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

Children with autism observe social interactions in an idiosyncratic manner / Inbar AVNI in Autism Research, 13-6 (June 2020)  

Public ISBD [article]  inAutism Research > 13-6 (June 2020) . - p.935-946 Titre : Children with autism observe social interactions in an idiosyncratic manner Type de document : Texte imprimé et/ou numérique Auteurs : Inbar AVNI, Auteur ; Gal MEIRI, Auteur ; Asif BAR-SINAI, Auteur ; Doron REBOH, Auteur ; Liora MANELIS, Auteur ; Hagit FLUSSER, Auteur ; Analya MICHAELOVSKI, Auteur ; Idan MENASHE, Auteur ; Ilan DINSTEIN, Auteur Article en page(s) : p.935-946 Langues : Anglais (eng) Mots-clés : ecological  eye position  eye tracking  gaze  idiosyncrasy  movies  naturalistic  outcome measure  social  symptom severity  variability Index. décimale : PER Périodiques Résumé : Previous eye-tracking studies have reported that children with autism spectrum disorders (ASD) fixate less on faces in comparison to controls. To properly understand social interactions, however, children must gaze not only at faces but also at actions, gestures, body movements, contextual details, and objects, thereby creating specific gaze patterns when observing specific social interactions. We presented three different movies with social interactions to 111 children (71 with ASD) who watched each of the movies twice. Typically developing children viewed the movies in a remarkably predictable and reproducible manner, exhibiting gaze patterns that were similar to the mean gaze pattern of other controls, with strong correlations across individuals (intersubject correlations) and across movie presentations (intra-subject correlations). In contrast, children with ASD exhibited significantly more variable/idiosyncratic gaze patterns that differed from the mean gaze pattern of controls and were weakly correlated across individuals and presentations. Most importantly, quantification of gaze idiosyncrasy in individual children enabled separation of ASD and control children with higher sensitivity and specificity than traditional measures such as time gazing at faces. Individual magnitudes of gaze idiosyncrasy were also significantly correlated with ASD severity and cognitive scores and were significantly correlated across movies and movie presentations, demonstrating clinical sensitivity and reliability. These results suggest that gaze idiosyncrasy is a potent behavioral abnormality that characterizes a considerable number of children with ASD and may contribute to their impaired development. Quantification of gaze idiosyncrasy in individual children may aid in assessing symptom severity and their change in response to treatments. Autism Res 2020, 13: 935-946. © 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Typically, developing children watch movies of social interactions in a reliable and predictable manner, attending faces, gestures, actions, body movements, and objects that are relevant to the social interaction and its narrative. Here, we demonstrate that children with ASD watch such movies with significantly more variable/idiosyncratic gaze patterns that differ across individuals and across movie presentations. We demonstrate that quantifying this gaze variability may aid in identifying children with ASD and in determining the severity of their symptoms. En ligne : http://dx.doi.org/10.1002/aur.2234 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=427 [article] Children with autism observe social interactions in an idiosyncratic manner [Texte imprimé et/ou numérique] / Inbar AVNI, Auteur ; Gal MEIRI, Auteur ; Asif BAR-SINAI, Auteur ; Doron REBOH, Auteur ; Liora MANELIS, Auteur ; Hagit FLUSSER, Auteur ; Analya MICHAELOVSKI, Auteur ; Idan MENASHE, Auteur ; Ilan DINSTEIN, Auteur . - p.935-946. Langues : Anglais (eng) in Autism Research > 13-6 (June 2020) . - p.935-946 Mots-clés : ecological  eye position  eye tracking  gaze  idiosyncrasy  movies  naturalistic  outcome measure  social  symptom severity  variability Index. décimale : PER Périodiques Résumé : Previous eye-tracking studies have reported that children with autism spectrum disorders (ASD) fixate less on faces in comparison to controls. To properly understand social interactions, however, children must gaze not only at faces but also at actions, gestures, body movements, contextual details, and objects, thereby creating specific gaze patterns when observing specific social interactions. We presented three different movies with social interactions to 111 children (71 with ASD) who watched each of the movies twice. Typically developing children viewed the movies in a remarkably predictable and reproducible manner, exhibiting gaze patterns that were similar to the mean gaze pattern of other controls, with strong correlations across individuals (intersubject correlations) and across movie presentations (intra-subject correlations). In contrast, children with ASD exhibited significantly more variable/idiosyncratic gaze patterns that differed from the mean gaze pattern of controls and were weakly correlated across individuals and presentations. Most importantly, quantification of gaze idiosyncrasy in individual children enabled separation of ASD and control children with higher sensitivity and specificity than traditional measures such as time gazing at faces. Individual magnitudes of gaze idiosyncrasy were also significantly correlated with ASD severity and cognitive scores and were significantly correlated across movies and movie presentations, demonstrating clinical sensitivity and reliability. These results suggest that gaze idiosyncrasy is a potent behavioral abnormality that characterizes a considerable number of children with ASD and may contribute to their impaired development. Quantification of gaze idiosyncrasy in individual children may aid in assessing symptom severity and their change in response to treatments. Autism Res 2020, 13: 935-946. © 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Typically, developing children watch movies of social interactions in a reliable and predictable manner, attending faces, gestures, actions, body movements, and objects that are relevant to the social interaction and its narrative. Here, we demonstrate that children with ASD watch such movies with significantly more variable/idiosyncratic gaze patterns that differ across individuals and across movie presentations. We demonstrate that quantifying this gaze variability may aid in identifying children with ASD and in determining the severity of their symptoms. En ligne : http://dx.doi.org/10.1002/aur.2234 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=427

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

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