Brief Report: The Negev Hospital-University-Based (HUB) Autism Database / Gal MEIRI in Journal of Autism and Developmental Disorders, 47-9 (September 2017)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 47-9 (September 2017) . - p.2918-2926 Titre : Brief Report: The Negev Hospital-University-Based (HUB) Autism Database Type de document : Texte imprimé et/ou numérique Auteurs : Gal MEIRI, Auteur ; Ilan DINSTEIN, Auteur ; Analya MICHAELOWSKI, Auteur ; Hagit FLUSSER, Auteur ; Michal ILAN, Auteur ; Michal FAROY, Auteur ; Asif BAR-SINAI, Auteur ; Liora MANELIS, Auteur ; Dana STOLOWICZ, Auteur ; Lili Lea YOSEF, Auteur ; Nadav DAVIDOVITCH, Auteur ; Hava GOLAN, Auteur ; Shoshana ARBELLE, Auteur ; Idan MENASHE, Auteur Article en page(s) : p.2918-2926 Langues : Anglais (eng) Mots-clés : Autism  Epidemiology  Multidisciplinary  Child development  Preschool psychiatry Index. décimale : PER Périodiques Résumé : Elucidating the heterogeneous etiologies of autism will require investment in comprehensive longitudinal data acquisition from large community based cohorts. With this in mind, we have established a hospital-university-based (HUB) database of autism which incorporates prospective and retrospective data from a large and ethnically diverse population. The collected data includes social-demographic characteristics, standardized behavioral testing, detailed clinical history from electronic patient records, genetic samples, and various neurological measures. We describe the initial cohort characteristics following the first 18 months of data collection (188 children with autism). We believe that the Negev HUB autism database offers a unique and valuable resource for studying the heterogeneity of autism etiologies across different ethnic populations. En ligne : https://doi.org/10.1007/s10803-017-3207-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=316 [article] Brief Report: The Negev Hospital-University-Based (HUB) Autism Database [Texte imprimé et/ou numérique] / Gal MEIRI, Auteur ; Ilan DINSTEIN, Auteur ; Analya MICHAELOWSKI, Auteur ; Hagit FLUSSER, Auteur ; Michal ILAN, Auteur ; Michal FAROY, Auteur ; Asif BAR-SINAI, Auteur ; Liora MANELIS, Auteur ; Dana STOLOWICZ, Auteur ; Lili Lea YOSEF, Auteur ; Nadav DAVIDOVITCH, Auteur ; Hava GOLAN, Auteur ; Shoshana ARBELLE, Auteur ; Idan MENASHE, Auteur . - p.2918-2926. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 47-9 (September 2017) . - p.2918-2926 Mots-clés : Autism  Epidemiology  Multidisciplinary  Child development  Preschool psychiatry Index. décimale : PER Périodiques Résumé : Elucidating the heterogeneous etiologies of autism will require investment in comprehensive longitudinal data acquisition from large community based cohorts. With this in mind, we have established a hospital-university-based (HUB) database of autism which incorporates prospective and retrospective data from a large and ethnically diverse population. The collected data includes social-demographic characteristics, standardized behavioral testing, detailed clinical history from electronic patient records, genetic samples, and various neurological measures. We describe the initial cohort characteristics following the first 18 months of data collection (188 children with autism). We believe that the Negev HUB autism database offers a unique and valuable resource for studying the heterogeneity of autism etiologies across different ethnic populations. En ligne : https://doi.org/10.1007/s10803-017-3207-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=316

Children with autism exhibit similar longitudinal changes in core symptoms when placed in special or mainstream education settings / Michal ILAN in Autism, 27-6 (August 2023)  

Public ISBD [article]  inAutism > 27-6 (August 2023) . - p.1628-1640 Titre : Children with autism exhibit similar longitudinal changes in core symptoms when placed in special or mainstream education settings Type de document : Texte imprimé et/ou numérique Auteurs : Michal ILAN, Auteur ; Michal FAROY, Auteur ; Ditza ZACHOR, Auteur ; Liora MANELIS, Auteur ; Danel WAISSENGREEN, Auteur ; Analya MICHAELOVSKI, Auteur ; Inbar AVNI, Auteur ; Idan MENASHE, Auteur ; Judah KOLLER, Auteur ; Ilan DINSTEIN, Auteur ; Gal MEIRI, Auteur Article en page(s) : p.1628-1640 Langues : Anglais (eng) Mots-clés : autism spectrum disorders;core symptoms;education services;inclusion;mainstream education;preschool children;special education Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder (ASD) are often placed in inclusive mainstream education (ME) or exclusive special education (SE) settings. While ME settings usually offer less-intensive and structured intervention programs than SE settings, they offer more exposure to typically developing peers. A total of 121 children (2-5?years old) with ASD, 85 in SE and 36 in ME, completed two Autism Diagnostic Observation Schedule, 2nd edition (ADOS-2) assessments. Repeated-measures analysis of covariance (ANCOVA) analyses were used to assess longitudinal changes in ADOS-2 calibrated severity scores (CSS) and language production (estimated from the ADOS-2), while accounting for baseline cognitive scores, age of diagnosis, and parent-reported intensity of intervention. Longitudinal changes in ADOS CSS did not differ significantly across educational settings but were strongly associated with the age of diagnosis, demonstrating that children diagnosed earlier improved more regardless of educational settings. These findings suggest that children with ASD placed in SE and ME exhibit similar longitudinal changes in core ASD symptoms. Further studies comparing additional outcome measures such as cognitive abilities and adaptive behaviors are highly warranted for establishing placement recommendations and public health policies.Lay abstractToday, children with autism spectrum disorder (ASD) are placed in mainstream or special education settings somewhat arbitrarily with no clear clinical recommendations. Here, we compared changes in core ASD symptoms, as measured by the Autism Diagnostic Observation Schedule, 2nd edition (ADOS-2) clinical assessment, across ASD preschool children placed in special or mainstream education. Longitudinal changes in ADOS-2 scores did not differ significantly across settings over a 1- to 2-year period. While some children improved in core ASD symptoms, others deteriorated in both settings. This highlights the need to identify specific criteria for establishing meaningful placement recommendations. En ligne : http://dx.doi.org/10.1177/13623613221142394 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=509 [article] Children with autism exhibit similar longitudinal changes in core symptoms when placed in special or mainstream education settings [Texte imprimé et/ou numérique] / Michal ILAN, Auteur ; Michal FAROY, Auteur ; Ditza ZACHOR, Auteur ; Liora MANELIS, Auteur ; Danel WAISSENGREEN, Auteur ; Analya MICHAELOVSKI, Auteur ; Inbar AVNI, Auteur ; Idan MENASHE, Auteur ; Judah KOLLER, Auteur ; Ilan DINSTEIN, Auteur ; Gal MEIRI, Auteur . - p.1628-1640. Langues : Anglais (eng) in Autism > 27-6 (August 2023) . - p.1628-1640 Mots-clés : autism spectrum disorders;core symptoms;education services;inclusion;mainstream education;preschool children;special education Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder (ASD) are often placed in inclusive mainstream education (ME) or exclusive special education (SE) settings. While ME settings usually offer less-intensive and structured intervention programs than SE settings, they offer more exposure to typically developing peers. A total of 121 children (2-5?years old) with ASD, 85 in SE and 36 in ME, completed two Autism Diagnostic Observation Schedule, 2nd edition (ADOS-2) assessments. Repeated-measures analysis of covariance (ANCOVA) analyses were used to assess longitudinal changes in ADOS-2 calibrated severity scores (CSS) and language production (estimated from the ADOS-2), while accounting for baseline cognitive scores, age of diagnosis, and parent-reported intensity of intervention. Longitudinal changes in ADOS CSS did not differ significantly across educational settings but were strongly associated with the age of diagnosis, demonstrating that children diagnosed earlier improved more regardless of educational settings. These findings suggest that children with ASD placed in SE and ME exhibit similar longitudinal changes in core ASD symptoms. Further studies comparing additional outcome measures such as cognitive abilities and adaptive behaviors are highly warranted for establishing placement recommendations and public health policies.Lay abstractToday, children with autism spectrum disorder (ASD) are placed in mainstream or special education settings somewhat arbitrarily with no clear clinical recommendations. Here, we compared changes in core ASD symptoms, as measured by the Autism Diagnostic Observation Schedule, 2nd edition (ADOS-2) clinical assessment, across ASD preschool children placed in special or mainstream education. Longitudinal changes in ADOS-2 scores did not differ significantly across settings over a 1- to 2-year period. While some children improved in core ASD symptoms, others deteriorated in both settings. This highlights the need to identify specific criteria for establishing meaningful placement recommendations. En ligne : http://dx.doi.org/10.1177/13623613221142394 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=509

Language regression is associated with faster early motor development in children with autism spectrum disorder / Liora MANELIS in Autism Research, 13-1 (January 2020)  

Public ISBD [article]  inAutism Research > 13-1 (January 2020) . - p.145-156 Titre : Language regression is associated with faster early motor development in children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Liora MANELIS, Auteur ; Gal MEIRI, Auteur ; Michal ILAN, Auteur ; Hagit FLUSSER, Auteur ; Analya MICHAELOVSKI, Auteur ; Michal FAROY, Auteur ; Orly KERUB, Auteur ; Ilan DINSTEIN, Auteur ; Idan MENASHE, Auteur Article en page(s) : p.145-156 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  early development  language regression  motor development Index. décimale : PER Périodiques Résumé : Language regression (LR) is a consistent and reproducible phenomenon that is reported by ~25% of parents who have children with autism spectrum disorder (ASD). However, there is controversy regarding the etiological and clinical significance of this phenomenon. Here, we examined data from a cohort of 218 children with ASD from the Negev Autism Center in Israel. We identified 36 children with ASD who were reported to exhibit clear LR by their parent on three independent occasions and compared them to 104 children whose parents did not report any concern of regression (NR). We compared a variety of key developmental characteristics across these two groups. We found that the age at which children with ASD in the LR group achieve key developmental milestones of crawling, walking, and use of first words is significantly younger than the age of children in the NR group, and comparable to the age of typically developing children. In contrast, no differences were observed in physical growth characteristics such as head circumference, weight, or height between the groups. Furthermore, almost all children with LR were born close to full term (>35 weeks) and none had a history of hypotonia. Notably, despite their apparently typical early development, children with LR were diagnosed with more severe symptoms of ASD than children with NR. These results strengthen the motivation to continue and study LR among children with ASD and suggest that early detection and intervention studies of ASD may benefit from stratifying children into LR and NR groups. Autism Res 2020, 13: 145-156. (c) 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: The presence of language regression (LR) among children with autism is still a matter of scientific debate. Here, we show that children with autism and reported LR start to crawl, talk, and walk at the same age as other typically developing children and significantly earlier than other children with autism. These findings, along with other medical differences between these groups, suggest that children who experienced LR comprise a distinct subgroup within the autism spectrum. En ligne : http://dx.doi.org/10.1002/aur.2197 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=415 [article] Language regression is associated with faster early motor development in children with autism spectrum disorder [Texte imprimé et/ou numérique] / Liora MANELIS, Auteur ; Gal MEIRI, Auteur ; Michal ILAN, Auteur ; Hagit FLUSSER, Auteur ; Analya MICHAELOVSKI, Auteur ; Michal FAROY, Auteur ; Orly KERUB, Auteur ; Ilan DINSTEIN, Auteur ; Idan MENASHE, Auteur . - p.145-156. Langues : Anglais (eng) in Autism Research > 13-1 (January 2020) . - p.145-156 Mots-clés : autism spectrum disorder  early development  language regression  motor development Index. décimale : PER Périodiques Résumé : Language regression (LR) is a consistent and reproducible phenomenon that is reported by ~25% of parents who have children with autism spectrum disorder (ASD). However, there is controversy regarding the etiological and clinical significance of this phenomenon. Here, we examined data from a cohort of 218 children with ASD from the Negev Autism Center in Israel. We identified 36 children with ASD who were reported to exhibit clear LR by their parent on three independent occasions and compared them to 104 children whose parents did not report any concern of regression (NR). We compared a variety of key developmental characteristics across these two groups. We found that the age at which children with ASD in the LR group achieve key developmental milestones of crawling, walking, and use of first words is significantly younger than the age of children in the NR group, and comparable to the age of typically developing children. In contrast, no differences were observed in physical growth characteristics such as head circumference, weight, or height between the groups. Furthermore, almost all children with LR were born close to full term (>35 weeks) and none had a history of hypotonia. Notably, despite their apparently typical early development, children with LR were diagnosed with more severe symptoms of ASD than children with NR. These results strengthen the motivation to continue and study LR among children with ASD and suggest that early detection and intervention studies of ASD may benefit from stratifying children into LR and NR groups. Autism Res 2020, 13: 145-156. (c) 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: The presence of language regression (LR) among children with autism is still a matter of scientific debate. Here, we show that children with autism and reported LR start to crawl, talk, and walk at the same age as other typically developing children and significantly earlier than other children with autism. These findings, along with other medical differences between these groups, suggest that children who experienced LR comprise a distinct subgroup within the autism spectrum. En ligne : http://dx.doi.org/10.1002/aur.2197 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=415

The Importance of Language Delays as an Early Indicator of Subsequent ASD Diagnosis in Public Healthcare Settings / Judah KOLLER ; Michal ILAN ; Michal FAROY ; Analya MICHAELOVSKI ; Idan MENASHE ; Gal MEIRI ; Ilan DINSTEIN in Journal of Autism and Developmental Disorders, 53-12 (December 2023)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 53-12 (December 2023) . - p.4535-4544 Titre : The Importance of Language Delays as an Early Indicator of Subsequent ASD Diagnosis in Public Healthcare Settings Type de document : Texte imprimé et/ou numérique Auteurs : Judah KOLLER, Auteur ; Michal ILAN, Auteur ; Michal FAROY, Auteur ; Analya MICHAELOVSKI, Auteur ; Idan MENASHE, Auteur ; Gal MEIRI, Auteur ; Ilan DINSTEIN, Auteur Article en page(s) : p.4535-4544 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Previous studies have reported that ASD children with more severe symptoms are diagnosed earlier. However, previous studies in community settings have mostly relied on retrospective parental reports without the use of quantitative standardized test scores. Here, we evaluated the association of language, cognitive, and ASD severity standardized scores with the age of diagnosis in 1-6-year-old children diagnosed in a public healthcare setting. The results revealed that language scores were the strongest variable associated with the age of diagnosis, explaining?~?30% of the variability across children. Indeed, all children diagnosed before 30-months of age exhibited moderate-to-severe language delays. These results further substantiate the prominence of language delay as a highly visible symptom associated with earlier ASD diagnosis in community clinical settings. En ligne : https://doi.org/10.1007/s10803-022-05757-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=515 [article] The Importance of Language Delays as an Early Indicator of Subsequent ASD Diagnosis in Public Healthcare Settings [Texte imprimé et/ou numérique] / Judah KOLLER, Auteur ; Michal ILAN, Auteur ; Michal FAROY, Auteur ; Analya MICHAELOVSKI, Auteur ; Idan MENASHE, Auteur ; Gal MEIRI, Auteur ; Ilan DINSTEIN, Auteur . - p.4535-4544. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 53-12 (December 2023) . - p.4535-4544 Index. décimale : PER Périodiques Résumé : Previous studies have reported that ASD children with more severe symptoms are diagnosed earlier. However, previous studies in community settings have mostly relied on retrospective parental reports without the use of quantitative standardized test scores. Here, we evaluated the association of language, cognitive, and ASD severity standardized scores with the age of diagnosis in 1-6-year-old children diagnosed in a public healthcare setting. The results revealed that language scores were the strongest variable associated with the age of diagnosis, explaining?~?30% of the variability across children. Indeed, all children diagnosed before 30-months of age exhibited moderate-to-severe language delays. These results further substantiate the prominence of language delay as a highly visible symptom associated with earlier ASD diagnosis in community clinical settings. En ligne : https://doi.org/10.1007/s10803-022-05757-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=515

Young Autism Spectrum Disorder Children in Special and Mainstream Education Settings Have Similar Behavioral Characteristics / Michal ILAN in Autism Research, 14-4 (April 2021)  

Public ISBD [article]  inAutism Research > 14-4 (April 2021) . - p.699-708 Titre : Young Autism Spectrum Disorder Children in Special and Mainstream Education Settings Have Similar Behavioral Characteristics Type de document : Texte imprimé et/ou numérique Auteurs : Michal ILAN, Auteur ; Gal MEIRI, Auteur ; Liora MANELIS-BARAM, Auteur ; Michal FAROY, Auteur ; Analya MICHAELOVSKI, Auteur ; Hagit FLUSSER, Auteur ; Hagar BINOUN-CHAKI, Auteur ; Ronit SEGEV-COJOCARU, Auteur ; Orly DOTAN, Auteur ; Hen SCHTAIERMAN, Auteur ; Idan MENASHE, Auteur ; Ilan DINSTEIN, Auteur Article en page(s) : p.699-708 Langues : Anglais (eng) Mots-clés : Asd  Autism  daycare  inclusion  mainstream education  pre-school  special education Index. décimale : PER Périodiques Résumé : In many countries, parents can place autism spectrum disorder (ASD) children in either mainstream or special education settings, which differ in their ability to provide structured early intervention programs. There are no clear guidelines for how to make initial placement decisions and ongoing debate about the benefits and drawbacks of each educational setting. Previous studies have mostly examined placement of school-age children and reported that those with poorer cognitive abilities and more severe ASD symptoms tend to be placed in special education. The placement of younger children has rarely been studied. Here, we utilized the database at the National Autism Research Center of Israel to examine whether ASD severity, cognitive abilities, and parent education influenced the placement of 242 children. We performed the analyses separately for 1-3-year-old children who were placed in daycare centers and 3-5-year-old children who were placed in pre-school kindergartens. Our analyses revealed surprisingly small differences across special and mainstream education settings, particularly in daycare centers. Cognitive scores and parent education were significantly higher in ASD children placed in mainstream education, but these differences were of moderate effect size and explained a relatively small percentage of the variability in placement choices (<15%). Indeed, we found considerable overlap in the characteristics of ASD children across educational settings, which suggests that initial placement decisions are performed with little regard to the children's abilities. Given the importance of optimal early intervention, further studies are warranted to determine whether children with specific abilities and needs benefit more from placement in either educational setting. LAY SUMMARY: Currently, there are no clear recommendations for placing young children with ASD in special versus mainstream education settings. We examined the influence of ASD severity, cognitive abilities, and parent education on the initial placement of 242 children. While we found significantly higher cognitive scores and parental education in children placed in mainstream education, there was a remarkable overlap in the characteristics of children across both settings, suggesting that initial placement is performed with limited regard to the children's abilities. Autism Res 2021, 14: 699-708. © 2020 International Society for Autism Research and Wiley Periodicals LLC. En ligne : http://dx.doi.org/10.1002/aur.2400 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=443 [article] Young Autism Spectrum Disorder Children in Special and Mainstream Education Settings Have Similar Behavioral Characteristics [Texte imprimé et/ou numérique] / Michal ILAN, Auteur ; Gal MEIRI, Auteur ; Liora MANELIS-BARAM, Auteur ; Michal FAROY, Auteur ; Analya MICHAELOVSKI, Auteur ; Hagit FLUSSER, Auteur ; Hagar BINOUN-CHAKI, Auteur ; Ronit SEGEV-COJOCARU, Auteur ; Orly DOTAN, Auteur ; Hen SCHTAIERMAN, Auteur ; Idan MENASHE, Auteur ; Ilan DINSTEIN, Auteur . - p.699-708. Langues : Anglais (eng) in Autism Research > 14-4 (April 2021) . - p.699-708 Mots-clés : Asd  Autism  daycare  inclusion  mainstream education  pre-school  special education Index. décimale : PER Périodiques Résumé : In many countries, parents can place autism spectrum disorder (ASD) children in either mainstream or special education settings, which differ in their ability to provide structured early intervention programs. There are no clear guidelines for how to make initial placement decisions and ongoing debate about the benefits and drawbacks of each educational setting. Previous studies have mostly examined placement of school-age children and reported that those with poorer cognitive abilities and more severe ASD symptoms tend to be placed in special education. The placement of younger children has rarely been studied. Here, we utilized the database at the National Autism Research Center of Israel to examine whether ASD severity, cognitive abilities, and parent education influenced the placement of 242 children. We performed the analyses separately for 1-3-year-old children who were placed in daycare centers and 3-5-year-old children who were placed in pre-school kindergartens. Our analyses revealed surprisingly small differences across special and mainstream education settings, particularly in daycare centers. Cognitive scores and parent education were significantly higher in ASD children placed in mainstream education, but these differences were of moderate effect size and explained a relatively small percentage of the variability in placement choices (<15%). Indeed, we found considerable overlap in the characteristics of ASD children across educational settings, which suggests that initial placement decisions are performed with little regard to the children's abilities. Given the importance of optimal early intervention, further studies are warranted to determine whether children with specific abilities and needs benefit more from placement in either educational setting. LAY SUMMARY: Currently, there are no clear recommendations for placing young children with ASD in special versus mainstream education settings. We examined the influence of ASD severity, cognitive abilities, and parent education on the initial placement of 242 children. While we found significantly higher cognitive scores and parental education in children placed in mainstream education, there was a remarkable overlap in the characteristics of children across both settings, suggesting that initial placement is performed with limited regard to the children's abilities. Autism Res 2021, 14: 699-708. © 2020 International Society for Autism Research and Wiley Periodicals LLC. En ligne : http://dx.doi.org/10.1002/aur.2400 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=443

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