Early adolescent outcomes of institutionally deprived and non-deprived adoptees. III. Quasi-autism / Michael RUTTER in Journal of Child Psychology and Psychiatry, 48-12 (December 2007)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 48-12 (December 2007) . - p.1200–1207 Titre : Early adolescent outcomes of institutionally deprived and non-deprived adoptees. III. Quasi-autism Type de document : Texte imprimé et/ou numérique Auteurs : Michael RUTTER, Auteur ; Jana KREPPNER, Auteur ; Celia BECKETT, Auteur ; Jenny CASTLE, Auteur ; Edmund J. S. SONUGA-BARKE, Auteur ; Carla CROFT, Auteur ; Marianna MURIN, Auteur Année de publication : 2007 Article en page(s) : p.1200–1207 Langues : Anglais (eng) Mots-clés : Institutional-care autism adolescence Index. décimale : PER Périodiques Résumé : Background: Some young children reared in profoundly depriving institutions have been found to show autistic-like patterns, but the developmental significance of these features is unknown. Methods: A randomly selected, age-stratified, sample of 144 children who had experienced an institutional upbringing in Romania and who were adopted by UK families was studied at 4, 6, and 11 years, and compared with a non-institutionalised sample of 52 domestic adoptees. Twenty-eight children, all from Romanian institutions, for whom the possibility of quasi-autism had been raised, were assessed using the Autism Diagnostic Interview-Revised (ADI-R) and the Autism Diagnostic Observation Schedule (ADOS) at the age of 12 years. Results: Sixteen children were found to have a quasi-autistic pattern; a rate of 9.2% in the Romanian institution-reared adoptees with an IQ of at least 50 as compared with 0% in the domestic adoptees. There were a further 12 children with some autistic-like features, but for whom the quasi-autism designation was not confirmed. The follow-up of the children showed that a quarter of the children lost their autistic-like features by 11. Disinhibited attachment and poor peer relationships were also present in over half of the children with quasi-autism. Conclusions: The findings at age 11/12 years confirmed the reality and clinical significance of the quasi-autistic patterns seen in over 1 in 10 of the children who experienced profound institutional deprivation. Although there were important similarities with ‘ordinary’ autism, the dissimilarities suggest a different meaning. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2007.01792.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=309 [article] Early adolescent outcomes of institutionally deprived and non-deprived adoptees. III. Quasi-autism [Texte imprimé et/ou numérique] / Michael RUTTER, Auteur ; Jana KREPPNER, Auteur ; Celia BECKETT, Auteur ; Jenny CASTLE, Auteur ; Edmund J. S. SONUGA-BARKE, Auteur ; Carla CROFT, Auteur ; Marianna MURIN, Auteur . - 2007 . - p.1200–1207. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 48-12 (December 2007) . - p.1200–1207 Mots-clés : Institutional-care autism adolescence Index. décimale : PER Périodiques Résumé : Background: Some young children reared in profoundly depriving institutions have been found to show autistic-like patterns, but the developmental significance of these features is unknown. Methods: A randomly selected, age-stratified, sample of 144 children who had experienced an institutional upbringing in Romania and who were adopted by UK families was studied at 4, 6, and 11 years, and compared with a non-institutionalised sample of 52 domestic adoptees. Twenty-eight children, all from Romanian institutions, for whom the possibility of quasi-autism had been raised, were assessed using the Autism Diagnostic Interview-Revised (ADI-R) and the Autism Diagnostic Observation Schedule (ADOS) at the age of 12 years. Results: Sixteen children were found to have a quasi-autistic pattern; a rate of 9.2% in the Romanian institution-reared adoptees with an IQ of at least 50 as compared with 0% in the domestic adoptees. There were a further 12 children with some autistic-like features, but for whom the quasi-autism designation was not confirmed. The follow-up of the children showed that a quarter of the children lost their autistic-like features by 11. Disinhibited attachment and poor peer relationships were also present in over half of the children with quasi-autism. Conclusions: The findings at age 11/12 years confirmed the reality and clinical significance of the quasi-autistic patterns seen in over 1 in 10 of the children who experienced profound institutional deprivation. Although there were important similarities with ‘ordinary’ autism, the dissimilarities suggest a different meaning. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2007.01792.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=309

Easing the transition to secondary education for children with autism spectrum disorder: An evaluation of the Systemic Transition in Education Programme for Autism Spectrum Disorder (STEP-ASD) / William MANDY in Autism, 20-5 (July 2016)  

Public ISBD [article]  inAutism > 20-5 (July 2016) . - p.580-590 Titre : Easing the transition to secondary education for children with autism spectrum disorder: An evaluation of the Systemic Transition in Education Programme for Autism Spectrum Disorder (STEP-ASD) Type de document : Texte imprimé et/ou numérique Auteurs : William MANDY, Auteur ; Marianna MURIN, Auteur ; Ozlem BAYKANER, Auteur ; Sara STAUNTON, Auteur ; Robert COBB, Auteur ; Josselyn HELLRIEGEL, Auteur ; Seonaid ANDERSON, Auteur ; David SKUSE, Auteur Article en page(s) : p.580-590 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  clinical trial  education  intervention  school transition Index. décimale : PER Périodiques Résumé : In mainstream education, the transition from primary to secondary school (‘school transition’) is difficult for children with autism spectrum disorder, being marked by high levels of emotional and behavioural difficulties. The Systemic Transition in Education Programme for Autism Spectrum Disorder (STEP-ASD) is a new, manualised school transition intervention. We investigated its feasibility and efficacy for children diagnosed with autism spectrum disorder (N?=?37; mean age?=?11.47?years; mean IQ?=?85.24) using an unblinded, non-randomised, controlled design. Teachers found the intervention feasible and acceptable. Children receiving STEP-ASD (n?=?17) showed a large (Cohen’s d?=?0.88) reduction in school-reported emotional and behavioural difficulties, whereas controls (n?=?20) showed a slight increase (d?=??0.1) (p?=?0.010). These encouraging findings suggest the value of STEP-ASD as a low-intensity intervention for reducing problem behaviours and distress in children with autism spectrum disorder as they transition to mainstream secondary school. En ligne : http://dx.doi.org/10.1177/1362361315598892 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=290 [article] Easing the transition to secondary education for children with autism spectrum disorder: An evaluation of the Systemic Transition in Education Programme for Autism Spectrum Disorder (STEP-ASD) [Texte imprimé et/ou numérique] / William MANDY, Auteur ; Marianna MURIN, Auteur ; Ozlem BAYKANER, Auteur ; Sara STAUNTON, Auteur ; Robert COBB, Auteur ; Josselyn HELLRIEGEL, Auteur ; Seonaid ANDERSON, Auteur ; David SKUSE, Auteur . - p.580-590. Langues : Anglais (eng) in Autism > 20-5 (July 2016) . - p.580-590 Mots-clés : autism spectrum disorder  clinical trial  education  intervention  school transition Index. décimale : PER Périodiques Résumé : In mainstream education, the transition from primary to secondary school (‘school transition’) is difficult for children with autism spectrum disorder, being marked by high levels of emotional and behavioural difficulties. The Systemic Transition in Education Programme for Autism Spectrum Disorder (STEP-ASD) is a new, manualised school transition intervention. We investigated its feasibility and efficacy for children diagnosed with autism spectrum disorder (N?=?37; mean age?=?11.47?years; mean IQ?=?85.24) using an unblinded, non-randomised, controlled design. Teachers found the intervention feasible and acceptable. Children receiving STEP-ASD (n?=?17) showed a large (Cohen’s d?=?0.88) reduction in school-reported emotional and behavioural difficulties, whereas controls (n?=?20) showed a slight increase (d?=??0.1) (p?=?0.010). These encouraging findings suggest the value of STEP-ASD as a low-intensity intervention for reducing problem behaviours and distress in children with autism spectrum disorder as they transition to mainstream secondary school. En ligne : http://dx.doi.org/10.1177/1362361315598892 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=290

A randomised controlled trial of PEGASUS, a psychoeducational programme for young people with high-functioning autism spectrum disorder / Kate GORDON in Journal of Child Psychology and Psychiatry, 56-4 (April 2015)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 56-4 (April 2015) . - p.468-476 Titre : A randomised controlled trial of PEGASUS, a psychoeducational programme for young people with high-functioning autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Kate GORDON, Auteur ; Marianna MURIN, Auteur ; Ozlem BAYKANER, Auteur ; Laura ROUGHAN, Auteur ; Vaan LIVERMORE-HARDY, Auteur ; David SKUSE, Auteur ; Will MANDY, Auteur Article en page(s) : p.468-476 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  psychoeducation  postdiagnosis  self-awareness  group intervention  randomised control trial Index. décimale : PER Périodiques Résumé : Background Psychoeducation is an essential component of postdiagnostic care for people with ASD (autism spectrum disorder), but there is currently no evidence base for clinical practice. We designed, manualised and evaluated PEGASUS (psychoeducation group for autism spectrum understanding and support), a group psychoeducational programme aiming to enhance the self-awareness of young people with ASD by teaching them about their diagnosis. Methods This single-blind RCT (randomised control trial) involved 48 young people (9–14 years) with high-functioning ASD. Half were randomly assigned to PEGASUS, administered in six weekly group sessions, with the others receiving no additional intervention. ASD-related self-awareness, the primary outcome, was evaluated using the bespoke Autism Knowledge Quiz (AKQ). Secondary outcome measures included the Rosenberg Self-Esteem Scale. All measures were collected during home visits and scored by researchers blind to group assignment. The trial is registered on ClinicalTrials (NCT01187940, http://www.clinicaltrials.gov) and was funded by the Baily Thomas Charitable Trust. Results Bootstrap multiple regression showed ASD knowledge (? = .29, p < .001, 95% CIs [0.13, 0.44]) and ASD self-awareness (? = .42, p = .001, 95% CIs [0.17, 0.67]), measured by number of ASD-related personal strengths and difficulties listed by participants, increased for those who attended PEGASUS (n = 24) compared with controls (n = 24). There was no effect of PEGASUS on self-esteem by self-report (? = .10, p = .404, 95% CIs [?0.14, 0.35]) or parent report (? = .12, p = .324, 95% CIs [?0.12, 0.36]). Conclusions After PEGASUS, participants had more general knowledge about ASD, and showed a greater awareness of their collection of unique strengths and difficulties associated with ASD. Psychoeducation did not lower self-esteem. This RCT provides initial evidence for PEGASUS's efficacy as a psychoeducation programme for people with ASD. En ligne : http://dx.doi.org/10.1111/jcpp.12304 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=260 [article] A randomised controlled trial of PEGASUS, a psychoeducational programme for young people with high-functioning autism spectrum disorder [Texte imprimé et/ou numérique] / Kate GORDON, Auteur ; Marianna MURIN, Auteur ; Ozlem BAYKANER, Auteur ; Laura ROUGHAN, Auteur ; Vaan LIVERMORE-HARDY, Auteur ; David SKUSE, Auteur ; Will MANDY, Auteur . - p.468-476. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 56-4 (April 2015) . - p.468-476 Mots-clés : Autism spectrum disorder  psychoeducation  postdiagnosis  self-awareness  group intervention  randomised control trial Index. décimale : PER Périodiques Résumé : Background Psychoeducation is an essential component of postdiagnostic care for people with ASD (autism spectrum disorder), but there is currently no evidence base for clinical practice. We designed, manualised and evaluated PEGASUS (psychoeducation group for autism spectrum understanding and support), a group psychoeducational programme aiming to enhance the self-awareness of young people with ASD by teaching them about their diagnosis. Methods This single-blind RCT (randomised control trial) involved 48 young people (9–14 years) with high-functioning ASD. Half were randomly assigned to PEGASUS, administered in six weekly group sessions, with the others receiving no additional intervention. ASD-related self-awareness, the primary outcome, was evaluated using the bespoke Autism Knowledge Quiz (AKQ). Secondary outcome measures included the Rosenberg Self-Esteem Scale. All measures were collected during home visits and scored by researchers blind to group assignment. The trial is registered on ClinicalTrials (NCT01187940, http://www.clinicaltrials.gov) and was funded by the Baily Thomas Charitable Trust. Results Bootstrap multiple regression showed ASD knowledge (? = .29, p < .001, 95% CIs [0.13, 0.44]) and ASD self-awareness (? = .42, p = .001, 95% CIs [0.17, 0.67]), measured by number of ASD-related personal strengths and difficulties listed by participants, increased for those who attended PEGASUS (n = 24) compared with controls (n = 24). There was no effect of PEGASUS on self-esteem by self-report (? = .10, p = .404, 95% CIs [?0.14, 0.35]) or parent report (? = .12, p = .324, 95% CIs [?0.12, 0.36]). Conclusions After PEGASUS, participants had more general knowledge about ASD, and showed a greater awareness of their collection of unique strengths and difficulties associated with ASD. Psychoeducation did not lower self-esteem. This RCT provides initial evidence for PEGASUS's efficacy as a psychoeducation programme for people with ASD. En ligne : http://dx.doi.org/10.1111/jcpp.12304 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=260

The Cognitive Profile in Autism Spectrum Disorders / William MANDY in Key Issues in Mental Health, 180 (2015)

Public ISBD [article]  inKey Issues in Mental Health > 180 (2015) . - p.34-45 Titre : The Cognitive Profile in Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : William MANDY, Auteur ; Marianna MURIN, Auteur ; David SKUSE, Auteur Article en page(s) : p.34-45 Langues : Anglais (eng) Index. décimale : AUT-B AUT-B - L'Autisme - Ouvrages généraux et scientifiques Résumé : Is there an autism spectrum disorder (ASD) cognitive profile, i.e. a consistent, disorder-specific pattern of cognitive peaks and troughs found in a substantial proportion of people with ASD? Almost all research into ASD cognition is not designed to answer this question, as studies tend to focus on specific aspects of cognition without providing a broad picture across multiple cognitive domains and because results are reported as group trends without sufficient attention to individual patterns of performance. Thus, it is not currently known whether there is an ASD cognitive profile. To fill this gap in the literature, there is a need for multiple single-case study designs, which investigate individual patterns of relative peaks and troughs across diverse cognitive tests for multiple participants. We illustrate this approach using data from the 10 subtests of the Wechsler Intelligence Scale for Children - fourth edition (WISC-IV), in a sample of 104 young people with an ASD. Initial group level analyses suggested that, on average, people with ASD have relative strengths in WISC-IV tasks requiring non-timed abstract reasoning and relative weaknesses in processing speed and comprehension. However, these group level findings did not consistently apply to individual participants: only 1 person in the sample of 104 had an individual profile that reflected the group level pattern of strengths and weaknesses. Nevertheless, non-specific variability was common, with 76% of the sample showing significant peaks and troughs in performance on the WISC-IV subtests, raising the possibility that a key characteristic of ASD is unpredictable cognitive heterogeneity, characterized by relative strengths as well as difficulties. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=271 [article] The Cognitive Profile in Autism Spectrum Disorders [Texte imprimé et/ou numérique] / William MANDY, Auteur ; Marianna MURIN, Auteur ; David SKUSE, Auteur . - p.34-45. Langues : Anglais (eng) in Key Issues in Mental Health > 180 (2015) . - p.34-45 Index. décimale : AUT-B AUT-B - L'Autisme - Ouvrages généraux et scientifiques Résumé : Is there an autism spectrum disorder (ASD) cognitive profile, i.e. a consistent, disorder-specific pattern of cognitive peaks and troughs found in a substantial proportion of people with ASD? Almost all research into ASD cognition is not designed to answer this question, as studies tend to focus on specific aspects of cognition without providing a broad picture across multiple cognitive domains and because results are reported as group trends without sufficient attention to individual patterns of performance. Thus, it is not currently known whether there is an ASD cognitive profile. To fill this gap in the literature, there is a need for multiple single-case study designs, which investigate individual patterns of relative peaks and troughs across diverse cognitive tests for multiple participants. We illustrate this approach using data from the 10 subtests of the Wechsler Intelligence Scale for Children - fourth edition (WISC-IV), in a sample of 104 young people with an ASD. Initial group level analyses suggested that, on average, people with ASD have relative strengths in WISC-IV tasks requiring non-timed abstract reasoning and relative weaknesses in processing speed and comprehension. However, these group level findings did not consistently apply to individual participants: only 1 person in the sample of 104 had an individual profile that reflected the group level pattern of strengths and weaknesses. Nevertheless, non-specific variability was common, with 76% of the sample showing significant peaks and troughs in performance on the WISC-IV subtests, raising the possibility that a key characteristic of ASD is unpredictable cognitive heterogeneity, characterized by relative strengths as well as difficulties. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=271

The transition from primary to secondary school in mainstream education for children with autism spectrum disorder / William MANDY in Autism, 20-1 (January 2016)  

Public ISBD [article]  inAutism > 20-1 (January 2016) . - p.5-13 Titre : The transition from primary to secondary school in mainstream education for children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : William MANDY, Auteur ; Marianna MURIN, Auteur ; Ozlem BAYKANER, Auteur ; Sara STAUNTON, Auteur ; Josselyn HELLRIEGEL, Auteur ; Seonaid ANDERSON, Auteur ; David SKUSE, Auteur Article en page(s) : p.5-13 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  education  longitudinal  school transition Index. décimale : PER Périodiques Résumé : The transition from primary to secondary education (hereafter ‘school transition’) is a major ecological shift that poses considerable social, emotional, academic and organisational challenges. It is commonly assumed that this school transition is especially difficult for children with autism spectrum disorder, but that idea is mainly based on anecdotal evidence and requires systematic investigation. We describe change and continuity for children with autism spectrum disorder (N?=?28, mean age?=?11.29?years, mean full-scale IQ?=?87.86) transitioning in mainstream education from primary to secondary school. Levels of psychopathology, adaptive functioning and peer victimisation were measured by parent, self and teacher report in the last year of primary school, and again after one term of secondary school. At follow-up, all participants were still in their secondary school, and there was no evidence for a marked escalation of difficulties during the transition. Instead, we observed high levels of psychopathology and maladaption at baseline which persisted across the transition and were in some cases under-recognised. By parent report, levels of bullying fell from primary to secondary school. Future research should investigate factors, such as school characteristics, that influence the move to secondary education in autism spectrum disorder, to inform the development of interventions to promote successful school transition. En ligne : http://dx.doi.org/10.1177/1362361314562616 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=277 [article] The transition from primary to secondary school in mainstream education for children with autism spectrum disorder [Texte imprimé et/ou numérique] / William MANDY, Auteur ; Marianna MURIN, Auteur ; Ozlem BAYKANER, Auteur ; Sara STAUNTON, Auteur ; Josselyn HELLRIEGEL, Auteur ; Seonaid ANDERSON, Auteur ; David SKUSE, Auteur . - p.5-13. Langues : Anglais (eng) in Autism > 20-1 (January 2016) . - p.5-13 Mots-clés : autism spectrum disorder  education  longitudinal  school transition Index. décimale : PER Périodiques Résumé : The transition from primary to secondary education (hereafter ‘school transition’) is a major ecological shift that poses considerable social, emotional, academic and organisational challenges. It is commonly assumed that this school transition is especially difficult for children with autism spectrum disorder, but that idea is mainly based on anecdotal evidence and requires systematic investigation. We describe change and continuity for children with autism spectrum disorder (N?=?28, mean age?=?11.29?years, mean full-scale IQ?=?87.86) transitioning in mainstream education from primary to secondary school. Levels of psychopathology, adaptive functioning and peer victimisation were measured by parent, self and teacher report in the last year of primary school, and again after one term of secondary school. At follow-up, all participants were still in their secondary school, and there was no evidence for a marked escalation of difficulties during the transition. Instead, we observed high levels of psychopathology and maladaption at baseline which persisted across the transition and were in some cases under-recognised. By parent report, levels of bullying fell from primary to secondary school. Future research should investigate factors, such as school characteristics, that influence the move to secondary education in autism spectrum disorder, to inform the development of interventions to promote successful school transition. En ligne : http://dx.doi.org/10.1177/1362361314562616 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=277

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