Atypical Gaze Following in Autism: A Comparison of Three Potential Mechanisms / Kristen GILLESPIE-LYNCH in Journal of Autism and Developmental Disorders, 43-12 (December 2013)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 43-12 (December 2013) . - p.2779-2792 Titre : Atypical Gaze Following in Autism: A Comparison of Three Potential Mechanisms Type de document : texte imprimé Auteurs : Kristen GILLESPIE-LYNCH, Auteur ; Rebecca ELIAS, Auteur ; P. ESCUDERO, Auteur ; Ted HUTMAN, Auteur ; Scott P. JOHNSON, Auteur Article en page(s) : p.2779-2792 Langues : Anglais (eng) Mots-clés : Response to joint attention  Autism  Reflexive gaze following  Word learning Index. décimale : PER Périodiques Résumé : In order to evaluate the following potential mechanisms underlying atypical gaze following in autism, impaired reflexive gaze following, difficulty integrating gaze and affect, or reduced understanding of the referential significance of gaze, we administered three paradigms to young children with autism (N = 21) and chronological (N = 21) and nonverbal mental age (N = 21) matched controls. Children with autism exhibited impaired reflexive gaze following. The absence of evidence of integration of gaze and affect, regardless of diagnosis, indicates ineffective measurement of this construct. Reduced gaze following was apparent among children with autism during eye-tracking and in-person assessments. Word learning from gaze cues was better explained by developmental level than autism. Thus, gaze following may traverse an atypical, rather than just delayed, trajectory in autism. En ligne : http://dx.doi.org/10.1007/s10803-013-1818-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=218 [article] Atypical Gaze Following in Autism: A Comparison of Three Potential Mechanisms [texte imprimé] / Kristen GILLESPIE-LYNCH, Auteur ; Rebecca ELIAS, Auteur ; P. ESCUDERO, Auteur ; Ted HUTMAN, Auteur ; Scott P. JOHNSON, Auteur . - p.2779-2792. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 43-12 (December 2013) . - p.2779-2792 Mots-clés : Response to joint attention  Autism  Reflexive gaze following  Word learning Index. décimale : PER Périodiques Résumé : In order to evaluate the following potential mechanisms underlying atypical gaze following in autism, impaired reflexive gaze following, difficulty integrating gaze and affect, or reduced understanding of the referential significance of gaze, we administered three paradigms to young children with autism (N = 21) and chronological (N = 21) and nonverbal mental age (N = 21) matched controls. Children with autism exhibited impaired reflexive gaze following. The absence of evidence of integration of gaze and affect, regardless of diagnosis, indicates ineffective measurement of this construct. Reduced gaze following was apparent among children with autism during eye-tracking and in-person assessments. Word learning from gaze cues was better explained by developmental level than autism. Thus, gaze following may traverse an atypical, rather than just delayed, trajectory in autism. En ligne : http://dx.doi.org/10.1007/s10803-013-1818-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=218

Autism Goes to College: Understanding the Needs of a Student Population on the Rise / Rebecca ELIAS in Journal of Autism and Developmental Disorders, 48-3 (March 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.732-746 Titre : Autism Goes to College: Understanding the Needs of a Student Population on the Rise Type de document : texte imprimé Auteurs : Rebecca ELIAS, Auteur ; Susan W. WHITE, Auteur Année de publication : 2018 Article en page(s) : p.732-746 Langues : Anglais (eng) Mots-clés : Autism  Emerging adult  Postsecondary  Transition Index. décimale : PER Périodiques Résumé : Understanding the needs of adolescents and emerging adults with Autism Spectrum Disorder (ASD) with respect to transition to postsecondary education is critical to development of user-informed transition programming. Parents of adolescents and emerging adults with ASD (n = 52) and ADHD (n = 47) completed an online survey. Social interaction training and independent living training were services frequently requested by parents in the ASD group. Additionally, parents of postsecondary students with ASD endorsed distinct challenges with self-advocacy, managing emotions, and managing personal/adaptive skills relative to postsecondary students with ADHD. The profile of parent-reported difficulties and needed services compared to transition to postsecondary education for students with ASD is distinguishable from that for ADHD, suggesting individualized transition planning and in-college supports. En ligne : https://doi.org/10.1007/s10803-017-3075-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=338 [article] Autism Goes to College: Understanding the Needs of a Student Population on the Rise [texte imprimé] / Rebecca ELIAS, Auteur ; Susan W. WHITE, Auteur . - 2018 . - p.732-746. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.732-746 Mots-clés : Autism  Emerging adult  Postsecondary  Transition Index. décimale : PER Périodiques Résumé : Understanding the needs of adolescents and emerging adults with Autism Spectrum Disorder (ASD) with respect to transition to postsecondary education is critical to development of user-informed transition programming. Parents of adolescents and emerging adults with ASD (n = 52) and ADHD (n = 47) completed an online survey. Social interaction training and independent living training were services frequently requested by parents in the ASD group. Additionally, parents of postsecondary students with ASD endorsed distinct challenges with self-advocacy, managing emotions, and managing personal/adaptive skills relative to postsecondary students with ADHD. The profile of parent-reported difficulties and needed services compared to transition to postsecondary education for students with ASD is distinguishable from that for ADHD, suggesting individualized transition planning and in-college supports. En ligne : https://doi.org/10.1007/s10803-017-3075-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=338

Brief Report: Creation of a Transition Readiness Scale for Adolescents with ASD / Rebecca ELIAS in Journal of Autism and Developmental Disorders, 53-3 (March 2023)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 53-3 (March 2023) . - p.1279-1284 Titre : Brief Report: Creation of a Transition Readiness Scale for Adolescents with ASD Type de document : texte imprimé Auteurs : Rebecca ELIAS, Auteur ; Caitlin M. CONNER, Auteur ; Susan W. WHITE, Auteur Article en page(s) : p.1279-1284 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The transition to postsecondary education is characterized by many changes for adolescents with autism spectrum disorder (ASD). A data-based understanding of a student?s readiness for postsecondary education could help students, and their parents, better prepare for this life transition. The Transition Readiness Scale (TRS) was created to address this need. The TRS is a self/other-report questionnaire used to assess postsecondary readiness across behavioral, cognitive, and emotional domains among adolescents 15-18 years of age. The present study details measure development and provides preliminary psychometric properties in a sample of transition-aged youth with ASD. Results indicate strong internal consistency, adequate item-level analyses, and discriminant and concurrent validity. Future validation of the TRS in large-scale field testing is merited to inform clinical interpretation. En ligne : https://doi.org/10.1007/s10803-022-05449-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=500 [article] Brief Report: Creation of a Transition Readiness Scale for Adolescents with ASD [texte imprimé] / Rebecca ELIAS, Auteur ; Caitlin M. CONNER, Auteur ; Susan W. WHITE, Auteur . - p.1279-1284. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 53-3 (March 2023) . - p.1279-1284 Index. décimale : PER Périodiques Résumé : The transition to postsecondary education is characterized by many changes for adolescents with autism spectrum disorder (ASD). A data-based understanding of a student?s readiness for postsecondary education could help students, and their parents, better prepare for this life transition. The Transition Readiness Scale (TRS) was created to address this need. The TRS is a self/other-report questionnaire used to assess postsecondary readiness across behavioral, cognitive, and emotional domains among adolescents 15-18 years of age. The present study details measure development and provides preliminary psychometric properties in a sample of transition-aged youth with ASD. Results indicate strong internal consistency, adequate item-level analyses, and discriminant and concurrent validity. Future validation of the TRS in large-scale field testing is merited to inform clinical interpretation. En ligne : https://doi.org/10.1007/s10803-022-05449-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=500

Development of a College Transition and Support Program for Students with Autism Spectrum Disorder / Susan W. WHITE in Journal of Autism and Developmental Disorders, 47-10 (October 2017)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 47-10 (October 2017) . - p.3072-3078 Titre : Development of a College Transition and Support Program for Students with Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Susan W. WHITE, Auteur ; Rebecca ELIAS, Auteur ; Nicole N. CAPRIOLA-HALL, Auteur ; Isaac C. SMITH, Auteur ; Caitlin M. CONNER, Auteur ; Susan B. ASSELIN, Auteur ; Patricia HOWLIN, Auteur ; Elizabeth E. GETZEL, Auteur ; Carla A. MAZEFSKY, Auteur Article en page(s) : p.3072-3078 Langues : Anglais (eng) Mots-clés : Autism  College  Transition  Adult Index. décimale : PER Périodiques Résumé : Empirically based, consumer-informed programming to support students with Autism Spectrum Disorder (ASD) transitioning to college is needed. Informed by theory and research, the Stepped Transition in Education Program for Students with ASD (STEPS) was developed to address this need. The first level (Step 1) supports high school students and the second level (Step 2) is for postsecondary students with ASD. Herein, we review the extant research on transition supports for emerging adults with ASD and describe the development of STEPS, including its theoretical basis and how it was informed by consumer input. The impact of STEPS on promotion of successful transition into college and positive outcomes for students during higher education is currently being evaluated in a randomized controlled trial. En ligne : https://doi.org/10.1007/s10803-017-3236-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=319 [article] Development of a College Transition and Support Program for Students with Autism Spectrum Disorder [texte imprimé] / Susan W. WHITE, Auteur ; Rebecca ELIAS, Auteur ; Nicole N. CAPRIOLA-HALL, Auteur ; Isaac C. SMITH, Auteur ; Caitlin M. CONNER, Auteur ; Susan B. ASSELIN, Auteur ; Patricia HOWLIN, Auteur ; Elizabeth E. GETZEL, Auteur ; Carla A. MAZEFSKY, Auteur . - p.3072-3078. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 47-10 (October 2017) . - p.3072-3078 Mots-clés : Autism  College  Transition  Adult Index. décimale : PER Périodiques Résumé : Empirically based, consumer-informed programming to support students with Autism Spectrum Disorder (ASD) transitioning to college is needed. Informed by theory and research, the Stepped Transition in Education Program for Students with ASD (STEPS) was developed to address this need. The first level (Step 1) supports high school students and the second level (Step 2) is for postsecondary students with ASD. Herein, we review the extant research on transition supports for emerging adults with ASD and describe the development of STEPS, including its theoretical basis and how it was informed by consumer input. The impact of STEPS on promotion of successful transition into college and positive outcomes for students during higher education is currently being evaluated in a randomized controlled trial. En ligne : https://doi.org/10.1007/s10803-017-3236-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=319

Diagnostic stability in individuals with autism spectrum disorder: insights from a longitudinal follow-up study / Rebecca ELIAS in Journal of Child Psychology and Psychiatry, 63-9 (September 2022)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 63-9 (September 2022) . - p.973-983 Titre : Diagnostic stability in individuals with autism spectrum disorder: insights from a longitudinal follow-up study Type de document : texte imprimé Auteurs : Rebecca ELIAS, Auteur ; Catherine LORD, Auteur Article en page(s) : p.973-983 Langues : Anglais (eng) Mots-clés : Adolescent  Adult  Autism Spectrum Disorder/diagnosis/psychology  Autistic Disorder  Child  Child, Preschool  Cohort Studies  Follow-Up Studies  Humans  Longitudinal Studies  Young Adult  Autism  longitudinal  outcome Index. décimale : PER Périodiques Résumé : BACKGROUND: This longitudinal study of autism symptom trajectories provides unique information that can characterize autism features and diagnostic patterns from childhood to adulthood. METHODS: Participants (n=155) were part of a longitudinal cohort referred for possible autism where in-person assessments were completed at ages 2, 3, 5, 9, 19, and 25. Assessors were blinded to previous diagnoses. Based on adult best estimate diagnoses, participants were categorized into one of the four groups: Retained ASD, Lost ASD, Never Had ASD, or Gained ASD Diagnosis. To examine developmental changes in autism symptoms, mixed models indicated the rate of change in ADOS CSS and ADI-R scores in each diagnostic group. RESULTS: A subset of participants with VIQ> and<70 were assigned a diagnosis in adulthood that differed from diagnoses earlier in development. Across cognitive levels, the majority of novel diagnoses emerged in adulthood. For those with VIQ>70, improvements in ADOS CSS over time for the Lost Diagnosis group and worsening in CSS in the Gained Diagnosis group were gradual. Individuals with VIQ>70 who lost a diagnosis even in adulthood could be distinguished on CSS and ADI-R scores by age 5 from those who retained their ASD diagnosis. Although most participants with VIQ<70 saw decreases in autistic symptoms as a whole, changes in autism diagnoses were confounded by disentangling profound intellectual disability as a differential diagnosis or co-occurrence. Only the Never Had Diagnosis group revealed significant changes in ADOS scores over time, with autism symptoms increasing. CONCLUSIONS: Associated with gradual changes in core features of autism beginning in childhood, diagnoses of autism can shift across development. En ligne : http://dx.doi.org/10.1111/jcpp.13551 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=486 [article] Diagnostic stability in individuals with autism spectrum disorder: insights from a longitudinal follow-up study [texte imprimé] / Rebecca ELIAS, Auteur ; Catherine LORD, Auteur . - p.973-983. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 63-9 (September 2022) . - p.973-983 Mots-clés : Adolescent  Adult  Autism Spectrum Disorder/diagnosis/psychology  Autistic Disorder  Child  Child, Preschool  Cohort Studies  Follow-Up Studies  Humans  Longitudinal Studies  Young Adult  Autism  longitudinal  outcome Index. décimale : PER Périodiques Résumé : BACKGROUND: This longitudinal study of autism symptom trajectories provides unique information that can characterize autism features and diagnostic patterns from childhood to adulthood. METHODS: Participants (n=155) were part of a longitudinal cohort referred for possible autism where in-person assessments were completed at ages 2, 3, 5, 9, 19, and 25. Assessors were blinded to previous diagnoses. Based on adult best estimate diagnoses, participants were categorized into one of the four groups: Retained ASD, Lost ASD, Never Had ASD, or Gained ASD Diagnosis. To examine developmental changes in autism symptoms, mixed models indicated the rate of change in ADOS CSS and ADI-R scores in each diagnostic group. RESULTS: A subset of participants with VIQ> and<70 were assigned a diagnosis in adulthood that differed from diagnoses earlier in development. Across cognitive levels, the majority of novel diagnoses emerged in adulthood. For those with VIQ>70, improvements in ADOS CSS over time for the Lost Diagnosis group and worsening in CSS in the Gained Diagnosis group were gradual. Individuals with VIQ>70 who lost a diagnosis even in adulthood could be distinguished on CSS and ADI-R scores by age 5 from those who retained their ASD diagnosis. Although most participants with VIQ<70 saw decreases in autistic symptoms as a whole, changes in autism diagnoses were confounded by disentangling profound intellectual disability as a differential diagnosis or co-occurrence. Only the Never Had Diagnosis group revealed significant changes in ADOS scores over time, with autism symptoms increasing. CONCLUSIONS: Associated with gradual changes in core features of autism beginning in childhood, diagnoses of autism can shift across development. En ligne : http://dx.doi.org/10.1111/jcpp.13551 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=486

Educator perspectives on the postsecondary transition difficulties of students with autism / Rebecca ELIAS in Autism, 23-1 (January 2019)  

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Emotion regulation and executive function: Associations with depression and anxiety in autism / Caitlin M. CONNER in Research in Autism Spectrum Disorders, 101 (March 2023)  

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Intellectual Disability in Autism Spectrum Disorder / Rebecca ELIAS ; Shivali SARAWGI

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Measuring Social Motivation in Autism Spectrum Disorder: Development of the Social Motivation Interview / Rebecca ELIAS in Journal of Autism and Developmental Disorders, 50-3 (March 2020)  

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Perceived negative impact of caregiving demands in parents of individuals with autism spectrum disorders from 9 to 25 years of age / Kourtney CHRISTOPHER in Research in Autism Spectrum Disorders, 106 (August 2023)  

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Trajectories of co-occurring psychopathology symptoms in autism from late childhood to adulthood / James B. MCCAULEY in Development and Psychopathology, 32-4 (October 2020)  

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