Academic and psychosocial characteristics of incoming college freshmen with autism spectrum disorder: The role of comorbidity and gender / Alexandra STURM in Autism Research, 12-6 (June 2019)  

Public ISBD [article]  inAutism Research > 12-6 (June 2019) . - p.931-940 Titre : Academic and psychosocial characteristics of incoming college freshmen with autism spectrum disorder: The role of comorbidity and gender Type de document : texte imprimé Auteurs : Alexandra STURM, Auteur ; Connie KASARI, Auteur Année de publication : 2019 Article en page(s) : p.931-940 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  comorbidity  gender  postsecondary education Index. décimale : PER Périodiques Résumé : There is a pressing need to better characterize the college-bound population of individuals with autism spectrum disorder (ASD), as prior studies have included small samples, consisting of individuals who are either recruited due to diagnosis or are treatment seeking. As postsecondary institutions look to respond to the growing need for support services for individuals with ASD, insights derived from large, population-based samples is a necessity. The current study included a sample of over 2000 incoming postsecondary students who self-identified with ASD as a part of surveys distributed by institutions nationally. The impact of heterogeneity (gender, comorbid attention-deficit/hyperactivity disorder [ADHD], and/or learning disability) on demographic characteristics, and psychosocial (psychological health, interpersonal self-confidence) and academic (self-regulated learning, intellectual self-confidence) domains critical for success in postsecondary education were compared to a matched sample of students with ADHD or no diagnoses. College-bound students with ASD broadly endorsed similar rates of ADHD, LD, and psychological disorder comorbidity to clinic-referred samples, and were more similar than different from their typically developing peers. A comorbid diagnosis of ADHD was associated with greater academic disengagement. Females with ASD and those with any comorbid disorder were more likely to self-report poorer psychological health. Findings revealed that self-reported levels of functioning in critical domains differed by self-reported comorbid disorders and gender. Findings have implications for targeted support service recommendations based on unique sources of heterogeneity (e.g., gender, presenting comorbid disorders) and are detailed in the current study. Autism Res 2019, 12: 931-940. (c) 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: College-bound students with ASD feel academically competent; however feel less confident with their peers. Students with ASD and another diagnosis (e.g., ADHD, learning disability) and girls with ASD may be particularly at risk of experiencing poorer psychological health while enrolled in postsecondary education. Using this information, postsecondary institutions can provide more targeted support services to students with ASD enrolled in postsecondary education. En ligne : https://dx.doi.org/10.1002/aur.2099 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=400 [article] Academic and psychosocial characteristics of incoming college freshmen with autism spectrum disorder: The role of comorbidity and gender [texte imprimé] / Alexandra STURM, Auteur ; Connie KASARI, Auteur . - 2019 . - p.931-940. Langues : Anglais (eng) in Autism Research > 12-6 (June 2019) . - p.931-940 Mots-clés : autism spectrum disorder  comorbidity  gender  postsecondary education Index. décimale : PER Périodiques Résumé : There is a pressing need to better characterize the college-bound population of individuals with autism spectrum disorder (ASD), as prior studies have included small samples, consisting of individuals who are either recruited due to diagnosis or are treatment seeking. As postsecondary institutions look to respond to the growing need for support services for individuals with ASD, insights derived from large, population-based samples is a necessity. The current study included a sample of over 2000 incoming postsecondary students who self-identified with ASD as a part of surveys distributed by institutions nationally. The impact of heterogeneity (gender, comorbid attention-deficit/hyperactivity disorder [ADHD], and/or learning disability) on demographic characteristics, and psychosocial (psychological health, interpersonal self-confidence) and academic (self-regulated learning, intellectual self-confidence) domains critical for success in postsecondary education were compared to a matched sample of students with ADHD or no diagnoses. College-bound students with ASD broadly endorsed similar rates of ADHD, LD, and psychological disorder comorbidity to clinic-referred samples, and were more similar than different from their typically developing peers. A comorbid diagnosis of ADHD was associated with greater academic disengagement. Females with ASD and those with any comorbid disorder were more likely to self-report poorer psychological health. Findings revealed that self-reported levels of functioning in critical domains differed by self-reported comorbid disorders and gender. Findings have implications for targeted support service recommendations based on unique sources of heterogeneity (e.g., gender, presenting comorbid disorders) and are detailed in the current study. Autism Res 2019, 12: 931-940. (c) 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: College-bound students with ASD feel academically competent; however feel less confident with their peers. Students with ASD and another diagnosis (e.g., ADHD, learning disability) and girls with ASD may be particularly at risk of experiencing poorer psychological health while enrolled in postsecondary education. Using this information, postsecondary institutions can provide more targeted support services to students with ASD enrolled in postsecondary education. En ligne : https://dx.doi.org/10.1002/aur.2099 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=400

Cognitive control processes in behavior therapy for youth with Tourette's disorder / Joseph F. MCGUIRE in Journal of Child Psychology and Psychiatry, 63-3 (March 2022)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 63-3 (March 2022) . - p.296-304 Titre : Cognitive control processes in behavior therapy for youth with Tourette's disorder Type de document : texte imprimé Auteurs : Joseph F. MCGUIRE, Auteur ; Alexandra STURM, Auteur ; Emily J. RICKETTS, Auteur ; Gabrielle E. MONTALBANO, Auteur ; Susanna CHANG, Auteur ; Sandra K. LOO, Auteur ; Douglas W. WOODS, Auteur ; James T. MCCRACKEN, Auteur ; John PIACENTINI, Auteur Article en page(s) : p.296-304 Langues : Anglais (eng) Mots-clés : Cognitive control  behavior therapy  inhibition  inhibitory control  tic suppression Index. décimale : PER Périodiques Résumé : BACKGROUND: Cognitive control processes are implicated in the behavioral treatment of Tourette's disorder (TD). However, the influence of these processes on treatment outcomes has received minimal attention. This study examined whether cognitive control processes and/or tic suppression predicted reductions in tic severity and treatment response to behavior therapy. METHOD: Fifty-three youth with TD or a pervasive tic disorder participated in a randomized wait list-controlled trial of behavior therapy. Following a baseline assessment to evaluate psychiatric diagnoses, tic severity, and cognitive control processes (e.g., response selection, inhibition, and suppression), youth were randomly assigned to receive eight sessions of behavior therapy (n = 23) or a wait list of equal duration (n = 28). Youth receiving immediate treatment completed a post-treatment assessment to determine improvement in tic severity. Meanwhile, youth in the wait list condition completed another assessment to re-evaluate tic severity and cognitive control processes, and subsequently received 8 sessions of behavior therapy followed by a post-treatment assessment to determine improvement. RESULTS: A multiple linear regression model found that pretreatment inhibition/switching on the Delis-Kaplan Executive Function System Color-Word Interference Test predicted reductions in tic severity after behavior therapy (β = -.36, t = -2.35, p = .025, Æž(2)  = .15). However, other cognitive control processes and tic suppression did not predict treatment response and/or reductions in tic severity. Small nonsignificant effects were observed in cognitive control processes after behavior therapy. CONCLUSION: Cognitive control processes may influence tic severity reductions in behavior therapy. Notably, even when other cognitive control processes are impaired and youth are initially unable to voluntarily suppress their tics, youth with TD can still benefit from behavior therapy. Findings offer implications for clinical practice and research for TD. En ligne : http://dx.doi.org/10.1111/jcpp.13470 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=457 [article] Cognitive control processes in behavior therapy for youth with Tourette's disorder [texte imprimé] / Joseph F. MCGUIRE, Auteur ; Alexandra STURM, Auteur ; Emily J. RICKETTS, Auteur ; Gabrielle E. MONTALBANO, Auteur ; Susanna CHANG, Auteur ; Sandra K. LOO, Auteur ; Douglas W. WOODS, Auteur ; James T. MCCRACKEN, Auteur ; John PIACENTINI, Auteur . - p.296-304. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 63-3 (March 2022) . - p.296-304 Mots-clés : Cognitive control  behavior therapy  inhibition  inhibitory control  tic suppression Index. décimale : PER Périodiques Résumé : BACKGROUND: Cognitive control processes are implicated in the behavioral treatment of Tourette's disorder (TD). However, the influence of these processes on treatment outcomes has received minimal attention. This study examined whether cognitive control processes and/or tic suppression predicted reductions in tic severity and treatment response to behavior therapy. METHOD: Fifty-three youth with TD or a pervasive tic disorder participated in a randomized wait list-controlled trial of behavior therapy. Following a baseline assessment to evaluate psychiatric diagnoses, tic severity, and cognitive control processes (e.g., response selection, inhibition, and suppression), youth were randomly assigned to receive eight sessions of behavior therapy (n = 23) or a wait list of equal duration (n = 28). Youth receiving immediate treatment completed a post-treatment assessment to determine improvement in tic severity. Meanwhile, youth in the wait list condition completed another assessment to re-evaluate tic severity and cognitive control processes, and subsequently received 8 sessions of behavior therapy followed by a post-treatment assessment to determine improvement. RESULTS: A multiple linear regression model found that pretreatment inhibition/switching on the Delis-Kaplan Executive Function System Color-Word Interference Test predicted reductions in tic severity after behavior therapy (β = -.36, t = -2.35, p = .025, Æž(2)  = .15). However, other cognitive control processes and tic suppression did not predict treatment response and/or reductions in tic severity. Small nonsignificant effects were observed in cognitive control processes after behavior therapy. CONCLUSION: Cognitive control processes may influence tic severity reductions in behavior therapy. Notably, even when other cognitive control processes are impaired and youth are initially unable to voluntarily suppress their tics, youth with TD can still benefit from behavior therapy. Findings offer implications for clinical practice and research for TD. En ligne : http://dx.doi.org/10.1111/jcpp.13470 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=457

Development and validation of an item response theory-based Social Responsiveness Scale short form / Alexandra STURM in Journal of Child Psychology and Psychiatry, 58-9 (September 2017)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 58-9 (September 2017) . - p.1053-1061 Titre : Development and validation of an item response theory-based Social Responsiveness Scale short form Type de document : texte imprimé Auteurs : Alexandra STURM, Auteur ; Megan KUHFELD, Auteur ; Connie KASARI, Auteur ; James T. MCCRACKEN, Auteur Article en page(s) : p.1053-1061 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  behavioral measures Index. décimale : PER Périodiques Résumé : Background Research and practice in autism spectrum disorder (ASD) rely on quantitative measures, such as the Social Responsiveness Scale (SRS), for characterization and diagnosis. Like many ASD diagnostic measures, SRS scores are influenced by factors unrelated to ASD core features. This study further interrogates the psychometric properties of the SRS using item response theory (IRT), and demonstrates a strategy to create a psychometrically sound short form by applying IRT results. Methods Social Responsiveness Scale analyses were conducted on a large sample (N = 21,426) of youth from four ASD databases. Items were subjected to item factor analyses and evaluation of item bias by gender, age, expressive language level, behavior problems, and nonverbal IQ. Results Item selection based on item psychometric properties, DIF analyses, and substantive validity produced a reduced item SRS short form that was unidimensional in structure, highly reliable (α = .96), and free of gender, age, expressive language, behavior problems, and nonverbal IQ influence. The short form also showed strong relationships with established measures of autism symptom severity (ADOS, ADI-R, Vineland). Degree of association between all measures varied as a function of expressive language. Conclusions Results identified specific SRS items that are more vulnerable to non-ASD-related traits. The resultant 16-item SRS short form may possess superior psychometric properties compared to the original scale and emerge as a more precise measure of ASD core symptom severity, facilitating research and practice. Future research using IRT is needed to further refine existing measures of autism symptomatology. En ligne : http://dx.doi.org/10.1111/jcpp.12731 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=317 [article] Development and validation of an item response theory-based Social Responsiveness Scale short form [texte imprimé] / Alexandra STURM, Auteur ; Megan KUHFELD, Auteur ; Connie KASARI, Auteur ; James T. MCCRACKEN, Auteur . - p.1053-1061. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 58-9 (September 2017) . - p.1053-1061 Mots-clés : Autism spectrum disorders  behavioral measures Index. décimale : PER Périodiques Résumé : Background Research and practice in autism spectrum disorder (ASD) rely on quantitative measures, such as the Social Responsiveness Scale (SRS), for characterization and diagnosis. Like many ASD diagnostic measures, SRS scores are influenced by factors unrelated to ASD core features. This study further interrogates the psychometric properties of the SRS using item response theory (IRT), and demonstrates a strategy to create a psychometrically sound short form by applying IRT results. Methods Social Responsiveness Scale analyses were conducted on a large sample (N = 21,426) of youth from four ASD databases. Items were subjected to item factor analyses and evaluation of item bias by gender, age, expressive language level, behavior problems, and nonverbal IQ. Results Item selection based on item psychometric properties, DIF analyses, and substantive validity produced a reduced item SRS short form that was unidimensional in structure, highly reliable (α = .96), and free of gender, age, expressive language, behavior problems, and nonverbal IQ influence. The short form also showed strong relationships with established measures of autism symptom severity (ADOS, ADI-R, Vineland). Degree of association between all measures varied as a function of expressive language. Conclusions Results identified specific SRS items that are more vulnerable to non-ASD-related traits. The resultant 16-item SRS short form may possess superior psychometric properties compared to the original scale and emerge as a more precise measure of ASD core symptom severity, facilitating research and practice. Future research using IRT is needed to further refine existing measures of autism symptomatology. En ligne : http://dx.doi.org/10.1111/jcpp.12731 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=317

Discrimination and Harassment Experiences of Autistic College Students and Their Neurotypical Peers: Risk and Protective Factors / Lauren BACZEWSKI ; Maria PIZZANO ; Connie KASARI ; Alexandra STURM 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.4521-4534 Titre : Discrimination and Harassment Experiences of Autistic College Students and Their Neurotypical Peers: Risk and Protective Factors Type de document : texte imprimé Auteurs : Lauren BACZEWSKI, Auteur ; Maria PIZZANO, Auteur ; Connie KASARI, Auteur ; Alexandra STURM, Auteur Article en page(s) : p.4521-4534 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study examines autistic and non-autistic college students' experiences of discrimination and harassment and identifies protective and risk factors. A nationwide survey was used to match autistic students (N=290) and non-autistic students (N=290) on co-occurring diagnoses and demographic characteristics. Multiple regression and interaction analysis revealed that faculty support was protective against discrimination and harassment regardless of autism status. Habits of mind was particularly protective for autistic students against harassment. Any student who engaged in school-facilitated events was more likely to experience discrimination and harassment, but the risk was heightened for autistic students. Findings highlight the importance of faculty support in fostering positive interpersonal experiences on campus, and demonstrate the need to address deeper college campus issues with respect to neurodiversity. En ligne : https://doi.org/10.1007/s10803-022-05729-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=515 [article] Discrimination and Harassment Experiences of Autistic College Students and Their Neurotypical Peers: Risk and Protective Factors [texte imprimé] / Lauren BACZEWSKI, Auteur ; Maria PIZZANO, Auteur ; Connie KASARI, Auteur ; Alexandra STURM, Auteur . - p.4521-4534. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 53-12 (December 2023) . - p.4521-4534 Index. décimale : PER Périodiques Résumé : This study examines autistic and non-autistic college students' experiences of discrimination and harassment and identifies protective and risk factors. A nationwide survey was used to match autistic students (N=290) and non-autistic students (N=290) on co-occurring diagnoses and demographic characteristics. Multiple regression and interaction analysis revealed that faculty support was protective against discrimination and harassment regardless of autism status. Habits of mind was particularly protective for autistic students against harassment. Any student who engaged in school-facilitated events was more likely to experience discrimination and harassment, but the risk was heightened for autistic students. Findings highlight the importance of faculty support in fostering positive interpersonal experiences on campus, and demonstrate the need to address deeper college campus issues with respect to neurodiversity. En ligne : https://doi.org/10.1007/s10803-022-05729-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=515

Dual Identification: Trajectories to English Proficiency for English Learners with Autism Spectrum Disorder / Alexandra STURM ; Connie KASARI in Journal of Autism and Developmental Disorders, 54-7 (July 2024)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 54-7 (July 2024) . - p.2615-2624 Titre : Dual Identification: Trajectories to English Proficiency for English Learners with Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Alexandra STURM, Auteur ; Connie KASARI, Auteur Article en page(s) : p.2615-2624 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : There are an increasing number of English Learners (EL) served in schools, including children with Autism Spectrum Disorder (ASD). However, little is known about students who receive school-based services as EL and under autism eligibility. En ligne : https://doi.org/10.1007/s10803-023-05994-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=533 [article] Dual Identification: Trajectories to English Proficiency for English Learners with Autism Spectrum Disorder [texte imprimé] / Alexandra STURM, Auteur ; Connie KASARI, Auteur . - p.2615-2624. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 54-7 (July 2024) . - p.2615-2624 Index. décimale : PER Périodiques Résumé : There are an increasing number of English Learners (EL) served in schools, including children with Autism Spectrum Disorder (ASD). However, little is known about students who receive school-based services as EL and under autism eligibility. En ligne : https://doi.org/10.1007/s10803-023-05994-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=533

Measurement matters: A commentary on the state of the science on patient reported outcome measures (PROMs) in autism research / Hillary K. SCHILTZ in Autism Research, 17-4 (April 2024)  

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Predictors of Sexual Victimization Among Autistic and Non-Autistic College Students / Connie KASARI ; Alexandra STURM in Journal of Autism and Developmental Disorders, 54-9 (September 2024)  

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Who gains and who loses? Sociodemographic disparities in access to special education services among autistic students / Alexandra STURM in Autism Research, 14-8 (August 2021)  

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