Broken bridges-new school transitions for students with autism spectrum disorder: A systematic review on difficulties and strategies for success / H. J. NUSKE in Autism, 23-2 (February 2019)  

Public ISBD [article]  inAutism > 23-2 (February 2019) . - p.306-325 Titre : Broken bridges-new school transitions for students with autism spectrum disorder: A systematic review on difficulties and strategies for success Type de document : Texte imprimé et/ou numérique Auteurs : H. J. NUSKE, Auteur ; E. MCGHEE HASSRICK, Auteur ; B. BRONSTEIN, Auteur ; L. HAUPTMAN, Auteur ; Courtney A. APONTE, Auteur ; L. LEVATO, Auteur ; A. STAHMER, Auteur ; D. S. MANDELL, Auteur ; Peter C. MUNDY, Auteur ; Connie KASARI, Auteur ; T. SMITH, Auteur Article en page(s) : p.306-325 Langues : Anglais (eng) Mots-clés : anxiety  autism spectrum disorders  home-school communication  inter-school coordination  interventions-psychosocial/behavioral  language barriers  parental advocacy  school resources  school transition  transition planning Index. décimale : PER Périodiques Résumé : Transitioning to a new school is often challenging for students with autism spectrum disorder. Few studies have examined the transition needs of students with autism spectrum disorder or the benefits of specific supports. This review synthesizes research findings on the difficulties that school transitions pose for students with autism spectrum disorder and their parents and teachers, and the strategies used to support students and parents during school transition. The review included 27 studies (10 examining the transition to primary school, 17 the transition to secondary school), with data from 443 students with autism spectrum disorder, 453 parents, and 546 teachers, across four continents (North America, Europe, Africa, and Australia). Studies reported that children with autism spectrum disorder struggled with anxiety and increased social pressure, their parents felt overwhelmed with complex placement decisions and worried about the well-being of their children, and teachers strove to provide appropriate supports to their students with autism spectrum disorder, often with inadequate resources. Findings indicated that the most useful strategies involved helping the student adjust to the new school setting, individualizing transition supports, clarifying the transition process for parents, and fostering communication both between the sending and receiving schools, and school and home. En ligne : http://dx.doi.org/10.1177/1362361318754529 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383 [article] Broken bridges-new school transitions for students with autism spectrum disorder: A systematic review on difficulties and strategies for success [Texte imprimé et/ou numérique] / H. J. NUSKE, Auteur ; E. MCGHEE HASSRICK, Auteur ; B. BRONSTEIN, Auteur ; L. HAUPTMAN, Auteur ; Courtney A. APONTE, Auteur ; L. LEVATO, Auteur ; A. STAHMER, Auteur ; D. S. MANDELL, Auteur ; Peter C. MUNDY, Auteur ; Connie KASARI, Auteur ; T. SMITH, Auteur . - p.306-325. Langues : Anglais (eng) in Autism > 23-2 (February 2019) . - p.306-325 Mots-clés : anxiety  autism spectrum disorders  home-school communication  inter-school coordination  interventions-psychosocial/behavioral  language barriers  parental advocacy  school resources  school transition  transition planning Index. décimale : PER Périodiques Résumé : Transitioning to a new school is often challenging for students with autism spectrum disorder. Few studies have examined the transition needs of students with autism spectrum disorder or the benefits of specific supports. This review synthesizes research findings on the difficulties that school transitions pose for students with autism spectrum disorder and their parents and teachers, and the strategies used to support students and parents during school transition. The review included 27 studies (10 examining the transition to primary school, 17 the transition to secondary school), with data from 443 students with autism spectrum disorder, 453 parents, and 546 teachers, across four continents (North America, Europe, Africa, and Australia). Studies reported that children with autism spectrum disorder struggled with anxiety and increased social pressure, their parents felt overwhelmed with complex placement decisions and worried about the well-being of their children, and teachers strove to provide appropriate supports to their students with autism spectrum disorder, often with inadequate resources. Findings indicated that the most useful strategies involved helping the student adjust to the new school setting, individualizing transition supports, clarifying the transition process for parents, and fostering communication both between the sending and receiving schools, and school and home. En ligne : http://dx.doi.org/10.1177/1362361318754529 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383

Digital health should augment (not replace) autism treatment providers / H. J. NUSKE in Autism, 25-7 (October 2021)  

Public ISBD [article]  inAutism > 25-7 (October 2021) . - p.1825-1827 Titre : Digital health should augment (not replace) autism treatment providers Type de document : Texte imprimé et/ou numérique Auteurs : H. J. NUSKE, Auteur ; D. S. MANDELL, Auteur Article en page(s) : p.1825-1827 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/therapy  Autistic Disorder/therapy  Humans Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/13623613211043368 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451 [article] Digital health should augment (not replace) autism treatment providers [Texte imprimé et/ou numérique] / H. J. NUSKE, Auteur ; D. S. MANDELL, Auteur . - p.1825-1827. Langues : Anglais (eng) in Autism > 25-7 (October 2021) . - p.1825-1827 Mots-clés : Autism Spectrum Disorder/therapy  Autistic Disorder/therapy  Humans Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/13623613211043368 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451

Do Student Characteristics Affect Teachers' Decisions to Use 1:1 Instruction? / H. J. NUSKE in Journal of Autism and Developmental Disorders, 49-7 (July 2019)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 49-7 (July 2019) . - p.2864-2872 Titre : Do Student Characteristics Affect Teachers' Decisions to Use 1:1 Instruction? Type de document : Texte imprimé et/ou numérique Auteurs : H. J. NUSKE, Auteur ; M. PELLECCHIA, Auteur ; V. LUSHIN, Auteur ; K. RUMP, Auteur ; M. SEIDMAN, Auteur ; R. R. OUELLETTE, Auteur ; D. COONEY, Auteur ; B. B. MADDOX, Auteur ; G. M. LAWSON, Auteur ; A. SONG, Auteur ; E. M. REISINGER, Auteur ; D. S. MANDELL, Auteur Article en page(s) : p.2864-2872 Langues : Anglais (eng) Mots-clés : 1:1 Instruction  Child characteristics  Personalized medicine  Teacher decisions Index. décimale : PER Périodiques Résumé : One-to-one instruction is a critical component of evidence-based instruction for students with autism spectrum disorder, but is not used as often as recommended. Student characteristics may affect teachers' decisions to select a treatment and/or implement it. This study examined the associations between students' clinical and demographic characteristics and teachers' reported use of discrete trial training (DTT) and pivotal response training (PRT). Children's higher sensory symptoms, lower social approach, lower verbal skills and higher self-regulation difficulties were associated with more frequent 1:1 DTT and PRT. Results suggest that teachers give more frequent 1:1 instruction to children with more observable impairments, do not match children to type of 1:1 intervention, and may inadvertently neglect other students for whom individualized intervention may still be beneficial. En ligne : http://dx.doi.org/10.1007/s10803-019-04004-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=402 [article] Do Student Characteristics Affect Teachers' Decisions to Use 1:1 Instruction? [Texte imprimé et/ou numérique] / H. J. NUSKE, Auteur ; M. PELLECCHIA, Auteur ; V. LUSHIN, Auteur ; K. RUMP, Auteur ; M. SEIDMAN, Auteur ; R. R. OUELLETTE, Auteur ; D. COONEY, Auteur ; B. B. MADDOX, Auteur ; G. M. LAWSON, Auteur ; A. SONG, Auteur ; E. M. REISINGER, Auteur ; D. S. MANDELL, Auteur . - p.2864-2872. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-7 (July 2019) . - p.2864-2872 Mots-clés : 1:1 Instruction  Child characteristics  Personalized medicine  Teacher decisions Index. décimale : PER Périodiques Résumé : One-to-one instruction is a critical component of evidence-based instruction for students with autism spectrum disorder, but is not used as often as recommended. Student characteristics may affect teachers' decisions to select a treatment and/or implement it. This study examined the associations between students' clinical and demographic characteristics and teachers' reported use of discrete trial training (DTT) and pivotal response training (PRT). Children's higher sensory symptoms, lower social approach, lower verbal skills and higher self-regulation difficulties were associated with more frequent 1:1 DTT and PRT. Results suggest that teachers give more frequent 1:1 instruction to children with more observable impairments, do not match children to type of 1:1 intervention, and may inadvertently neglect other students for whom individualized intervention may still be beneficial. En ligne : http://dx.doi.org/10.1007/s10803-019-04004-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=402

Emotion Regulation Strategies in Preschoolers with Autism: Associations with Parent Quality of Life and Family Functioning / H. J. NUSKE in Journal of Autism and Developmental Disorders, 48-4 (April 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-4 (April 2018) . - p.1287-1300 Titre : Emotion Regulation Strategies in Preschoolers with Autism: Associations with Parent Quality of Life and Family Functioning Type de document : Texte imprimé et/ou numérique Auteurs : H. J. NUSKE, Auteur ; D. HEDLEY, Auteur ; C. H. TSENG, Auteur ; Sander BEGEER, Auteur ; Cheryl DISSANAYAKE, Auteur Article en page(s) : p.1287-1300 Langues : Anglais (eng) Mots-clés : Comforting strategies  Emotion regulation strategies  Externalizing behaviors  Family functioning  Parent quality of life Index. décimale : PER Périodiques Résumé : Children with autism experience challenges with emotion regulation. It is unclear how children's management of their emotions is associated with their family's quality of life. Forty-three preschoolers with autism and 28 typically developing preschoolers were coded on emotion regulation strategies used during low-level stress tasks. Parents reported on their quality of life and family functioning, and their child's internalizing and externalizing behaviors. More externalizing behaviors across groups and use of two emotion regulation strategies (self-soothing, deep exhalation) in the autism group predicted lower family quality of life. Findings suggest that children's emotional outbursts and reduced use of passive comforting strategies are linked to lower family quality of life. En ligne : http://dx.doi.org/10.1007/s10803-017-3391-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=352 [article] Emotion Regulation Strategies in Preschoolers with Autism: Associations with Parent Quality of Life and Family Functioning [Texte imprimé et/ou numérique] / H. J. NUSKE, Auteur ; D. HEDLEY, Auteur ; C. H. TSENG, Auteur ; Sander BEGEER, Auteur ; Cheryl DISSANAYAKE, Auteur . - p.1287-1300. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-4 (April 2018) . - p.1287-1300 Mots-clés : Comforting strategies  Emotion regulation strategies  Externalizing behaviors  Family functioning  Parent quality of life Index. décimale : PER Périodiques Résumé : Children with autism experience challenges with emotion regulation. It is unclear how children's management of their emotions is associated with their family's quality of life. Forty-three preschoolers with autism and 28 typically developing preschoolers were coded on emotion regulation strategies used during low-level stress tasks. Parents reported on their quality of life and family functioning, and their child's internalizing and externalizing behaviors. More externalizing behaviors across groups and use of two emotion regulation strategies (self-soothing, deep exhalation) in the autism group predicted lower family quality of life. Findings suggest that children's emotional outbursts and reduced use of passive comforting strategies are linked to lower family quality of life. En ligne : http://dx.doi.org/10.1007/s10803-017-3391-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=352

Evaluating commercially available wireless cardiovascular monitors for measuring and transmitting real-time physiological responses in children with autism / H. J. NUSKE in Autism Research, 15-1 (January 2022)  

Public ISBD [article]  inAutism Research > 15-1 (January 2022) . - p.117-130 Titre : Evaluating commercially available wireless cardiovascular monitors for measuring and transmitting real-time physiological responses in children with autism Type de document : Texte imprimé et/ou numérique Auteurs : H. J. NUSKE, Auteur ; M. S. GOODWIN, Auteur ; Y. KUSHLEYEVA, Auteur ; D. FORSYTH, Auteur ; J. W. PENNINGTON, Auteur ; A. J. MASINO, Auteur ; E. FINKEL, Auteur ; Arjun BHATTACHARYA, Auteur ; J. TAN, Auteur ; H. TAI, Auteur ; Z. ATKINSON-DIAZ, Auteur ; C. P. BONAFIDE, Auteur ; J. D. HERRINGTON, Auteur Article en page(s) : p.117-130 Langues : Anglais (eng) Mots-clés : Adult  Autism Spectrum Disorder  Autistic Disorder  Child  Fitness Trackers  Heart Rate  Humans  Wearable Electronic Devices  cardiovascular system  feasibility studies  heart rate  physiologic monitoring  physiological stress Index. décimale : PER Périodiques Résumé : Commercially available wearable biosensors have the potential to enhance psychophysiology research and digital health technologies for autism by enabling stress or arousal monitoring in naturalistic settings. However, such monitors may not be comfortable for children with autism due to sensory sensitivities. To determine the feasibility of wearable technology in children with autism age 8-12?years, we first selected six consumer-grade wireless cardiovascular monitors and tested them during rest and movement conditions in 23 typically developing adults. Subsequently, the best performing monitors (based on data quality robustness statistics), Polar and Mio Fuse, were evaluated in 32 children with autism and 23 typically developing children during a 2-h session, including rest and mild stress-inducing tasks. Cardiovascular data were recorded simultaneously across monitors using custom software. We administered the Comfort Rating Scales to children. Although the Polar monitor was less comfortable for children with autism than typically developing children, absolute scores demonstrated that, on average, all children found each monitor comfortable. For most children, data from the Mio Fuse (96%-100%) and Polar (83%-96%) passed quality thresholds of data robustness. Moreover, in the stress relative to rest condition, heart rate increased for the Polar, F(1,53) = 135.70, p? En ligne : http://dx.doi.org/10.1002/aur.2633 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=450 [article] Evaluating commercially available wireless cardiovascular monitors for measuring and transmitting real-time physiological responses in children with autism [Texte imprimé et/ou numérique] / H. J. NUSKE, Auteur ; M. S. GOODWIN, Auteur ; Y. KUSHLEYEVA, Auteur ; D. FORSYTH, Auteur ; J. W. PENNINGTON, Auteur ; A. J. MASINO, Auteur ; E. FINKEL, Auteur ; Arjun BHATTACHARYA, Auteur ; J. TAN, Auteur ; H. TAI, Auteur ; Z. ATKINSON-DIAZ, Auteur ; C. P. BONAFIDE, Auteur ; J. D. HERRINGTON, Auteur . - p.117-130. Langues : Anglais (eng) in Autism Research > 15-1 (January 2022) . - p.117-130 Mots-clés : Adult  Autism Spectrum Disorder  Autistic Disorder  Child  Fitness Trackers  Heart Rate  Humans  Wearable Electronic Devices  cardiovascular system  feasibility studies  heart rate  physiologic monitoring  physiological stress Index. décimale : PER Périodiques Résumé : Commercially available wearable biosensors have the potential to enhance psychophysiology research and digital health technologies for autism by enabling stress or arousal monitoring in naturalistic settings. However, such monitors may not be comfortable for children with autism due to sensory sensitivities. To determine the feasibility of wearable technology in children with autism age 8-12?years, we first selected six consumer-grade wireless cardiovascular monitors and tested them during rest and movement conditions in 23 typically developing adults. Subsequently, the best performing monitors (based on data quality robustness statistics), Polar and Mio Fuse, were evaluated in 32 children with autism and 23 typically developing children during a 2-h session, including rest and mild stress-inducing tasks. Cardiovascular data were recorded simultaneously across monitors using custom software. We administered the Comfort Rating Scales to children. Although the Polar monitor was less comfortable for children with autism than typically developing children, absolute scores demonstrated that, on average, all children found each monitor comfortable. For most children, data from the Mio Fuse (96%-100%) and Polar (83%-96%) passed quality thresholds of data robustness. Moreover, in the stress relative to rest condition, heart rate increased for the Polar, F(1,53) = 135.70, p? En ligne : http://dx.doi.org/10.1002/aur.2633 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=450

Others' emotions teach, but not in autism: an eye-tracking pupillometry study / H. J. NUSKE in Molecular Autism, 7 (2016)  

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Reactivity to fearful expressions of familiar and unfamiliar people in children with autism: an eye-tracking pupillometry study / H. J. NUSKE in Journal of Neurodevelopmental Disorders, 6-1 (December 2014)  

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