirically distinct profiles of readers emerged. Next, using the Autism Diagnostic Observation Schedule, Second Edition (Lord et al., Autism diagnostic observation schedule, 2nd edn, Western Psychological Services, Torrance, CA, 2012), analyses were conducted to determine if significant differences existed between profiles as a result of ASD symptomatology. Findings demonstrate the heterogeneous nature of reading profiles in students with HFASD and significant differences between the reading profiles and ASD symptom severity. En ligne : http://dx.doi.org/10.1007/s10803-017-3029-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=304

Growth in narrative retelling and inference abilities and relations with reading comprehension in children and adolescents with autism spectrum disorder / Nancy S. MCINTYRE in Autism & Developmental Language Impairments, 5 (January-December 2020)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 5 (January-December 2020) Titre : Growth in narrative retelling and inference abilities and relations with reading comprehension in children and adolescents with autism spectrum disorder Type de document : texte imprimé Auteurs : Nancy S. MCINTYRE, Auteur ; Ryan P. GRIMM, Auteur ; Emily J. SOLARI, Auteur ; Matthew ZAJIC, Auteur ; Peter C. MUNDY, Auteur Langues : Anglais (eng) Mots-clés : Autism  reading comprehension  narrative  inference Index. décimale : PER Périodiques Résumé : Background and aimsExtant research indicates that children and adolescents with autism spectrum disorder (ASD) without an intellectual disability (ID) often experience difficulty comprehending written texts that is unexpected in comparison with their cognitive abilities. This study investigated the development of two key skills, narrative and inference abilities, that support higher level text comprehension and their relation to lexical-semantic knowledge, ASD symptomatology, and age. Three questions were addressed: 1.) What was the nature of narrative and inference skill development over time? 2.) What was the relation between narrative or inference development and lexical-semantic knowledge, ASD symptomatology, and age? 3.) Did initial narrative and inferencing skills, and the development of these skills, predict reading comprehension outcomes? Methods: Data from 81 children and adolescents with ASD without ID (FIQ ≥ 75) between the ages of 8-16-years-old at timepoint 1 were collected at 15-month intervals across three timepoints. ASD symptomatology was assessed with the ADOS-2. Standardized narrative retelling, inference, reading comprehension, lexical-semantic knowledge and cognitive assessments were administered. Latent growth curve models were conducted to examine narrative and inference skill development, and conditional growth models were fit to examine the relation between growth trajectories and covariates (lexical-semantic knowledge, ASD symptomatology, age) as well as with the reading comprehension distal outcome.ResultsNarrative retelling skills followed a linear trajectory of growth and were a relative strength in this sample, while inference skills were well below average and declined over time relative to age-normed standard scores. Lexical-semantic knowledge explained significant heterogeneity in initial narrative and inference skills, whereas ASD symptomatology was only related to initial narrative retelling abilities and age was only related to initial inference abilities. Timepoint 3 reading comprehension skill (in the below average range) was significantly explained by initial narrative retelling and inference abilities.ConclusionsThe results of this study indicate that narrative retelling and inference skills are important for successful reading comprehension for individuals with ASD without ID and that lexical-semantic knowledge underpins these skills. Furthermore, the observation that ASD symptom severity was associated with narrative retelling skills is consistent with the hypothesis that problems in narrative reading skills are associated with the autism phenotype. Finally, inference skill was a particular challenge for individuals in this sample, although age was positively associated with better performance on the assessment.Implications: These findings suggest that narrative and inference skills, in addition to lexical-semantic knowledge, are important to target beginning in elementary grades to improve reading comprehension outcomes for children and adolescents with ASD without ID. En ligne : http://dx.doi.org/10.1177/2396941520968028 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=438 [article] Growth in narrative retelling and inference abilities and relations with reading comprehension in children and adolescents with autism spectrum disorder [texte imprimé] / Nancy S. MCINTYRE, Auteur ; Ryan P. GRIMM, Auteur ; Emily J. SOLARI, Auteur ; Matthew ZAJIC, Auteur ; Peter C. MUNDY, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 5 (January-December 2020) Mots-clés : Autism  reading comprehension  narrative  inference Index. décimale : PER Périodiques Résumé : Background and aimsExtant research indicates that children and adolescents with autism spectrum disorder (ASD) without an intellectual disability (ID) often experience difficulty comprehending written texts that is unexpected in comparison with their cognitive abilities. This study investigated the development of two key skills, narrative and inference abilities, that support higher level text comprehension and their relation to lexical-semantic knowledge, ASD symptomatology, and age. Three questions were addressed: 1.) What was the nature of narrative and inference skill development over time? 2.) What was the relation between narrative or inference development and lexical-semantic knowledge, ASD symptomatology, and age? 3.) Did initial narrative and inferencing skills, and the development of these skills, predict reading comprehension outcomes? Methods: Data from 81 children and adolescents with ASD without ID (FIQ ≥ 75) between the ages of 8-16-years-old at timepoint 1 were collected at 15-month intervals across three timepoints. ASD symptomatology was assessed with the ADOS-2. Standardized narrative retelling, inference, reading comprehension, lexical-semantic knowledge and cognitive assessments were administered. Latent growth curve models were conducted to examine narrative and inference skill development, and conditional growth models were fit to examine the relation between growth trajectories and covariates (lexical-semantic knowledge, ASD symptomatology, age) as well as with the reading comprehension distal outcome.ResultsNarrative retelling skills followed a linear trajectory of growth and were a relative strength in this sample, while inference skills were well below average and declined over time relative to age-normed standard scores. Lexical-semantic knowledge explained significant heterogeneity in initial narrative and inference skills, whereas ASD symptomatology was only related to initial narrative retelling abilities and age was only related to initial inference abilities. Timepoint 3 reading comprehension skill (in the below average range) was significantly explained by initial narrative retelling and inference abilities.ConclusionsThe results of this study indicate that narrative retelling and inference skills are important for successful reading comprehension for individuals with ASD without ID and that lexical-semantic knowledge underpins these skills. Furthermore, the observation that ASD symptom severity was associated with narrative retelling skills is consistent with the hypothesis that problems in narrative reading skills are associated with the autism phenotype. Finally, inference skill was a particular challenge for individuals in this sample, although age was positively associated with better performance on the assessment.Implications: These findings suggest that narrative and inference skills, in addition to lexical-semantic knowledge, are important to target beginning in elementary grades to improve reading comprehension outcomes for children and adolescents with ASD without ID. En ligne : http://dx.doi.org/10.1177/2396941520968028 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=438

Longitudinal stability of reading profiles in individuals with higher functioning autism / Emily J. SOLARI in Autism, 23-8 (November 2019)  

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Measurement invariance of the Autism Impact Measure (AIM) across sex in children with autism spectrum disorder / Ryan P. GRIMM ; Stephen M. KANNE ; Micah O. MAZUREK in Autism Research, 16-1 (January 2023)  

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Testing the effects of a pilot listening comprehension and vocabulary intervention for individuals with autism / Emily J. SOLARI in Research in Autism Spectrum Disorders, 71 (March 2020)  

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The relation between text reading fluency and reading comprehension for students with autism spectrum disorders / Emily J. SOLARI in Research in Autism Spectrum Disorders, 41-42 (September 2017)  

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