Longitudinal Study of Sensory Features in Children with Autism Spectrum Disorder / L. PEREZ REPETTO in Autism Research and Treatment, 2017 (2017)  

Public ISBD [article]  inAutism Research and Treatment > 2017 (2017) Titre : Longitudinal Study of Sensory Features in Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : L. PEREZ REPETTO, Auteur ; E. JASMIN, Auteur ; E. FOMBONNE, Auteur ; E. GISEL, Auteur ; M. COUTURE, Auteur Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : BACKGROUND: Between 45 and 95% of children with Autism Spectrum Disorder (ASD) present sensory features that affect their daily functioning. However, the data in the scientific literature are not conclusive regarding the evolution of sensory features in children with ASD. The main objective of this study was to analyze the sensory features of children within the age of 3-4 (T1) when they received their ASD diagnosis and two years later (T2) when they started school. METHODS: We conducted a prospective cohort study to assess sensory features in 34 children with ASD over time. The data were collected using a standardized assessment tool, the Sensory Profile. RESULTS: Our analyses show that sensory features in children with ASD are stable from the age of three to six years. The stability of sensory scores is independent of correction by covariates, such as cognitive level and autism severity scores. CONCLUSIONS: Children with ASD have sensory features that persist from the time of diagnosis at the age of 3 to 4 years to school age. This persistence of sensory features from an early age underscores the need to support these children and their parents. Sensory features should be detected early and managed to improve functional and psychosocial outcomes. En ligne : http://dx.doi.org/10.1155/2017/1934701 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=333 [article] Longitudinal Study of Sensory Features in Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / L. PEREZ REPETTO, Auteur ; E. JASMIN, Auteur ; E. FOMBONNE, Auteur ; E. GISEL, Auteur ; M. COUTURE, Auteur. Langues : Anglais (eng) in Autism Research and Treatment > 2017 (2017) Index. décimale : PER Périodiques Résumé : BACKGROUND: Between 45 and 95% of children with Autism Spectrum Disorder (ASD) present sensory features that affect their daily functioning. However, the data in the scientific literature are not conclusive regarding the evolution of sensory features in children with ASD. The main objective of this study was to analyze the sensory features of children within the age of 3-4 (T1) when they received their ASD diagnosis and two years later (T2) when they started school. METHODS: We conducted a prospective cohort study to assess sensory features in 34 children with ASD over time. The data were collected using a standardized assessment tool, the Sensory Profile. RESULTS: Our analyses show that sensory features in children with ASD are stable from the age of three to six years. The stability of sensory scores is independent of correction by covariates, such as cognitive level and autism severity scores. CONCLUSIONS: Children with ASD have sensory features that persist from the time of diagnosis at the age of 3 to 4 years to school age. This persistence of sensory features from an early age underscores the need to support these children and their parents. Sensory features should be detected early and managed to improve functional and psychosocial outcomes. En ligne : http://dx.doi.org/10.1155/2017/1934701 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=333

Parent training interventions for toddlers with autism spectrum disorder / Audrée Jeanne BEAUDOIN in Autism Research and Treatment, 2014 (2014)  

Public ISBD [article]  inAutism Research and Treatment > 2014 (2014) Titre : Parent training interventions for toddlers with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Audrée Jeanne BEAUDOIN, Auteur ; G. SEBIRE, Auteur ; M. COUTURE, Auteur Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Background. Now that early identification of toddlers with autism spectrum disorder (ASD) is possible, efforts are being made to develop interventions for children under three years of age. Most studies on early intervention have focused on intensive and individual interventions. However, parent training interventions that help parents interact and communicate with their toddlers with ASD might be a good alternative to promote the development of their child's sociocommunicative skills. Objective. This review aims to systematically examine (1) the use of parent training interventions for children with ASD under three years of age and (2) their effects on children's development, parents' well-being and parent-child interactions. Methods. Systematic searches were conducted to retrieve studies in which at least one parent was trained to implement ASD-specific techniques with their toddlers (0-36 months old) with a diagnosis of or suspected ASD. Results. Fifteen studies, involving 484 children (mean age: 23.26 months), were included in this review. Only two of them met criteria for conclusive evidence. Results show that parents were able to implement newly learned strategies and were generally very satisfied with parent training programs. However, findings pertaining to the children's communication and socioemotional skills, parent-child interactions, and parental well-being were inconclusive. En ligne : http://dx.doi.org/10.1155/2014/839890 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=331 [article] Parent training interventions for toddlers with autism spectrum disorder [Texte imprimé et/ou numérique] / Audrée Jeanne BEAUDOIN, Auteur ; G. SEBIRE, Auteur ; M. COUTURE, Auteur. Langues : Anglais (eng) in Autism Research and Treatment > 2014 (2014) Index. décimale : PER Périodiques Résumé : Background. Now that early identification of toddlers with autism spectrum disorder (ASD) is possible, efforts are being made to develop interventions for children under three years of age. Most studies on early intervention have focused on intensive and individual interventions. However, parent training interventions that help parents interact and communicate with their toddlers with ASD might be a good alternative to promote the development of their child's sociocommunicative skills. Objective. This review aims to systematically examine (1) the use of parent training interventions for children with ASD under three years of age and (2) their effects on children's development, parents' well-being and parent-child interactions. Methods. Systematic searches were conducted to retrieve studies in which at least one parent was trained to implement ASD-specific techniques with their toddlers (0-36 months old) with a diagnosis of or suspected ASD. Results. Fifteen studies, involving 484 children (mean age: 23.26 months), were included in this review. Only two of them met criteria for conclusive evidence. Results show that parents were able to implement newly learned strategies and were generally very satisfied with parent training programs. However, findings pertaining to the children's communication and socioemotional skills, parent-child interactions, and parental well-being were inconclusive. En ligne : http://dx.doi.org/10.1155/2014/839890 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=331

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