Brief Report: Predicting Sex Differences and Diagnosis from Early Parent Concerns / Anna WALLISCH in Journal of Autism and Developmental Disorders, 51-11 (November 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-11 (November 2021) . - p.4160-4165 Titre : Brief Report: Predicting Sex Differences and Diagnosis from Early Parent Concerns Type de document : texte imprimé Auteurs : Anna WALLISCH, Auteur ; Sarah BEHRENS, Auteur ; Brenda SALLEY, Auteur ; T. Rene JAMISON, Auteur ; Brian BOYD, Auteur Article en page(s) : p.4160-4165 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/diagnosis  Child  Child, Preschool  Cognition  Female  Humans  Male  Parents  Sex Characteristics  Speech  Autism spectrum disorder  Developmental delays  Females  Parent concerns Index. décimale : PER Périodiques Résumé : Autism spectrum disorder (ASD) research is largely based on males, and females with ASD are at risk for under-identification. Research recommends listening to parent concerns since these are often predictive of a child's eventual diagnosis. This study examined how patterns of parent concerns predicted sex differences and eventual child diagnosis (ASD or developmental delay [DD]). We performed a secondary analysis with n = 273 children ages 36-72 months. Results suggested males with ASD had a higher likelihood of repetitive behavior and speech and language concerns compared to females with ASD. Females with DD were significantly more likely to have problem-solving concerns; whereas, males with DD were significantly less likely to have social communication concerns compared to females with ASD. En ligne : http://dx.doi.org/10.1007/s10803-020-04866-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454 [article] Brief Report: Predicting Sex Differences and Diagnosis from Early Parent Concerns [texte imprimé] / Anna WALLISCH, Auteur ; Sarah BEHRENS, Auteur ; Brenda SALLEY, Auteur ; T. Rene JAMISON, Auteur ; Brian BOYD, Auteur . - p.4160-4165. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-11 (November 2021) . - p.4160-4165 Mots-clés : Autism Spectrum Disorder/diagnosis  Child  Child, Preschool  Cognition  Female  Humans  Male  Parents  Sex Characteristics  Speech  Autism spectrum disorder  Developmental delays  Females  Parent concerns Index. décimale : PER Périodiques Résumé : Autism spectrum disorder (ASD) research is largely based on males, and females with ASD are at risk for under-identification. Research recommends listening to parent concerns since these are often predictive of a child's eventual diagnosis. This study examined how patterns of parent concerns predicted sex differences and eventual child diagnosis (ASD or developmental delay [DD]). We performed a secondary analysis with n = 273 children ages 36-72 months. Results suggested males with ASD had a higher likelihood of repetitive behavior and speech and language concerns compared to females with ASD. Females with DD were significantly more likely to have problem-solving concerns; whereas, males with DD were significantly less likely to have social communication concerns compared to females with ASD. En ligne : http://dx.doi.org/10.1007/s10803-020-04866-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454

Do early caregiver concerns differ for girls with autism spectrum disorders? / Lauren M. LITTLE in Autism, 21-6 (August 2017)  

Public ISBD [article]  inAutism > 21-6 (August 2017) . - p.728-732 Titre : Do early caregiver concerns differ for girls with autism spectrum disorders? Type de document : texte imprimé Auteurs : Lauren M. LITTLE, Auteur ; Anna WALLISCH, Auteur ; Brenda SALLEY, Auteur ; Rene JAMISON, Auteur Article en page(s) : p.728-732 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Given that early caregiver concerns may be different for children who go on to receive a diagnosis of autism spectrum disorder versus another developmental disability, early caregiver concerns may differ for girls. Using a community-based sample of children (n=241), we examined the extent to which gender differences may be related to caregiver concerns prior to a diagnosis of autism spectrum disorder or other developmental disability. Participants were matched on chronological age, and cognitive functioning did not differ across groups. Using caregiver concern data, results showed that boys with autism spectrum disorder showed increased social interaction concerns; overall, autism spectrum disorder?related concerns did not differentiate those with autism spectrum disorder from developmental disability. Children with developmental disability, however, showed increased general developmental concerns as compared to those with autism spectrum disorder. Young girls with autism spectrum disorder may demonstrate behaviors that are not particularly salient or concerning for parents; future research may investigate the behaviors that differentiate girls with autism spectrum disorder early in development. En ligne : http://dx.doi.org/10.1177/1362361316664188 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=311 [article] Do early caregiver concerns differ for girls with autism spectrum disorders? [texte imprimé] / Lauren M. LITTLE, Auteur ; Anna WALLISCH, Auteur ; Brenda SALLEY, Auteur ; Rene JAMISON, Auteur . - p.728-732. Langues : Anglais (eng) in Autism > 21-6 (August 2017) . - p.728-732 Index. décimale : PER Périodiques Résumé : Given that early caregiver concerns may be different for children who go on to receive a diagnosis of autism spectrum disorder versus another developmental disability, early caregiver concerns may differ for girls. Using a community-based sample of children (n=241), we examined the extent to which gender differences may be related to caregiver concerns prior to a diagnosis of autism spectrum disorder or other developmental disability. Participants were matched on chronological age, and cognitive functioning did not differ across groups. Using caregiver concern data, results showed that boys with autism spectrum disorder showed increased social interaction concerns; overall, autism spectrum disorder?related concerns did not differentiate those with autism spectrum disorder from developmental disability. Children with developmental disability, however, showed increased general developmental concerns as compared to those with autism spectrum disorder. Young girls with autism spectrum disorder may demonstrate behaviors that are not particularly salient or concerning for parents; future research may investigate the behaviors that differentiate girls with autism spectrum disorder early in development. En ligne : http://dx.doi.org/10.1177/1362361316664188 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=311

Examining the use of implementation science in autism intervention research: A scoping review / James D. LEE in Autism, 29-12 (December 2025)  

Public ISBD [article]  inAutism > 29-12 (December 2025) . - p.2911-2926 Titre : Examining the use of implementation science in autism intervention research: A scoping review Type de document : texte imprimé Auteurs : James D. LEE, Auteur ; Adriana Kaori TEROL, Auteur ; Jessica E. TSCHIDA, Auteur ; Anamiguel POMALES-RAMOS, Auteur ; Scott MCEATHRON, Auteur ; Anna WALLISCH, Auteur ; Brian A. BOYD, Auteur Article en page(s) : p.2911-2926 Langues : Anglais (eng) Mots-clés : autism intervention  framework  implementation science  outcomes  strategies Index. décimale : PER Périodiques Résumé : Although the field of autism intervention has strived to identify evidence-based practices, translating these interventions into real-world settings remains a significant challenge. This gap particularly impacts marginalized communities, where access to and quality of services are often inferior. Implementation science addresses these gaps by promoting the adoption and integration of evidence-based practices in community-based settings, thereby helping reduce disparities. While various frameworks and strategies have emerged to guide the successful implementation of autism evidence-based practices, the application of implementation science within autism intervention research remains underexplored. To address this gap, we conducted this scoping review that included 13 studies to examine how implementation science is applied in autism intervention research delivered in community-based settings. Specifically, we aimed to (1) describe the characteristics of implementation-focused studies (e.g. study design, participant types, intervention contexts); (2) examine how implementation frameworks, strategies, and outcomes were used to guide and evaluate intervention efforts; and (3) analyze how studies align with phases of the autism-specific implementation framework developed by Boyd et al. (Autism). Most studies were conducted in school settings. Fidelity was the most frequently assessed implementation outcome, while acceptability, adoption, and appropriateness were also commonly measured. Nearly all studies focused on early-phase implementation (e.g. exploration, initial implementation), with limited attention to sustainment or scale-up. The findings offer a starting point for future research to better implement autism evidence-based practices in community settings.Lay Abstract This study looks at ways to improve how autism support programs are used in everyday community settings like schools and clinics. These programs are approaches that research has shown can help autistic individuals develop important skills, such as communication, social interaction, and managing behavior. Many of these are psychosocial programs, which means they focus on emotional, social, and behavioral support rather than medication or medical treatment. However, there is a challenge in implementing these interventions in real-world settings, especially in marginalized communities where services are often lacking or lower in quality. The field of implementation science helps bridge this gap by guiding and encouraging the use of evidence-based practices in community settings, aiming to reduce disparities. To better understand this, we did a scoping review that included 13 studies that used implementation science to support autism interventions. We looked at what types of strategies were used, how success was measured, and how well the programs fit into the communities where they were used. Most of the studies took place in schools and involved teachers, school staff, or caregivers of autistic children-altogether including data from 3488 participants. These studies tested different programs to improve outcomes of autistic individuals, such as social skills, communication, and behavior in schools. En ligne : https://dx.doi.org/10.1177/13623613251351344 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=571 [article] Examining the use of implementation science in autism intervention research: A scoping review [texte imprimé] / James D. LEE, Auteur ; Adriana Kaori TEROL, Auteur ; Jessica E. TSCHIDA, Auteur ; Anamiguel POMALES-RAMOS, Auteur ; Scott MCEATHRON, Auteur ; Anna WALLISCH, Auteur ; Brian A. BOYD, Auteur . - p.2911-2926. Langues : Anglais (eng) in Autism > 29-12 (December 2025) . - p.2911-2926 Mots-clés : autism intervention  framework  implementation science  outcomes  strategies Index. décimale : PER Périodiques Résumé : Although the field of autism intervention has strived to identify evidence-based practices, translating these interventions into real-world settings remains a significant challenge. This gap particularly impacts marginalized communities, where access to and quality of services are often inferior. Implementation science addresses these gaps by promoting the adoption and integration of evidence-based practices in community-based settings, thereby helping reduce disparities. While various frameworks and strategies have emerged to guide the successful implementation of autism evidence-based practices, the application of implementation science within autism intervention research remains underexplored. To address this gap, we conducted this scoping review that included 13 studies to examine how implementation science is applied in autism intervention research delivered in community-based settings. Specifically, we aimed to (1) describe the characteristics of implementation-focused studies (e.g. study design, participant types, intervention contexts); (2) examine how implementation frameworks, strategies, and outcomes were used to guide and evaluate intervention efforts; and (3) analyze how studies align with phases of the autism-specific implementation framework developed by Boyd et al. (Autism). Most studies were conducted in school settings. Fidelity was the most frequently assessed implementation outcome, while acceptability, adoption, and appropriateness were also commonly measured. Nearly all studies focused on early-phase implementation (e.g. exploration, initial implementation), with limited attention to sustainment or scale-up. The findings offer a starting point for future research to better implement autism evidence-based practices in community settings.Lay Abstract This study looks at ways to improve how autism support programs are used in everyday community settings like schools and clinics. These programs are approaches that research has shown can help autistic individuals develop important skills, such as communication, social interaction, and managing behavior. Many of these are psychosocial programs, which means they focus on emotional, social, and behavioral support rather than medication or medical treatment. However, there is a challenge in implementing these interventions in real-world settings, especially in marginalized communities where services are often lacking or lower in quality. The field of implementation science helps bridge this gap by guiding and encouraging the use of evidence-based practices in community settings, aiming to reduce disparities. To better understand this, we did a scoping review that included 13 studies that used implementation science to support autism interventions. We looked at what types of strategies were used, how success was measured, and how well the programs fit into the communities where they were used. Most of the studies took place in schools and involved teachers, school staff, or caregivers of autistic children-altogether including data from 3488 participants. These studies tested different programs to improve outcomes of autistic individuals, such as social skills, communication, and behavior in schools. En ligne : https://dx.doi.org/10.1177/13623613251351344 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=571

It's time to close the research to practice gap in autism: The need for implementation science / Brian A. BOYD in Autism, 26-3 (April 2022)  

Public ISBD [article]  inAutism > 26-3 (April 2022) . - p.569-574 Titre : It's time to close the research to practice gap in autism: The need for implementation science Type de document : texte imprimé Auteurs : Brian A. BOYD, Auteur ; Aubyn C. STAHMER, Auteur ; Samuel L. ODOM, Auteur ; Anna WALLISCH, Auteur ; Maya MATHEIS, Auteur Article en page(s) : p.569-574 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Autistic Disorder  Humans  Implementation Science  Professional Practice Gaps Index. décimale : PER Périodiques En ligne : https://dx.doi.org/10.1177/13623613211064422 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473 [article] It's time to close the research to practice gap in autism: The need for implementation science [texte imprimé] / Brian A. BOYD, Auteur ; Aubyn C. STAHMER, Auteur ; Samuel L. ODOM, Auteur ; Anna WALLISCH, Auteur ; Maya MATHEIS, Auteur . - p.569-574. Langues : Anglais (eng) in Autism > 26-3 (April 2022) . - p.569-574 Mots-clés : Autism Spectrum Disorder  Autistic Disorder  Humans  Implementation Science  Professional Practice Gaps Index. décimale : PER Périodiques En ligne : https://dx.doi.org/10.1177/13623613211064422 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473

Short report: The role of oral hypersensitivity in feeding behaviors of young autistic children / Kelsey THOMPSON in Autism, 27-4 (May 2023)  

Public ISBD [article]  inAutism > 27-4 (May 2023) . - p.1157-1162 Titre : Short report: The role of oral hypersensitivity in feeding behaviors of young autistic children Type de document : texte imprimé Auteurs : Kelsey THOMPSON, Auteur ; Anna WALLISCH, Auteur ; Sallie W. NOWELL, Auteur ; Jessica MEREDITH, Auteur ; Brian A. BOYD, Auteur Article en page(s) : p.1157-1162 Langues : Anglais (eng) Mots-clés : autism spectrum disorders,nutrition/feeding,pre-school children,sensory impairments Index. décimale : PER Périodiques Résumé : Feeding problems are common among autistic children and are linked to negative health consequences. Therefore, understanding feeding problems and factors that influence these behaviors is important for developing supports for children and families. While certain sensory processing patterns are commonly associated with feeding problems, less is known about the link between sensory processing and feeding behaviors in autism, as well as how parent behaviors and feelings during mealtime differ based on child sensory preferences. This research examined two groups of young autistic children who were reported to be picky eaters by their parents: those with and those without oral hypersensitivity. Children with oral hypersensitivity had more difficulty with food acceptance, and their parents reported more negative feelings around feeding their child. However, the two groups of children (oral hypersensitive and not) did not differ in their medical/oral motor symptoms, mealtime behavior, or parent use of strategies at mealtimes. This research supports the need for personalized treatment strategies based on the child?s sensory preferences to support both the child and parent in managing mealtimes.Lay abstractFeeding problems are common among autistic children and are linked to negative health consequences. Therefore, understanding feeding problems and factors that influence these behaviors is important for developing supports for children and families. While certain sensory processing patterns are commonly associated with feeding problems, less is known about the link between sensory processing and feeding behaviors in autism, as well as how parent behaviors and feelings during mealtime differ based on child sensory preferences. This research examined two groups of young autistic children who were reported to be picky eaters by their parents: those with and those without oral hypersensitivity. Children with oral hypersensitivity had more difficulty with food acceptance and their parents reported more negative feelings around feeding their child. However, the two groups of children (oral hypersensitive and not) did not differ in their medical/oral motor symptoms, mealtime behavior, or parent use of strategies at mealtimes. This research supports the need for personalized treatment strategies based on the child?s sensory preferences to support both the child and parent in managing mealtimes. En ligne : https://doi.org/10.1177/13623613221135091 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=499 [article] Short report: The role of oral hypersensitivity in feeding behaviors of young autistic children [texte imprimé] / Kelsey THOMPSON, Auteur ; Anna WALLISCH, Auteur ; Sallie W. NOWELL, Auteur ; Jessica MEREDITH, Auteur ; Brian A. BOYD, Auteur . - p.1157-1162. Langues : Anglais (eng) in Autism > 27-4 (May 2023) . - p.1157-1162 Mots-clés : autism spectrum disorders,nutrition/feeding,pre-school children,sensory impairments Index. décimale : PER Périodiques Résumé : Feeding problems are common among autistic children and are linked to negative health consequences. Therefore, understanding feeding problems and factors that influence these behaviors is important for developing supports for children and families. While certain sensory processing patterns are commonly associated with feeding problems, less is known about the link between sensory processing and feeding behaviors in autism, as well as how parent behaviors and feelings during mealtime differ based on child sensory preferences. This research examined two groups of young autistic children who were reported to be picky eaters by their parents: those with and those without oral hypersensitivity. Children with oral hypersensitivity had more difficulty with food acceptance, and their parents reported more negative feelings around feeding their child. However, the two groups of children (oral hypersensitive and not) did not differ in their medical/oral motor symptoms, mealtime behavior, or parent use of strategies at mealtimes. This research supports the need for personalized treatment strategies based on the child?s sensory preferences to support both the child and parent in managing mealtimes.Lay abstractFeeding problems are common among autistic children and are linked to negative health consequences. Therefore, understanding feeding problems and factors that influence these behaviors is important for developing supports for children and families. While certain sensory processing patterns are commonly associated with feeding problems, less is known about the link between sensory processing and feeding behaviors in autism, as well as how parent behaviors and feelings during mealtime differ based on child sensory preferences. This research examined two groups of young autistic children who were reported to be picky eaters by their parents: those with and those without oral hypersensitivity. Children with oral hypersensitivity had more difficulty with food acceptance and their parents reported more negative feelings around feeding their child. However, the two groups of children (oral hypersensitive and not) did not differ in their medical/oral motor symptoms, mealtime behavior, or parent use of strategies at mealtimes. This research supports the need for personalized treatment strategies based on the child?s sensory preferences to support both the child and parent in managing mealtimes. En ligne : https://doi.org/10.1177/13623613221135091 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=499

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