Comparing Autism Symptom Severity Between Children With a Medical Autism Diagnosis and an Autism Special Education Eligibility / Jonathan SAFER-LICHTENSTEIN in Focus on Autism and Other Developmental Disabilities, 35-3 (September 2020)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 35-3 (September 2020) . - p.186-192 Titre : Comparing Autism Symptom Severity Between Children With a Medical Autism Diagnosis and an Autism Special Education Eligibility Type de document : Texte imprimé et/ou numérique Auteurs : Jonathan SAFER-LICHTENSTEIN, Auteur ; Laura Lee MCINTYRE, Auteur Article en page(s) : p.186-192 Mots-clés : elementary  age  identification  assessment  IDEA  policy Index. décimale : PER Périodiques Résumé : Rates of children identified as having autism spectrum disorder (ASD) continue to increase in both medical and school settings. While procedures for providing a medical diagnosis are relatively consistent throughout the United States, the process for determining special education eligibility under an ASD classification varies by state, with many states adopting looser identification criteria than medical taxonomies. This study included a sample of 73 school-age children with ASD and sought to examine differences in ASD symptom severity, adaptive functioning, and challenging behaviors between those identified in the medical system versus those identified in schools. Results indicate that children identified as having ASD only by their school had less severe clinician-rated ASD symptomatology than children with a medical ASD diagnosis but that caregiver reports of adaptive functioning and challenging behavior did not differ between the two groups. These findings do not appear to have been influenced by demographic factors including caregiver education, household income, or health insurance status. Implications and directions for future research are discussed. En ligne : https://doi.org/10.1177/1088357620922162 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=430 [article] Comparing Autism Symptom Severity Between Children With a Medical Autism Diagnosis and an Autism Special Education Eligibility [Texte imprimé et/ou numérique] / Jonathan SAFER-LICHTENSTEIN, Auteur ; Laura Lee MCINTYRE, Auteur . - p.186-192. in Focus on Autism and Other Developmental Disabilities > 35-3 (September 2020) . - p.186-192 Mots-clés : elementary  age  identification  assessment  IDEA  policy Index. décimale : PER Périodiques Résumé : Rates of children identified as having autism spectrum disorder (ASD) continue to increase in both medical and school settings. While procedures for providing a medical diagnosis are relatively consistent throughout the United States, the process for determining special education eligibility under an ASD classification varies by state, with many states adopting looser identification criteria than medical taxonomies. This study included a sample of 73 school-age children with ASD and sought to examine differences in ASD symptom severity, adaptive functioning, and challenging behaviors between those identified in the medical system versus those identified in schools. Results indicate that children identified as having ASD only by their school had less severe clinician-rated ASD symptomatology than children with a medical ASD diagnosis but that caregiver reports of adaptive functioning and challenging behavior did not differ between the two groups. These findings do not appear to have been influenced by demographic factors including caregiver education, household income, or health insurance status. Implications and directions for future research are discussed. En ligne : https://doi.org/10.1177/1088357620922162 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=430

Examining Demographics in Randomized Controlled Trials of Group-Based Social Skills Interventions for Individuals with Autism Spectrum Disorder / Jonathan SAFER-LICHTENSTEIN 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.3453-3461 Titre : Examining Demographics in Randomized Controlled Trials of Group-Based Social Skills Interventions for Individuals with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Jonathan SAFER-LICHTENSTEIN, Auteur ; J. C. HAMILTON, Auteur ; L. L. MCINTYRE, Auteur Article en page(s) : p.3453-3461 Langues : Anglais (eng) Mots-clés : Participant diversity  Race and ethnicity  Ses  Social skills treatment Index. décimale : PER Périodiques Résumé : We reviewed the demographic reporting practices and diversity of participants in published randomized controlled trial studies of group-based social skills interventions (GSSIs) for individuals with autism spectrum disorder (ASD). A total of 17 studies met inclusionary criteria. Results of this review suggest that the majority of published RCTs reported on participant gender and race/ethnicity, with fewer studies including details on household income and caregiver education. Study samples generally lacked diversity, with an overrepresentation of participants who were male, White, and from upper-middle class backgrounds. Additionally, we found that nearly all GSSI studies focused on participants with average or high IQs, or were specifically classified as having a higher functioning sub-diagnosis within ASD. Implications and future directions for research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-019-04063-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403 [article] Examining Demographics in Randomized Controlled Trials of Group-Based Social Skills Interventions for Individuals with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Jonathan SAFER-LICHTENSTEIN, Auteur ; J. C. HAMILTON, Auteur ; L. L. MCINTYRE, Auteur . - p.3453-3461. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-8 (August 2019) . - p.3453-3461 Mots-clés : Participant diversity  Race and ethnicity  Ses  Social skills treatment Index. décimale : PER Périodiques Résumé : We reviewed the demographic reporting practices and diversity of participants in published randomized controlled trial studies of group-based social skills interventions (GSSIs) for individuals with autism spectrum disorder (ASD). A total of 17 studies met inclusionary criteria. Results of this review suggest that the majority of published RCTs reported on participant gender and race/ethnicity, with fewer studies including details on household income and caregiver education. Study samples generally lacked diversity, with an overrepresentation of participants who were male, White, and from upper-middle class backgrounds. Additionally, we found that nearly all GSSI studies focused on participants with average or high IQs, or were specifically classified as having a higher functioning sub-diagnosis within ASD. Implications and future directions for research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-019-04063-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403

Family Empowerment: Predicting Service Utilization for Children with Autism Spectrum Disorder / Patricia K. ZEMANTIC in Journal of Autism and Developmental Disorders, 52-11 (November 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-11 (November 2022) . - p.4986-4993 Titre : Family Empowerment: Predicting Service Utilization for Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Patricia K. ZEMANTIC, Auteur ; Evangeline C. KURTZ-NELSON, Auteur ; Hannah BARTON, Auteur ; Jonathan SAFER-LICHTENSTEIN, Auteur ; Laura Lee MCINTYRE, Auteur Article en page(s) : p.4986-4993 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/diagnosis/epidemiology/therapy  Child  Complementary Therapies  Family  Humans  Autism  Early intervention  Family empowerment  Service utilization Index. décimale : PER Périodiques Résumé : Families of children with autism spectrum disorder (ASD) often utilize a variety of services. Relatively few studies have examined the relationship between family empowerment and service utilization for this population. The present study investigated the relationship between family empowerment and service utilization in families of children with ASD from the Pacific Northwest. Family empowerment did not predict the use of behavioral services or established related services. However, higher family empowerment was reported for families who reported use of complementary and alternative medicine. Implications for future research and clinical practice are discussed. En ligne : http://dx.doi.org/10.1007/s10803-021-05329-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=489 [article] Family Empowerment: Predicting Service Utilization for Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Patricia K. ZEMANTIC, Auteur ; Evangeline C. KURTZ-NELSON, Auteur ; Hannah BARTON, Auteur ; Jonathan SAFER-LICHTENSTEIN, Auteur ; Laura Lee MCINTYRE, Auteur . - p.4986-4993. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-11 (November 2022) . - p.4986-4993 Mots-clés : Autism Spectrum Disorder/diagnosis/epidemiology/therapy  Child  Complementary Therapies  Family  Humans  Autism  Early intervention  Family empowerment  Service utilization Index. décimale : PER Périodiques Résumé : Families of children with autism spectrum disorder (ASD) often utilize a variety of services. Relatively few studies have examined the relationship between family empowerment and service utilization for this population. The present study investigated the relationship between family empowerment and service utilization in families of children with ASD from the Pacific Northwest. Family empowerment did not predict the use of behavioral services or established related services. However, higher family empowerment was reported for families who reported use of complementary and alternative medicine. Implications for future research and clinical practice are discussed. En ligne : http://dx.doi.org/10.1007/s10803-021-05329-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=489

Lessons learned: Engaging culturally diverse families in neurodevelopmental disorders intervention research / Allison B. RATTO in Autism, 21-5 (July 2017)  

Public ISBD [article]  inAutism > 21-5 (July 2017) . - p.622-634 Titre : Lessons learned: Engaging culturally diverse families in neurodevelopmental disorders intervention research Type de document : Texte imprimé et/ou numérique Auteurs : Allison B. RATTO, Auteur ; Bruno J. ANTHONY, Auteur ; Cara PUGLIESE, Auteur ; Rocio MENDEZ, Auteur ; Jonathan SAFER-LICHTENSTEIN, Auteur ; Katerina M. DUDLEY, Auteur ; Nicole F. KAHN, Auteur ; Lauren KENWORTHY, Auteur ; Matthew BIEL, Auteur ; Jillian L. MARTUCCI, Auteur ; Laura G. ANTHONY, Auteur Article en page(s) : p.622-634 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Low-income and ethnic minority families continue to face critical disparities in access to diagnostic and treatment services for neurodevelopmental conditions, such as autism spectrum disorder and attention deficit hyperactivity disorder. Despite the growing cultural diversity of the United States, ethnic minority children and families continue to be substantially underrepresented across research on neurodevelopmental disorders, and there is a particularly concerning lack of research on the treatment of these conditions in low-income and ethnic minority communities. Of note, there are currently no published studies on adapting autism spectrum disorder treatment for low-income Latino communities and relatively few studies documenting adapted treatments for children with attention deficit hyperactivity disorder in these communities. This article describes methodological considerations and adaptations made to research procedures using a Diffusion of Innovation framework in order to effectively recruit and engage low-income, ethnic minority, particularly Latino, families of children with neurodevelopmental disorders, in a comparative effectiveness trial of two school-based interventions for executive dysfunction. En ligne : http://dx.doi.org/10.1177/1362361316650394 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=310 [article] Lessons learned: Engaging culturally diverse families in neurodevelopmental disorders intervention research [Texte imprimé et/ou numérique] / Allison B. RATTO, Auteur ; Bruno J. ANTHONY, Auteur ; Cara PUGLIESE, Auteur ; Rocio MENDEZ, Auteur ; Jonathan SAFER-LICHTENSTEIN, Auteur ; Katerina M. DUDLEY, Auteur ; Nicole F. KAHN, Auteur ; Lauren KENWORTHY, Auteur ; Matthew BIEL, Auteur ; Jillian L. MARTUCCI, Auteur ; Laura G. ANTHONY, Auteur . - p.622-634. Langues : Anglais (eng) in Autism > 21-5 (July 2017) . - p.622-634 Index. décimale : PER Périodiques Résumé : Low-income and ethnic minority families continue to face critical disparities in access to diagnostic and treatment services for neurodevelopmental conditions, such as autism spectrum disorder and attention deficit hyperactivity disorder. Despite the growing cultural diversity of the United States, ethnic minority children and families continue to be substantially underrepresented across research on neurodevelopmental disorders, and there is a particularly concerning lack of research on the treatment of these conditions in low-income and ethnic minority communities. Of note, there are currently no published studies on adapting autism spectrum disorder treatment for low-income Latino communities and relatively few studies documenting adapted treatments for children with attention deficit hyperactivity disorder in these communities. This article describes methodological considerations and adaptations made to research procedures using a Diffusion of Innovation framework in order to effectively recruit and engage low-income, ethnic minority, particularly Latino, families of children with neurodevelopmental disorders, in a comparative effectiveness trial of two school-based interventions for executive dysfunction. En ligne : http://dx.doi.org/10.1177/1362361316650394 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=310

School-Based Autism Rates by State: An Analysis of Demographics, Political Leanings, and Differential Identification / Jonathan SAFER-LICHTENSTEIN in Journal of Autism and Developmental Disorders, 51-7 (July 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-7 (July 2021) . - p.2271-2283 Titre : School-Based Autism Rates by State: An Analysis of Demographics, Political Leanings, and Differential Identification Type de document : Texte imprimé et/ou numérique Auteurs : Jonathan SAFER-LICHTENSTEIN, Auteur ; J. HAMILTON, Auteur ; L. L. MCINTYRE, Auteur Article en page(s) : p.2271-2283 Langues : Anglais (eng) Mots-clés : Adolescent  Autism Spectrum Disorder/epidemiology  Child  Education, Special/statistics & numerical data  Female  Humans  Intellectual Disability/epidemiology  Learning Disabilities/epidemiology  Male  Politics  Population Surveillance  Prevalence  Public Policy  Schools/statistics & numerical data  Social Class  State Government  United States/epidemiology  Asd  School eligibility/identification  Socioeconomic status Index. décimale : PER Périodiques Résumé : We reviewed federal special education data to determine school-identified prevalence of Autism Spectrum Disorder (ASD) and other disability categories by U.S. state. We also examined whether state-level policies, demographic factors, and rates of other eligibility categories are predictive of these state ASD rates. Results indicate that overall, 1 of 81 school-aged children are served under an ASD special education eligibility. State-level demographic factors, such as socioeconomic status and political leanings were highly predictive of rates of ASD. States with higher rates of ASD had lower rates of intellectual and learning disabilities, but higher rates of Other Health Impairment (OHI). En ligne : http://dx.doi.org/10.1007/s10803-020-04700-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452 [article] School-Based Autism Rates by State: An Analysis of Demographics, Political Leanings, and Differential Identification [Texte imprimé et/ou numérique] / Jonathan SAFER-LICHTENSTEIN, Auteur ; J. HAMILTON, Auteur ; L. L. MCINTYRE, Auteur . - p.2271-2283. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-7 (July 2021) . - p.2271-2283 Mots-clés : Adolescent  Autism Spectrum Disorder/epidemiology  Child  Education, Special/statistics & numerical data  Female  Humans  Intellectual Disability/epidemiology  Learning Disabilities/epidemiology  Male  Politics  Population Surveillance  Prevalence  Public Policy  Schools/statistics & numerical data  Social Class  State Government  United States/epidemiology  Asd  School eligibility/identification  Socioeconomic status Index. décimale : PER Périodiques Résumé : We reviewed federal special education data to determine school-identified prevalence of Autism Spectrum Disorder (ASD) and other disability categories by U.S. state. We also examined whether state-level policies, demographic factors, and rates of other eligibility categories are predictive of these state ASD rates. Results indicate that overall, 1 of 81 school-aged children are served under an ASD special education eligibility. State-level demographic factors, such as socioeconomic status and political leanings were highly predictive of rates of ASD. States with higher rates of ASD had lower rates of intellectual and learning disabilities, but higher rates of Other Health Impairment (OHI). En ligne : http://dx.doi.org/10.1007/s10803-020-04700-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452

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