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 et/ou numérique 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 et/ou numérique] / 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

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 et/ou numérique Auteurs : Nancy S. MCINTYRE, Auteur ; Emily J. SOLARI, Auteur ; Ryan P. GRIMM, Auteur ; Lindsay E. 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 et/ou numérique] / Nancy S. MCINTYRE, Auteur ; Emily J. SOLARI, Auteur ; Ryan P. GRIMM, Auteur ; Lindsay E. 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

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)  

Public ISBD [article]  inAutism Research > 16-1 (January 2023) . - p.154-163 Titre : Measurement invariance of the Autism Impact Measure (AIM) across sex in children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Ryan P. GRIMM, Auteur ; Stephen M. KANNE, Auteur ; Micah O. MAZUREK, Auteur Article en page(s) : p.154-163 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Abstract Measurement invariance, or the degree to which an instrument measures constructs consistently across subgroups, is critical for appropriate interpretations of measures. Given sex differences in the phenotypic and clinical presentation of autism spectrum disorder (ASD), it is particularly important to examine measurement invariance in autism instruments to ensure that ASD measures are not biased toward the more common male ASD phenotype. This study represents an important preliminary investigation evaluating the measurement equivalence of the Autism Impact Measure (AIM) across children and adolescents with ASD. The results indicated that the AIM demonstrated measurement invariance at the configural, metric, and scalar levels across sex in all five domains, including Repetitive Behavior, Communication, Atypical Behavior, Social Reciprocity, and Peer Interaction. These results suggest that ASD core symptoms assessed by the AIM were similar among male and female groups. In addition, the latent means for all five factors were not statistically significantly different across sex groups, revealing no systematic differences on any of the AIM subscales for males and females. Overall, this study showed that the AIM detects core ASD symptoms across all five areas equivalently in males and females and is not biased toward males with ASD. En ligne : https://doi.org/10.1002/aur.2845 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=492 [article] Measurement invariance of the Autism Impact Measure (AIM) across sex in children with autism spectrum disorder [Texte imprimé et/ou numérique] / Ryan P. GRIMM, Auteur ; Stephen M. KANNE, Auteur ; Micah O. MAZUREK, Auteur . - p.154-163. Langues : Anglais (eng) in Autism Research > 16-1 (January 2023) . - p.154-163 Index. décimale : PER Périodiques Résumé : Abstract Measurement invariance, or the degree to which an instrument measures constructs consistently across subgroups, is critical for appropriate interpretations of measures. Given sex differences in the phenotypic and clinical presentation of autism spectrum disorder (ASD), it is particularly important to examine measurement invariance in autism instruments to ensure that ASD measures are not biased toward the more common male ASD phenotype. This study represents an important preliminary investigation evaluating the measurement equivalence of the Autism Impact Measure (AIM) across children and adolescents with ASD. The results indicated that the AIM demonstrated measurement invariance at the configural, metric, and scalar levels across sex in all five domains, including Repetitive Behavior, Communication, Atypical Behavior, Social Reciprocity, and Peer Interaction. These results suggest that ASD core symptoms assessed by the AIM were similar among male and female groups. In addition, the latent means for all five factors were not statistically significantly different across sex groups, revealing no systematic differences on any of the AIM subscales for males and females. Overall, this study showed that the AIM detects core ASD symptoms across all five areas equivalently in males and females and is not biased toward males with ASD. En ligne : https://doi.org/10.1002/aur.2845 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=492

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)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 71 (March 2020) . - p.101501 Titre : Testing the effects of a pilot listening comprehension and vocabulary intervention for individuals with autism Type de document : Texte imprimé et/ou numérique Auteurs : Emily J. SOLARI, Auteur ; Alyssa R. HENRY, Auteur ; Nancy S. MCINTYRE, Auteur ; Ryan P. GRIMM, Auteur ; Matthew ZAJIC, Auteur Article en page(s) : p.101501 Langues : Anglais (eng) Mots-clés : Listening comprehension  Narrative generation  Social communication Index. décimale : PER Périodiques Résumé : Many school-age children with autism spectrum disorder (ASD) experience difficulties with reading comprehension, yet few studies have examined intervention practices to support their early reading comprehension development. The current study used a small randomly assigned treatment control design (N = 12) to investigate the preliminary effects of a listening comprehension intervention on narrative retell, vocabulary, and listening comprehension skills for students with ASD. Children who received the intervention grew significantly on proximal measures of these skills. Significant group differences were noted at post-test on narrative retell ability. Although preliminary, these findings suggest that storybook-based interventions that target the oral language and social-cognitive underpinnings of comprehension development may be successful for school-age children with ASD. En ligne : https://doi.org/10.1016/j.rasd.2019.101501 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=416 [article] Testing the effects of a pilot listening comprehension and vocabulary intervention for individuals with autism [Texte imprimé et/ou numérique] / Emily J. SOLARI, Auteur ; Alyssa R. HENRY, Auteur ; Nancy S. MCINTYRE, Auteur ; Ryan P. GRIMM, Auteur ; Matthew ZAJIC, Auteur . - p.101501. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 71 (March 2020) . - p.101501 Mots-clés : Listening comprehension  Narrative generation  Social communication Index. décimale : PER Périodiques Résumé : Many school-age children with autism spectrum disorder (ASD) experience difficulties with reading comprehension, yet few studies have examined intervention practices to support their early reading comprehension development. The current study used a small randomly assigned treatment control design (N = 12) to investigate the preliminary effects of a listening comprehension intervention on narrative retell, vocabulary, and listening comprehension skills for students with ASD. Children who received the intervention grew significantly on proximal measures of these skills. Significant group differences were noted at post-test on narrative retell ability. Although preliminary, these findings suggest that storybook-based interventions that target the oral language and social-cognitive underpinnings of comprehension development may be successful for school-age children with ASD. En ligne : https://doi.org/10.1016/j.rasd.2019.101501 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=416

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