Dépouillements

Assessing need in school-aged children with an autism spectrum disorder / Hilary K. BROWN in Research in Autism Spectrum Disorders, 4-4 (October-December 2010)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 4-4 (October-December 2010) . - p.539-547 Titre : Assessing need in school-aged children with an autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Hilary K. BROWN, Auteur ; Elizabeth KELLEY, Auteur ; Hélène OUELLETTE-KUNTZ, Auteur ; Duncan HUNTER, Auteur Année de publication : 2010 Article en page(s) : p.539-547 Langues : Anglais (eng) Mots-clés : Autism-spectrum-disorders Needs-assessment Perceived-need Service-use Functional-independence Index. décimale : PER Périodiques Résumé : The assessment of support needs of children with an autism spectrum disorder and their families has been hindered by the ambiguity surrounding the definition of need and the lack of a conceptual framework to guide investigations. This paper examines two major approaches to measuring need and discusses their appropriateness for use in autism. We focus on school-aged children, because of the relative lack of research in this area and the challenges of measuring need in children with an autism spectrum disorder in this age group. A conceptual framework, which explores parents’ perceived need, is proposed. We suggest that the child's adaptive skills and challenging behaviors will be important in predicting the extent of the parent's perceived unmet need. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.12.009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102 [article] Assessing need in school-aged children with an autism spectrum disorder [Texte imprimé et/ou numérique] / Hilary K. BROWN, Auteur ; Elizabeth KELLEY, Auteur ; Hélène OUELLETTE-KUNTZ, Auteur ; Duncan HUNTER, Auteur . - 2010 . - p.539-547. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 4-4 (October-December 2010) . - p.539-547 Mots-clés : Autism-spectrum-disorders Needs-assessment Perceived-need Service-use Functional-independence Index. décimale : PER Périodiques Résumé : The assessment of support needs of children with an autism spectrum disorder and their families has been hindered by the ambiguity surrounding the definition of need and the lack of a conceptual framework to guide investigations. This paper examines two major approaches to measuring need and discusses their appropriateness for use in autism. We focus on school-aged children, because of the relative lack of research in this area and the challenges of measuring need in children with an autism spectrum disorder in this age group. A conceptual framework, which explores parents’ perceived need, is proposed. We suggest that the child's adaptive skills and challenging behaviors will be important in predicting the extent of the parent's perceived unmet need. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.12.009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102

Unpacking the complex nature of the autism epidemic / Helen LEONARD in Research in Autism Spectrum Disorders, 4-4 (October-December 2010)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 4-4 (October-December 2010) . - p.548-554 Titre : Unpacking the complex nature of the autism epidemic Type de document : Texte imprimé et/ou numérique Auteurs : Helen LEONARD, Auteur ; Andrew J. O. WHITEHOUSE, Auteur ; Glenys DIXON, Auteur ; Jenny BOURKE, Auteur ; Karina AIBERTI, Auteur ; Natasha NASSAR, Auteur ; Carol BOWER, Auteur ; Emma J. GLASSON, Auteur Année de publication : 2010 Article en page(s) : p.548-554 Langues : Anglais (eng) Mots-clés : Autistic-disorder Autism Autism-spectrum-disorder Diagnosis Intellectual-disability Autism-epidemic Index. décimale : PER Périodiques Résumé : The etiology of autism spectrum disorders is unknown but there are claims of increasing prevalence in many countries. Despite more than a decade of epidemiological investigation, it is still unclear whether the rising trend in prevalence reflects a true increase or changes in diagnostic trends and improvements in case ascertainment. This paper discusses changes in diagnostic criteria, decreasing age at diagnosis, improved case ascertainment, diagnostic substitution, and social and cultural influences on the overall effects on prevalence, including the role of an ASD diagnosis as a gateway to funding. The evidence suggests that the increased prevalence of autism spectrum disorder can be partly supported by each of these factors, but remains largely unquantified due to a variety of other global and local factors. The question of how much of a real increase in prevalence has occurred remains crucially important to understand the classification, epidemiology and etiology of autism spectrum disorders but can only be answered if controlling these other factors. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.01.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102 [article] Unpacking the complex nature of the autism epidemic [Texte imprimé et/ou numérique] / Helen LEONARD, Auteur ; Andrew J. O. WHITEHOUSE, Auteur ; Glenys DIXON, Auteur ; Jenny BOURKE, Auteur ; Karina AIBERTI, Auteur ; Natasha NASSAR, Auteur ; Carol BOWER, Auteur ; Emma J. GLASSON, Auteur . - 2010 . - p.548-554. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 4-4 (October-December 2010) . - p.548-554 Mots-clés : Autistic-disorder Autism Autism-spectrum-disorder Diagnosis Intellectual-disability Autism-epidemic Index. décimale : PER Périodiques Résumé : The etiology of autism spectrum disorders is unknown but there are claims of increasing prevalence in many countries. Despite more than a decade of epidemiological investigation, it is still unclear whether the rising trend in prevalence reflects a true increase or changes in diagnostic trends and improvements in case ascertainment. This paper discusses changes in diagnostic criteria, decreasing age at diagnosis, improved case ascertainment, diagnostic substitution, and social and cultural influences on the overall effects on prevalence, including the role of an ASD diagnosis as a gateway to funding. The evidence suggests that the increased prevalence of autism spectrum disorder can be partly supported by each of these factors, but remains largely unquantified due to a variety of other global and local factors. The question of how much of a real increase in prevalence has occurred remains crucially important to understand the classification, epidemiology and etiology of autism spectrum disorders but can only be answered if controlling these other factors. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.01.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102

The neurobiology of autism: Theoretical applications / Jessica H. SCHROEDER in Research in Autism Spectrum Disorders, 4-4 (October-December 2010)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 4-4 (October-December 2010) . - p.555-564 Titre : The neurobiology of autism: Theoretical applications Type de document : Texte imprimé et/ou numérique Auteurs : Jessica H. SCHROEDER, Auteur ; James M. BEBKO, Auteur ; Mary DESROCHER, Auteur ; M. Catherine CAPPADOCIA, Auteur Année de publication : 2010 Article en page(s) : p.555-564 Langues : Anglais (eng) Mots-clés : Autism-spectrum-disorder Theory-of-mind Weak-central-coherence Mirror-neuron-system Cerebral-cortex Cerebellum Index. décimale : PER Périodiques Résumé : Autism spectrum disorders (ASD) are complex neurological disorders characterized by heterogeneity in skills and impairments. A variety of models have been developed to describe the disorders and a wide range of brain processes have been implicated. This review attempts to integrate some of the consistent neurological findings in the research with three of the dominant models of core deficits of ASDs: the weak central coherence model, the theory of mind model, and the mirror neuron system model. A review of the literature suggests that the cerebellum and the frontal lobes may be implicated in all three of the models, while the temporal lobe is associated with the theory of mind model and the mirror neuron model. In particular, the theory of mind model and the mirror neuron system model both implicate the inferior frontal gyrus and the superior temporal sulcus. This review indicates that each model appears to be heavily substantiated by neurological research, suggesting that each may capture important aspects of ASDs. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.01.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102 [article] The neurobiology of autism: Theoretical applications [Texte imprimé et/ou numérique] / Jessica H. SCHROEDER, Auteur ; James M. BEBKO, Auteur ; Mary DESROCHER, Auteur ; M. Catherine CAPPADOCIA, Auteur . - 2010 . - p.555-564. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 4-4 (October-December 2010) . - p.555-564 Mots-clés : Autism-spectrum-disorder Theory-of-mind Weak-central-coherence Mirror-neuron-system Cerebral-cortex Cerebellum Index. décimale : PER Périodiques Résumé : Autism spectrum disorders (ASD) are complex neurological disorders characterized by heterogeneity in skills and impairments. A variety of models have been developed to describe the disorders and a wide range of brain processes have been implicated. This review attempts to integrate some of the consistent neurological findings in the research with three of the dominant models of core deficits of ASDs: the weak central coherence model, the theory of mind model, and the mirror neuron system model. A review of the literature suggests that the cerebellum and the frontal lobes may be implicated in all three of the models, while the temporal lobe is associated with the theory of mind model and the mirror neuron model. In particular, the theory of mind model and the mirror neuron system model both implicate the inferior frontal gyrus and the superior temporal sulcus. This review indicates that each model appears to be heavily substantiated by neurological research, suggesting that each may capture important aspects of ASDs. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.01.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102

Physical exercise and individuals with autism spectrum disorders: A systematic review / Russell B. LANG in Research in Autism Spectrum Disorders, 4-4 (October-December 2010)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 4-4 (October-December 2010) . - p.565-576 Titre : Physical exercise and individuals with autism spectrum disorders: A systematic review Type de document : Texte imprimé et/ou numérique Auteurs : Russell B. LANG, Auteur ; April REGESTER, Auteur ; Lynn KERN KOEGEL, Auteur ; Kristen ASHBAUGH, Auteur ; Whitney ENCE, Auteur ; Whitney SMITH, Auteur Année de publication : 2010 Article en page(s) : p.565-576 Langues : Anglais (eng) Mots-clés : Exercise Physical-activity Autism Aerobic Asperger's PDD-NOS Review Index. décimale : PER Périodiques Résumé : Studies involving physical exercise and individuals with autism spectrum disorders (ASD) were reviewed. Systematic search procedures identified 18 studies meeting predetermined inclusion criteria. These studies were evaluated in terms of: (a) participant characteristics, (b) type of exercise, (c) procedures used to increase exercise, (d) outcomes, and (e) research methodology. Across the corpus of studies, exercise was implemented with 64 participants with ASD aged 3–41 years. A variety of exercise activities were employed (e.g., jogging, weight training, bike riding). Following the exercise interventions decreases in stereotypy, aggression, off-task behavior and elopement were reported. Fatigue was not likely the cause of decreases in maladaptive behavior because on-task behavior, academic responding, and appropriate motor behavior (e.g., playing catch) increased following physical exercise. Results suggest that programs for individuals with ASD may benefit from including components designed to incorporate regular and specific types of physical activity. Areas in need of further research are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.01.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102 [article] Physical exercise and individuals with autism spectrum disorders: A systematic review [Texte imprimé et/ou numérique] / Russell B. LANG, Auteur ; April REGESTER, Auteur ; Lynn KERN KOEGEL, Auteur ; Kristen ASHBAUGH, Auteur ; Whitney ENCE, Auteur ; Whitney SMITH, Auteur . - 2010 . - p.565-576. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 4-4 (October-December 2010) . - p.565-576 Mots-clés : Exercise Physical-activity Autism Aerobic Asperger's PDD-NOS Review Index. décimale : PER Périodiques Résumé : Studies involving physical exercise and individuals with autism spectrum disorders (ASD) were reviewed. Systematic search procedures identified 18 studies meeting predetermined inclusion criteria. These studies were evaluated in terms of: (a) participant characteristics, (b) type of exercise, (c) procedures used to increase exercise, (d) outcomes, and (e) research methodology. Across the corpus of studies, exercise was implemented with 64 participants with ASD aged 3–41 years. A variety of exercise activities were employed (e.g., jogging, weight training, bike riding). Following the exercise interventions decreases in stereotypy, aggression, off-task behavior and elopement were reported. Fatigue was not likely the cause of decreases in maladaptive behavior because on-task behavior, academic responding, and appropriate motor behavior (e.g., playing catch) increased following physical exercise. Results suggest that programs for individuals with ASD may benefit from including components designed to incorporate regular and specific types of physical activity. Areas in need of further research are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.01.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102

A meta-analytic review of the effectiveness of behavioural early intervention programs for children with Autistic Spectrum Disorders / Maria K. MAKRYGIANNI in Research in Autism Spectrum Disorders, 4-4 (October-December 2010)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 4-4 (October-December 2010) . - p.577-593 Titre : A meta-analytic review of the effectiveness of behavioural early intervention programs for children with Autistic Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Maria K. MAKRYGIANNI, Auteur ; Phil REED, Auteur Année de publication : 2010 Article en page(s) : p.577-593 Langues : Anglais (eng) Mots-clés : Meta-analysis Autism Effectiveness Behavioural-early-intervention-program Index. décimale : PER Périodiques Résumé : The effectiveness of behavioural intervention programs for children with Autistic Spectrum Disorders was addressed by a meta-analysis, which reviewed 14 studies. The findings suggest that the behavioural programs are effective in improving several developmental aspects in the children, in terms of their treatment gains, and also relative to eclectic-control programs in the same studies. Factors that were found to be correlated with the effectiveness of the behavioural programs were the intensity and the duration of the programs, the parental training, as well as the age and the adaptive behaviour abilities of the children at intake. The review showed that the high intensity of the programs is correlated with better gains in some developmental domains. Moreover, the high adaptive behaviour abilities and the young age of the children are also related with better progress the children have in some specific domains. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.01.014 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102 [article] A meta-analytic review of the effectiveness of behavioural early intervention programs for children with Autistic Spectrum Disorders [Texte imprimé et/ou numérique] / Maria K. MAKRYGIANNI, Auteur ; Phil REED, Auteur . - 2010 . - p.577-593. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 4-4 (October-December 2010) . - p.577-593 Mots-clés : Meta-analysis Autism Effectiveness Behavioural-early-intervention-program Index. décimale : PER Périodiques Résumé : The effectiveness of behavioural intervention programs for children with Autistic Spectrum Disorders was addressed by a meta-analysis, which reviewed 14 studies. The findings suggest that the behavioural programs are effective in improving several developmental aspects in the children, in terms of their treatment gains, and also relative to eclectic-control programs in the same studies. Factors that were found to be correlated with the effectiveness of the behavioural programs were the intensity and the duration of the programs, the parental training, as well as the age and the adaptive behaviour abilities of the children at intake. The review showed that the high intensity of the programs is correlated with better gains in some developmental domains. Moreover, the high adaptive behaviour abilities and the young age of the children are also related with better progress the children have in some specific domains. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.01.014 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102

Long-term post-intensive behavioral intervention outcomes for five children with Autism Spectrum Disorder / Anne B. O’CONNOR in Research in Autism Spectrum Disorders, 4-4 (October-December 2010)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 4-4 (October-December 2010) . - p.594-604 Titre : Long-term post-intensive behavioral intervention outcomes for five children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Anne B. O’CONNOR, Auteur ; Olive HEALY, Auteur Année de publication : 2010 Article en page(s) : p.594-604 Langues : Anglais (eng) Mots-clés : Autism-Spectrum-Disorder Intensive-behavioral-intervention Long-term-follow-up Post-intervention Mainstream Inclusive-education Index. décimale : PER Périodiques Résumé : Research clearly indicates that early intensive behavioral intervention is an effective intervention for young children with Autism Spectrum Disorder (ASD). However little is known about the longitudinal development of these children. The purpose of this study was to examine the outcomes for a number of children with ASD following intensive behavioral interventions (IBI) prior to full-time integration in a mainstream setting having made significant gains following IBI. IQ, Adaptive Behavior Composites, Autism Index Scores, emotional and behavioral profiles and measures of parental perceived stress were obtained. Findings were mixed with some participants maintaining the gains they had made following IBI and others not. Results are presented and discussed with implications for future research outlined. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.12.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102 [article] Long-term post-intensive behavioral intervention outcomes for five children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Anne B. O’CONNOR, Auteur ; Olive HEALY, Auteur . - 2010 . - p.594-604. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 4-4 (October-December 2010) . - p.594-604 Mots-clés : Autism-Spectrum-Disorder Intensive-behavioral-intervention Long-term-follow-up Post-intervention Mainstream Inclusive-education Index. décimale : PER Périodiques Résumé : Research clearly indicates that early intensive behavioral intervention is an effective intervention for young children with Autism Spectrum Disorder (ASD). However little is known about the longitudinal development of these children. The purpose of this study was to examine the outcomes for a number of children with ASD following intensive behavioral interventions (IBI) prior to full-time integration in a mainstream setting having made significant gains following IBI. IQ, Adaptive Behavior Composites, Autism Index Scores, emotional and behavioral profiles and measures of parental perceived stress were obtained. Findings were mixed with some participants maintaining the gains they had made following IBI and others not. Results are presented and discussed with implications for future research outlined. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.12.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102

Developmental chronology of preverbal social behaviors in infancy using the M-CHAT: Baseline for early detection of atypical social development / Naoko INADA in Research in Autism Spectrum Disorders, 4-4 (October-December 2010)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 4-4 (October-December 2010) . - p.605-611 Titre : Developmental chronology of preverbal social behaviors in infancy using the M-CHAT: Baseline for early detection of atypical social development Type de document : Texte imprimé et/ou numérique Auteurs : Naoko INADA, Auteur ; Yoko KAMIO, Auteur ; Tomonori KOYAMA, Auteur Année de publication : 2010 Article en page(s) : p.605-611 Langues : Anglais (eng) Mots-clés : Preverbal-social-behaviors Developmental-chronology M-CHAT Autism-spectrum-disorders Infancy Index. décimale : PER Périodiques Résumé : This study aimed to identify the age of emergence and subsequent order of preverbal social behaviors, which have not yet been fully clarified. This was accomplished using 16 items of social behaviors extracted from the Modified Checklist for Toddlers with Autism (M-CHAT). The Japanese version of the M-CHAT was completed voluntarily by the parents of 318 infants aged 8–20 months. The 16 social behaviors can be divided roughly into three behavior sets based on the age at which 75% of the answers to the corresponding items were positive: the first set of 6 items emerged before 8 month old; the second set of 6 items, did between 11 and 12 month old; and the third set of 4 items, did after 15 month old. In addition, the subsequent order and synchrony among items were determined: Imitation, Point following, and Attracting parent's attention emerged earlier than Pretend play and Imperative/Declarative pointing in the second set; further, Gaze following and Social reference emerged earlier than Bringing objects to show and Functional play in the third set. This study provides an evidence-based developmental chronology of a wide range of preverbal social behaviors, which can serve as a baseline for assessing atypical social development in infants. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.12.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102 [article] Developmental chronology of preverbal social behaviors in infancy using the M-CHAT: Baseline for early detection of atypical social development [Texte imprimé et/ou numérique] / Naoko INADA, Auteur ; Yoko KAMIO, Auteur ; Tomonori KOYAMA, Auteur . - 2010 . - p.605-611. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 4-4 (October-December 2010) . - p.605-611 Mots-clés : Preverbal-social-behaviors Developmental-chronology M-CHAT Autism-spectrum-disorders Infancy Index. décimale : PER Périodiques Résumé : This study aimed to identify the age of emergence and subsequent order of preverbal social behaviors, which have not yet been fully clarified. This was accomplished using 16 items of social behaviors extracted from the Modified Checklist for Toddlers with Autism (M-CHAT). The Japanese version of the M-CHAT was completed voluntarily by the parents of 318 infants aged 8–20 months. The 16 social behaviors can be divided roughly into three behavior sets based on the age at which 75% of the answers to the corresponding items were positive: the first set of 6 items emerged before 8 month old; the second set of 6 items, did between 11 and 12 month old; and the third set of 4 items, did after 15 month old. In addition, the subsequent order and synchrony among items were determined: Imitation, Point following, and Attracting parent's attention emerged earlier than Pretend play and Imperative/Declarative pointing in the second set; further, Gaze following and Social reference emerged earlier than Bringing objects to show and Functional play in the third set. This study provides an evidence-based developmental chronology of a wide range of preverbal social behaviors, which can serve as a baseline for assessing atypical social development in infants. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.12.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102

Adults with Asperger syndrome with and without a cognitive profile associated with “non-verbal learning disability.” A brief report / Agneta NYDEN in Research in Autism Spectrum Disorders, 4-4 (October-December 2010)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 4-4 (October-December 2010) . - p.612-618 Titre : Adults with Asperger syndrome with and without a cognitive profile associated with “non-verbal learning disability.” A brief report Type de document : Texte imprimé et/ou numérique Auteurs : Agneta NYDEN, Auteur ; Maria RASTAM, Auteur ; Annika DAHLGREN SANDBERG, Auteur ; Henrik ANCKARSATER, Auteur ; Lena NIKLASSON, Auteur ; Ola STAHLBERG, Auteur ; Elisabeth WENTZ, Auteur Année de publication : 2010 Article en page(s) : p.612-618 Langues : Anglais (eng) Mots-clés : Adults Asperger-syndrome Neuropsychology Non-verbal-learning-disability Index. décimale : PER Périodiques Résumé : Asperger syndrome (AS) and non-verbal learning disability (NLD) are both characterized by impairments in motor coordination, visuo-perceptual abilities, pragmatics and comprehension of language and social understanding. NLD is also defined as a learning disorder affecting functions in the right cerebral hemisphere. The present study investigates if individuals with AS and a cognitive profile consistent with NLD (i.e. verbal IQ > performance IQ) would also have other problems inherent in NLD, visual memory and attention, reading/writing ability and arithmetic in the presence of preserved verbal memory and attention. Forty-four individuals with AS were assessed with a battery of neuropsychological tests. Reading/writing and arithmetic abilities were investigated. Education and global social adaptive levels were studied. Very few AS participants, even though with NLD cognitive profile showed problems with any of the neurocognitive abilities or academic achievements. However, all had poor global social adaptive functioning and few had paid employment, regardless of their cognitive profile. The present study suggests that AS and NLD are two different conditions even though some individuals in both groups have the verbal IQ > performance IQ profile that has been proposed to be typical of both AS and NLD. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.12.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102 [article] Adults with Asperger syndrome with and without a cognitive profile associated with “non-verbal learning disability.” A brief report [Texte imprimé et/ou numérique] / Agneta NYDEN, Auteur ; Maria RASTAM, Auteur ; Annika DAHLGREN SANDBERG, Auteur ; Henrik ANCKARSATER, Auteur ; Lena NIKLASSON, Auteur ; Ola STAHLBERG, Auteur ; Elisabeth WENTZ, Auteur . - 2010 . - p.612-618. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 4-4 (October-December 2010) . - p.612-618 Mots-clés : Adults Asperger-syndrome Neuropsychology Non-verbal-learning-disability Index. décimale : PER Périodiques Résumé : Asperger syndrome (AS) and non-verbal learning disability (NLD) are both characterized by impairments in motor coordination, visuo-perceptual abilities, pragmatics and comprehension of language and social understanding. NLD is also defined as a learning disorder affecting functions in the right cerebral hemisphere. The present study investigates if individuals with AS and a cognitive profile consistent with NLD (i.e. verbal IQ > performance IQ) would also have other problems inherent in NLD, visual memory and attention, reading/writing ability and arithmetic in the presence of preserved verbal memory and attention. Forty-four individuals with AS were assessed with a battery of neuropsychological tests. Reading/writing and arithmetic abilities were investigated. Education and global social adaptive levels were studied. Very few AS participants, even though with NLD cognitive profile showed problems with any of the neurocognitive abilities or academic achievements. However, all had poor global social adaptive functioning and few had paid employment, regardless of their cognitive profile. The present study suggests that AS and NLD are two different conditions even though some individuals in both groups have the verbal IQ > performance IQ profile that has been proposed to be typical of both AS and NLD. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.12.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102

Impact of training peers and children with autism on social skills during center time activities in inclusive classrooms / Devender R. BANDA in Research in Autism Spectrum Disorders, 4-4 (October-December 2010)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 4-4 (October-December 2010) . - p.619-625 Titre : Impact of training peers and children with autism on social skills during center time activities in inclusive classrooms Type de document : Texte imprimé et/ou numérique Auteurs : Devender R. BANDA, Auteur ; Stephanie L. HART, Auteur ; Lan LIU-GITZ, Auteur Année de publication : 2010 Article en page(s) : p.619-625 Langues : Anglais (eng) Mots-clés : Autism Direct-instruction Peer-training Pervasive-Developmental-Disorder-Not-Otherwise-Specified-(PDD-NOS) Social-skills Index. décimale : PER Périodiques Résumé : This study was conducted to increase peer-to-peer social skills using direct instruction and peer training in two elementary students with autism spectrum disorders in inclusion settings. The participants and their non-disabled peers were trained to initiate and respond to each other during center time, academic activities. We used a multiple-baseline design across participants to determine the effects of the intervention. Increased initiations and responses in all participants were noted. Implications for practice and research are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.12.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102 [article] Impact of training peers and children with autism on social skills during center time activities in inclusive classrooms [Texte imprimé et/ou numérique] / Devender R. BANDA, Auteur ; Stephanie L. HART, Auteur ; Lan LIU-GITZ, Auteur . - 2010 . - p.619-625. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 4-4 (October-December 2010) . - p.619-625 Mots-clés : Autism Direct-instruction Peer-training Pervasive-Developmental-Disorder-Not-Otherwise-Specified-(PDD-NOS) Social-skills Index. décimale : PER Périodiques Résumé : This study was conducted to increase peer-to-peer social skills using direct instruction and peer training in two elementary students with autism spectrum disorders in inclusion settings. The participants and their non-disabled peers were trained to initiate and respond to each other during center time, academic activities. We used a multiple-baseline design across participants to determine the effects of the intervention. Increased initiations and responses in all participants were noted. Implications for practice and research are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.12.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102

Differentiating communication disorders and autism in children / Johnny L. MATSON in Research in Autism Spectrum Disorders, 4-4 (October-December 2010)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 4-4 (October-December 2010) . - p.626-632 Titre : Differentiating communication disorders and autism in children Type de document : Texte imprimé et/ou numérique Auteurs : Johnny L. MATSON, Auteur ; Daniene NEAL, Auteur Année de publication : 2010 Article en page(s) : p.626-632 Langues : Anglais (eng) Mots-clés : Autism PDD-NOS Children Communication-disorders Differential-diagnosis Assessment Index. décimale : PER Périodiques Résumé : The diagnosis of autism and Pervasive Developmental Disorder Not Otherwise Specified (PDD-NOS), particularly in young children has become a top priority in the fields of mental health and education. Core symptoms include rituals and stereotypies, social skills deficits, and problems in communication. Considerable overlap exists in symptoms for autism spectrum disorders and communication disorders. As a result, distinguishing between these two conditions is one of the most difficult aspects of the assessment enterprise. However, being able to differentially diagnose these two disorders has important implications for the treatment and management of these conditions. This paper provides an overview and critical analysis of these disorders, how they are differentiated, and the specific impact correct diagnosis can have on the selection and efficacy of interventions. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.12.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102 [article] Differentiating communication disorders and autism in children [Texte imprimé et/ou numérique] / Johnny L. MATSON, Auteur ; Daniene NEAL, Auteur . - 2010 . - p.626-632. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 4-4 (October-December 2010) . - p.626-632 Mots-clés : Autism PDD-NOS Children Communication-disorders Differential-diagnosis Assessment Index. décimale : PER Périodiques Résumé : The diagnosis of autism and Pervasive Developmental Disorder Not Otherwise Specified (PDD-NOS), particularly in young children has become a top priority in the fields of mental health and education. Core symptoms include rituals and stereotypies, social skills deficits, and problems in communication. Considerable overlap exists in symptoms for autism spectrum disorders and communication disorders. As a result, distinguishing between these two conditions is one of the most difficult aspects of the assessment enterprise. However, being able to differentially diagnose these two disorders has important implications for the treatment and management of these conditions. This paper provides an overview and critical analysis of these disorders, how they are differentiated, and the specific impact correct diagnosis can have on the selection and efficacy of interventions. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.12.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102

Convergent validity of the Autism Spectrum Disorder-Diagnostic for Children (ASD-DC) and Childhood Autism Rating Scales (CARS) / Johnny L. MATSON in Research in Autism Spectrum Disorders, 4-4 (October-December 2010)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 4-4 (October-December 2010) . - p.633-638 Titre : Convergent validity of the Autism Spectrum Disorder-Diagnostic for Children (ASD-DC) and Childhood Autism Rating Scales (CARS) Type de document : Texte imprimé et/ou numérique Auteurs : Johnny L. MATSON, Auteur ; Jill C. FODSTAD, Auteur ; Daniene NEAL, Auteur ; Julie HESS, Auteur ; Sara MAHAN, Auteur Année de publication : 2010 Article en page(s) : p.633-638 Langues : Anglais (eng) Mots-clés : ASD-DC CARS Validity Convergent Autism-Spectrum-Disorders Psychometrics Children Adolescents Index. décimale : PER Périodiques Résumé : Previous studies analyzed the reliability as well as sensitivity and specificity of the Autism Spectrum Disorder-Diagnostic for Children (ASD-DC). This study further examines the psychometric properties of the ASD-DC by assessing whether the ASD-DC has convergent validity against a psychometrically sound observational instrument for Autistic Disorder. Thirty-seven children and adolescents, ages 3–14 years old were studied. Spearman's Rho was utilized to assess the convergent validity between the ASD-DC and the Childhood Autism Rating Scale (CARS). The ASD-DC and CARS total scores were compared. Additionally, the ASD-DC nonverbal communication, verbal communication, social relationships, and insistence on sameness/restricted interest factors were compared to the CARS items of nonverbal communication, verbal communication, relating to people, and adaptation to change. All correlation coefficients were statistically significant and ranged from .37 to .68, indicating that the ASD-DC demonstrated convergent validity against the CARS. Percent of correct classification was also computed for the ASD-DC and CARS as compared to diagnosis assigned for research purposes according to a checklist derived from the ICD-10 and DSM-IV criteria for autism spectrum disorders. On the ASD-DC, 76.5% correctly met cutoff for ASD and 95.0% were correctly classified as not meeting cutoff for an ASD. Of those meeting the cutoff on the CARS, 58.8% were correctly classified as having an ASD and 85.0% were correctly classified as not having ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.12.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102 [article] Convergent validity of the Autism Spectrum Disorder-Diagnostic for Children (ASD-DC) and Childhood Autism Rating Scales (CARS) [Texte imprimé et/ou numérique] / Johnny L. MATSON, Auteur ; Jill C. FODSTAD, Auteur ; Daniene NEAL, Auteur ; Julie HESS, Auteur ; Sara MAHAN, Auteur . - 2010 . - p.633-638. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 4-4 (October-December 2010) . - p.633-638 Mots-clés : ASD-DC CARS Validity Convergent Autism-Spectrum-Disorders Psychometrics Children Adolescents Index. décimale : PER Périodiques Résumé : Previous studies analyzed the reliability as well as sensitivity and specificity of the Autism Spectrum Disorder-Diagnostic for Children (ASD-DC). This study further examines the psychometric properties of the ASD-DC by assessing whether the ASD-DC has convergent validity against a psychometrically sound observational instrument for Autistic Disorder. Thirty-seven children and adolescents, ages 3–14 years old were studied. Spearman's Rho was utilized to assess the convergent validity between the ASD-DC and the Childhood Autism Rating Scale (CARS). The ASD-DC and CARS total scores were compared. Additionally, the ASD-DC nonverbal communication, verbal communication, social relationships, and insistence on sameness/restricted interest factors were compared to the CARS items of nonverbal communication, verbal communication, relating to people, and adaptation to change. All correlation coefficients were statistically significant and ranged from .37 to .68, indicating that the ASD-DC demonstrated convergent validity against the CARS. Percent of correct classification was also computed for the ASD-DC and CARS as compared to diagnosis assigned for research purposes according to a checklist derived from the ICD-10 and DSM-IV criteria for autism spectrum disorders. On the ASD-DC, 76.5% correctly met cutoff for ASD and 95.0% were correctly classified as not meeting cutoff for an ASD. Of those meeting the cutoff on the CARS, 58.8% were correctly classified as having an ASD and 85.0% were correctly classified as not having ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.12.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102

Iron deficiency in preschool children with autistic spectrum disorders / Ayhan BILGIC in Research in Autism Spectrum Disorders, 4-4 (October-December 2010)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 4-4 (October-December 2010) . - p.639-644 Titre : Iron deficiency in preschool children with autistic spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Ayhan BILGIC, Auteur ; Kagan GURKAN, Auteur ; Serhat TURKOGLU, Auteur ; Ömer Faruk AKCA, Auteur ; Birim Günay KILIC, Auteur ; Runa USLU, Auteur Année de publication : 2010 Article en page(s) : p.639-644 Langues : Anglais (eng) Mots-clés : Iron-deficiency Ferritin Autistic-spectrum-disorders Preschool-children Behavioral-problems Index. décimale : PER Périodiques Résumé : Iron deficiency (ID) cause negative outcomes on psychomotor and behavioral development of infants and young children. Children with autistic spectrum disorders (ASD) are under risk for ID and this condition may increase the severity of psychomotor and behavioral problems, some of which already inherently exist in these children. In the present study, the frequency of ID and the association between ID and autistic symptoms, developmental level, and behavioral problems in preschool children attending a clinic for ASD (N = 31) were evaluated. No association was observed between ID and the severity of autistic symptoms, developmental level and behavioral problems. ID was detected in 32.3% (N = 10) of the children based on serum ferritin level. In this study, the negative impact of low serum ferritin in ASD has not been confirmed. On the other hand, the rate of ID was considerably high in this sample of children with ASD compared to normative data of preschool children. Further studies with larger samples are needed to clarify the relationship between ID and clinical variables associated with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.12.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102 [article] Iron deficiency in preschool children with autistic spectrum disorders [Texte imprimé et/ou numérique] / Ayhan BILGIC, Auteur ; Kagan GURKAN, Auteur ; Serhat TURKOGLU, Auteur ; Ömer Faruk AKCA, Auteur ; Birim Günay KILIC, Auteur ; Runa USLU, Auteur . - 2010 . - p.639-644. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 4-4 (October-December 2010) . - p.639-644 Mots-clés : Iron-deficiency Ferritin Autistic-spectrum-disorders Preschool-children Behavioral-problems Index. décimale : PER Périodiques Résumé : Iron deficiency (ID) cause negative outcomes on psychomotor and behavioral development of infants and young children. Children with autistic spectrum disorders (ASD) are under risk for ID and this condition may increase the severity of psychomotor and behavioral problems, some of which already inherently exist in these children. In the present study, the frequency of ID and the association between ID and autistic symptoms, developmental level, and behavioral problems in preschool children attending a clinic for ASD (N = 31) were evaluated. No association was observed between ID and the severity of autistic symptoms, developmental level and behavioral problems. ID was detected in 32.3% (N = 10) of the children based on serum ferritin level. In this study, the negative impact of low serum ferritin in ASD has not been confirmed. On the other hand, the rate of ID was considerably high in this sample of children with ASD compared to normative data of preschool children. Further studies with larger samples are needed to clarify the relationship between ID and clinical variables associated with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.12.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102

Evaluating an engagement-based preference assessment for children with Autism / Deb KEEN in Research in Autism Spectrum Disorders, 4-4 (October-December 2010)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 4-4 (October-December 2010) . - p.645-652 Titre : Evaluating an engagement-based preference assessment for children with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Deb KEEN, Auteur ; Donna PENNELL, Auteur Année de publication : 2010 Article en page(s) : p.645-652 Langues : Anglais (eng) Mots-clés : Preference-assessment Autism Engagement Reinforcer-effectiveness Index. décimale : PER Périodiques Résumé : One method of conducting preference assessments with individuals who have autism involves measuring the time spent by the child engaging with various stimuli. Engagement is generally defined as showing interest in the stimulus but few studies have investigated the potential effects of the quality of engagement with the stimulus on reinforcer effectiveness. In this study, both the duration and quality of engagement were measured for four children with autism aged between 4 and 5 years who participated in a duration-based multiple stimulus with replacement preference assessment. Stimuli were classified into one of the following three categories based on duration and quality of engagement with each stimulus presented: no interest; interest and; active engagement. The relative reinforcing value of stimuli from each category was then investigated. Results showed that the quality of engagement with the stimulus did not predict the relative reinforcer effectiveness of the selected stimuli for any of the participants. For two children, the procedure was effective in differentiating stimuli classified as no interest and those with which the child had engaged, regardless of the quality of that engagement. The utility of an engagement-based preference assessment that also measures quality of engagement with stimuli as a means to guide selection of reinforcers for children with autism is discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.12.010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102 [article] Evaluating an engagement-based preference assessment for children with Autism [Texte imprimé et/ou numérique] / Deb KEEN, Auteur ; Donna PENNELL, Auteur . - 2010 . - p.645-652. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 4-4 (October-December 2010) . - p.645-652 Mots-clés : Preference-assessment Autism Engagement Reinforcer-effectiveness Index. décimale : PER Périodiques Résumé : One method of conducting preference assessments with individuals who have autism involves measuring the time spent by the child engaging with various stimuli. Engagement is generally defined as showing interest in the stimulus but few studies have investigated the potential effects of the quality of engagement with the stimulus on reinforcer effectiveness. In this study, both the duration and quality of engagement were measured for four children with autism aged between 4 and 5 years who participated in a duration-based multiple stimulus with replacement preference assessment. Stimuli were classified into one of the following three categories based on duration and quality of engagement with each stimulus presented: no interest; interest and; active engagement. The relative reinforcing value of stimuli from each category was then investigated. Results showed that the quality of engagement with the stimulus did not predict the relative reinforcer effectiveness of the selected stimuli for any of the participants. For two children, the procedure was effective in differentiating stimuli classified as no interest and those with which the child had engaged, regardless of the quality of that engagement. The utility of an engagement-based preference assessment that also measures quality of engagement with stimuli as a means to guide selection of reinforcers for children with autism is discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.12.010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102

Self-reported needs and expectations of parents of children with autism spectrum disorders who participate in support groups / Vaya PAPAGEORGIOU in Research in Autism Spectrum Disorders, 4-4 (October-December 2010)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 4-4 (October-December 2010) . - p.653-660 Titre : Self-reported needs and expectations of parents of children with autism spectrum disorders who participate in support groups Type de document : Texte imprimé et/ou numérique Auteurs : Vaya PAPAGEORGIOU, Auteur ; Efrosini KALYVA, Auteur Année de publication : 2010 Article en page(s) : p.653-660 Langues : Anglais (eng) Mots-clés : Autism-spectrum-disorders Parents Support-groups Expectations Self-reported-needs Index. décimale : PER Périodiques Résumé : Many parents of children with autism spectrum disorders (ASD) participate in support groups, but very few studies have explored their motives to do so. The present study aims to explore the self-reported needs and expectations that parents express according to their gender and education and according to the age and gender of their child with ASD. The 299 parents (72 fathers and 227 mothers) of children who were diagnosed with ASD were aged from 27 to 60 years old (with mean age = 46 years and 8 months). They were asked to complete an anonymous open-ended questionnaire during one of their support group's meetings. The self-reported needs and expectations that parents expressed differed significantly according to their gender and education, as well as the age and gender of their child with ASD. These findings should be taken into consideration when organising and running support groups for parents of children with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.01.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102 [article] Self-reported needs and expectations of parents of children with autism spectrum disorders who participate in support groups [Texte imprimé et/ou numérique] / Vaya PAPAGEORGIOU, Auteur ; Efrosini KALYVA, Auteur . - 2010 . - p.653-660. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 4-4 (October-December 2010) . - p.653-660 Mots-clés : Autism-spectrum-disorders Parents Support-groups Expectations Self-reported-needs Index. décimale : PER Périodiques Résumé : Many parents of children with autism spectrum disorders (ASD) participate in support groups, but very few studies have explored their motives to do so. The present study aims to explore the self-reported needs and expectations that parents express according to their gender and education and according to the age and gender of their child with ASD. The 299 parents (72 fathers and 227 mothers) of children who were diagnosed with ASD were aged from 27 to 60 years old (with mean age = 46 years and 8 months). They were asked to complete an anonymous open-ended questionnaire during one of their support group's meetings. The self-reported needs and expectations that parents expressed differed significantly according to their gender and education, as well as the age and gender of their child with ASD. These findings should be taken into consideration when organising and running support groups for parents of children with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.01.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102

Parenting in families with a child with autism spectrum disorder and a typically developing child: Mothers’ experiences and cognitions / Mieke MEIRSSCHAUT in Research in Autism Spectrum Disorders, 4-4 (October-December 2010)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 4-4 (October-December 2010) . - p.661-669 Titre : Parenting in families with a child with autism spectrum disorder and a typically developing child: Mothers’ experiences and cognitions Type de document : Texte imprimé et/ou numérique Auteurs : Mieke MEIRSSCHAUT, Auteur ; Petra WARREYN, Auteur ; Herbert ROEYERS, Auteur Année de publication : 2010 Article en page(s) : p.661-669 Langues : Anglais (eng) Mots-clés : Parenting Parenting-cognitions Within-families-comparison Index. décimale : PER Périodiques Résumé : The parenting experiences of mothers in a family with a child with autism spectrum disorder (ASD) and a typically developing (TD) child were studied using a qualitative analysis of mothers’ perceptions of the impact of autism on family and personal life. An additional quantitative comparison was performed to evaluate the effect of ASD on mothers’ parenting cognitions about their other, TD child. Mothers differentiated clearly in parenting cognitions about their child with ASD and about their TD child. Strong associations were found between mothers’ symptoms of stress and depression, and their parenting cognitions about both their children. To maximize intervention outcome, family interventionists should consider parenting experiences and should become aware of interfering maternal feelings and cognitions, such as guilt or low parental self-efficacy beliefs. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.01.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102 [article] Parenting in families with a child with autism spectrum disorder and a typically developing child: Mothers’ experiences and cognitions [Texte imprimé et/ou numérique] / Mieke MEIRSSCHAUT, Auteur ; Petra WARREYN, Auteur ; Herbert ROEYERS, Auteur . - 2010 . - p.661-669. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 4-4 (October-December 2010) . - p.661-669 Mots-clés : Parenting Parenting-cognitions Within-families-comparison Index. décimale : PER Périodiques Résumé : The parenting experiences of mothers in a family with a child with autism spectrum disorder (ASD) and a typically developing (TD) child were studied using a qualitative analysis of mothers’ perceptions of the impact of autism on family and personal life. An additional quantitative comparison was performed to evaluate the effect of ASD on mothers’ parenting cognitions about their other, TD child. Mothers differentiated clearly in parenting cognitions about their child with ASD and about their TD child. Strong associations were found between mothers’ symptoms of stress and depression, and their parenting cognitions about both their children. To maximize intervention outcome, family interventionists should consider parenting experiences and should become aware of interfering maternal feelings and cognitions, such as guilt or low parental self-efficacy beliefs. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.01.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102

Increased clinical and neurocognitive impairment in children with autism spectrum disorders and comorbid bipolar disorder / Adam S. WEISSMAN in Research in Autism Spectrum Disorders, 4-4 (October-December 2010)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 4-4 (October-December 2010) . - p.670-680 Titre : Increased clinical and neurocognitive impairment in children with autism spectrum disorders and comorbid bipolar disorder Type de document : Texte imprimé et/ou numérique Auteurs : Adam S. WEISSMAN, Auteur ; Marsha E. BATES, Auteur Année de publication : 2010 Article en page(s) : p.670-680 Langues : Anglais (eng) Mots-clés : Autism-spectrum-disorders Asperger's-disorder Autistic-disorder Bipolar-disorder Childhood-comorbidity Childhood-psychopathology Neuropsychology Stroop-Color-Word-Test Index. décimale : PER Périodiques Résumé : Bipolar (BD) symptomatology is prevalent in children with autism spectrum disorders (ASD) and may lead to increased impairment. The current study compared clinical and neurocognitive impairment in children (7–13 years) diagnosed with ASD (n = 55), BD (n = 34), ASD + BD (n = 23), and a non-clinical control group (n = 27). Relative to the ASD group, the ASD + BD group reported elevated rates of aggression and delinquency, behavioral disorders, depression, obsessive-compulsive disorder, and suicidal ideation, and poorer performance on the Stroop Color-Word Test. Future research might address how best to improve diagnostic assessment and adapt treatment to meet the needs of this uniquely impaired population. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.01.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102 [article] Increased clinical and neurocognitive impairment in children with autism spectrum disorders and comorbid bipolar disorder [Texte imprimé et/ou numérique] / Adam S. WEISSMAN, Auteur ; Marsha E. BATES, Auteur . - 2010 . - p.670-680. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 4-4 (October-December 2010) . - p.670-680 Mots-clés : Autism-spectrum-disorders Asperger's-disorder Autistic-disorder Bipolar-disorder Childhood-comorbidity Childhood-psychopathology Neuropsychology Stroop-Color-Word-Test Index. décimale : PER Périodiques Résumé : Bipolar (BD) symptomatology is prevalent in children with autism spectrum disorders (ASD) and may lead to increased impairment. The current study compared clinical and neurocognitive impairment in children (7–13 years) diagnosed with ASD (n = 55), BD (n = 34), ASD + BD (n = 23), and a non-clinical control group (n = 27). Relative to the ASD group, the ASD + BD group reported elevated rates of aggression and delinquency, behavioral disorders, depression, obsessive-compulsive disorder, and suicidal ideation, and poorer performance on the Stroop Color-Word Test. Future research might address how best to improve diagnostic assessment and adapt treatment to meet the needs of this uniquely impaired population. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.01.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102

Training children with autism spectrum disorders to be compliant with an oral assessment / Anthony J. CUVO in Research in Autism Spectrum Disorders, 4-4 (October-December 2010)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 4-4 (October-December 2010) . - p.681-696 Titre : Training children with autism spectrum disorders to be compliant with an oral assessment Type de document : Texte imprimé et/ou numérique Auteurs : Anthony J. CUVO, Auteur ; Rachel HUCKFELDT, Auteur ; Anna GODARD, Auteur ; Ronda DEMATTEI, Auteur Année de publication : 2010 Article en page(s) : p.681-696 Langues : Anglais (eng) Mots-clés : Stimulus-fading Dental-exam Dental-compliance Priming Video-modeling Escape-extinction Index. décimale : PER Périodiques Résumé : Little research has been conducted on teaching children with autism spectrum disorders to be compliant with dental procedures. This study evaluated a behavioral package to train children with autism spectrum disorders to be compliant with an 8 component oral assessment. After a dental hygienist performed an assessment pretest, noncompliance on steps of the assessment was targeted for training. A package of training procedures was implemented, including a preference assessment, priming DVD, various prompts, stimulus fading (i.e., fading in aversive stimuli), distracting stimuli, escape extinction, and differential reinforcement. Results showed the efficacy of the intervention procedures, maintenance of responding, and stimulus generalization of responses across examiners and from analog to in vivo settings. The study extends the generality of a model for the assessment and intervention of noncompliance to health care procedures by children with autism spectrum disorders. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.01.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102 [article] Training children with autism spectrum disorders to be compliant with an oral assessment [Texte imprimé et/ou numérique] / Anthony J. CUVO, Auteur ; Rachel HUCKFELDT, Auteur ; Anna GODARD, Auteur ; Ronda DEMATTEI, Auteur . - 2010 . - p.681-696. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 4-4 (October-December 2010) . - p.681-696 Mots-clés : Stimulus-fading Dental-exam Dental-compliance Priming Video-modeling Escape-extinction Index. décimale : PER Périodiques Résumé : Little research has been conducted on teaching children with autism spectrum disorders to be compliant with dental procedures. This study evaluated a behavioral package to train children with autism spectrum disorders to be compliant with an 8 component oral assessment. After a dental hygienist performed an assessment pretest, noncompliance on steps of the assessment was targeted for training. A package of training procedures was implemented, including a preference assessment, priming DVD, various prompts, stimulus fading (i.e., fading in aversive stimuli), distracting stimuli, escape extinction, and differential reinforcement. Results showed the efficacy of the intervention procedures, maintenance of responding, and stimulus generalization of responses across examiners and from analog to in vivo settings. The study extends the generality of a model for the assessment and intervention of noncompliance to health care procedures by children with autism spectrum disorders. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.01.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102

Factors impacting on the outcomes of Greek intervention programmes for children with autistic spectrum disorders / Maria K. MAKRYGIANNI in Research in Autism Spectrum Disorders, 4-4 (October-December 2010)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 4-4 (October-December 2010) . - p.697-708 Titre : Factors impacting on the outcomes of Greek intervention programmes for children with autistic spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Maria K. MAKRYGIANNI, Auteur ; Phil REED, Auteur Année de publication : 2010 Article en page(s) : p.697-708 Langues : Anglais (eng) Mots-clés : Autistic-spectrum-disorders Intervention Greece Predictors Outcomes Index. décimale : PER Périodiques Résumé : This study explored the best predictors of the progress of children with autistic spectrum disorders (ASD), on some developmental domains (autistic severity, language, communication and socialisation), which are related to the core features of ASD. Eighty-six children (2.5–14 years old) with ASD, from 10 schools in Greece, were included in the study, and their developmental progress was assessed over a period of 9 months. The data indicated that, apart from the factors related to the child (e.g., non-verbal IQ, language, adaptive behaviour, autistic severity, behavioural problems at baseline, as well as the age that the child started treatment), which were correlated to the child's developmental progress, there are also factors in the child's environment that influence his or her developmental progress; the most important being the levels of parental stress, and the parents’ abilities to discipline their child. These findings suggested that there are some factors (age that a child starts treatment, parental stress and parents’ abilities to discipline their child) that the intervention programmes, the teachers and the parents could take into account, in order to enhance the children's gains. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.01.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102 [article] Factors impacting on the outcomes of Greek intervention programmes for children with autistic spectrum disorders [Texte imprimé et/ou numérique] / Maria K. MAKRYGIANNI, Auteur ; Phil REED, Auteur . - 2010 . - p.697-708. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 4-4 (October-December 2010) . - p.697-708 Mots-clés : Autistic-spectrum-disorders Intervention Greece Predictors Outcomes Index. décimale : PER Périodiques Résumé : This study explored the best predictors of the progress of children with autistic spectrum disorders (ASD), on some developmental domains (autistic severity, language, communication and socialisation), which are related to the core features of ASD. Eighty-six children (2.5–14 years old) with ASD, from 10 schools in Greece, were included in the study, and their developmental progress was assessed over a period of 9 months. The data indicated that, apart from the factors related to the child (e.g., non-verbal IQ, language, adaptive behaviour, autistic severity, behavioural problems at baseline, as well as the age that the child started treatment), which were correlated to the child's developmental progress, there are also factors in the child's environment that influence his or her developmental progress; the most important being the levels of parental stress, and the parents’ abilities to discipline their child. These findings suggested that there are some factors (age that a child starts treatment, parental stress and parents’ abilities to discipline their child) that the intervention programmes, the teachers and the parents could take into account, in order to enhance the children's gains. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.01.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102

Autism and schizophrenia in high functioning adults: Behavioral differences and overlap / Annelies A. SPEK in Research in Autism Spectrum Disorders, 4-4 (October-December 2010)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 4-4 (October-December 2010) . - p.709-717 Titre : Autism and schizophrenia in high functioning adults: Behavioral differences and overlap Type de document : Texte imprimé et/ou numérique Auteurs : Annelies A. SPEK, Auteur ; Saskia G.M. WOUTERS, Auteur Année de publication : 2010 Article en page(s) : p.709-717 Langues : Anglais (eng) Mots-clés : Autism Schizophrenia SPQ AQ Negative-symptoms Social-skill Index. décimale : PER Périodiques Résumé : Several recent studies have demonstrated a genetical overlap between autism and schizophrenia. However, at a behavioral level it remains unclear which features can validly distinguish adults with autism from an adult schizophrenia group. To this end, the present study compared 21 individuals with the autistic disorder and 21 individuals with schizophrenia in self-reported features of autism and schizophrenia, as measured by the Autism-Spectrum Quotient (AQ) and the Schizotypal Personality Questionnaire (SPQ). The schizophrenia group was more likely to report positive symptoms and the adults with autism were more likely to report impairments in social skill. Overlap was found between the two groups in negative symptoms, disorganization, attention to detail and imagination. Thus, when discriminating between the two disorders, especially social skill and the presence of positive symptoms are relevant, whereas the presence of negative symptoms is not indicative. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.01.009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102 [article] Autism and schizophrenia in high functioning adults: Behavioral differences and overlap [Texte imprimé et/ou numérique] / Annelies A. SPEK, Auteur ; Saskia G.M. WOUTERS, Auteur . - 2010 . - p.709-717. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 4-4 (October-December 2010) . - p.709-717 Mots-clés : Autism Schizophrenia SPQ AQ Negative-symptoms Social-skill Index. décimale : PER Périodiques Résumé : Several recent studies have demonstrated a genetical overlap between autism and schizophrenia. However, at a behavioral level it remains unclear which features can validly distinguish adults with autism from an adult schizophrenia group. To this end, the present study compared 21 individuals with the autistic disorder and 21 individuals with schizophrenia in self-reported features of autism and schizophrenia, as measured by the Autism-Spectrum Quotient (AQ) and the Schizotypal Personality Questionnaire (SPQ). The schizophrenia group was more likely to report positive symptoms and the adults with autism were more likely to report impairments in social skill. Overlap was found between the two groups in negative symptoms, disorganization, attention to detail and imagination. Thus, when discriminating between the two disorders, especially social skill and the presence of positive symptoms are relevant, whereas the presence of negative symptoms is not indicative. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.01.009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102

Field testing of the discrete-trials teaching evaluation form / Brigitte JEANSON in Research in Autism Spectrum Disorders, 4-4 (October-December 2010)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 4-4 (October-December 2010) . - p.718-723 Titre : Field testing of the discrete-trials teaching evaluation form Type de document : Texte imprimé et/ou numérique Auteurs : Brigitte JEANSON, Auteur ; Garry L. MARTIN, Auteur ; Kendra THOMSON, Auteur ; C.T. YU, Auteur ; Carly THIESSEN, Auteur ; Rhiannon VERMEULEN, Auteur Année de publication : 2010 Article en page(s) : p.718-723 Langues : Anglais (eng) Mots-clés : Discrete-trials-teaching Index. décimale : PER Périodiques Résumé : We assessed the reliability and validity of the discrete-trials teaching evaluation form (DTTEF), a 21-item checklist for assessing instructors conducting discrete-trials teaching (DTT). In Phase 1, six consultants in an applied behavior analysis program for children with autism rated the 21 components of the DTTEF with a mean of 6.2 on a 7-point scale, demonstrating high face validity. In Phase 2, two trained observers obtained high interobserver reliability using the DTTEF for live scoring of DTT sessions conducted by tutors and parents teaching a confederate who roleplayed a child with autism. In Phase 3, the DTTEF scores of the DTT performances of the tutors and parents before and after receiving training on DTT were significantly different. In Phase 4, the parents from the previous two phases gave high ratings to the DTTEF on a social validity questionnaire. In the last phase, the DTTEF evaluations of the DTT performances of parents from Phases 2 and 3 compared favorably to ratings of video clips of those performances by the expert consultants from Phase 1, demonstrating high concurrent validity. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.01.010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102 [article] Field testing of the discrete-trials teaching evaluation form [Texte imprimé et/ou numérique] / Brigitte JEANSON, Auteur ; Garry L. MARTIN, Auteur ; Kendra THOMSON, Auteur ; C.T. YU, Auteur ; Carly THIESSEN, Auteur ; Rhiannon VERMEULEN, Auteur . - 2010 . - p.718-723. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 4-4 (October-December 2010) . - p.718-723 Mots-clés : Discrete-trials-teaching Index. décimale : PER Périodiques Résumé : We assessed the reliability and validity of the discrete-trials teaching evaluation form (DTTEF), a 21-item checklist for assessing instructors conducting discrete-trials teaching (DTT). In Phase 1, six consultants in an applied behavior analysis program for children with autism rated the 21 components of the DTTEF with a mean of 6.2 on a 7-point scale, demonstrating high face validity. In Phase 2, two trained observers obtained high interobserver reliability using the DTTEF for live scoring of DTT sessions conducted by tutors and parents teaching a confederate who roleplayed a child with autism. In Phase 3, the DTTEF scores of the DTT performances of the tutors and parents before and after receiving training on DTT were significantly different. In Phase 4, the parents from the previous two phases gave high ratings to the DTTEF on a social validity questionnaire. In the last phase, the DTTEF evaluations of the DTT performances of parents from Phases 2 and 3 compared favorably to ratings of video clips of those performances by the expert consultants from Phase 1, demonstrating high concurrent validity. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.01.010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102

The importance of the eye area in face identification abilities and visual search strategies in persons with Asperger syndrome / Marita FALKMER in Research in Autism Spectrum Disorders, 4-4 (October-December 2010)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 4-4 (October-December 2010) . - p.724-730 Titre : The importance of the eye area in face identification abilities and visual search strategies in persons with Asperger syndrome Type de document : Texte imprimé et/ou numérique Auteurs : Marita FALKMER, Auteur ; Matilda LARSSON, Auteur ; Anna BJALLMARK, Auteur ; Torbjörn FALKMER, Auteur Année de publication : 2010 Article en page(s) : p.724-730 Langues : Anglais (eng) Mots-clés : Eye-tracking Face-information-triangle Face-recognition Fixation-durations Fixation-patterns Social-development Index. décimale : PER Périodiques Résumé : Partly claimed to explain social difficulties observed in people with Asperger syndrome, face identification and visual search strategies become important. Previous research findings are, however, disparate. In order to explore face identification abilities and visual search strategies, with special focus on the importance of the eye area, 24 adults with Asperger syndrome and matched controls viewed puzzle pieced photos of faces, in order to identify them as one of three intact photos of persons. Every second puzzle pieced photo had the eyes distorted. Fixation patterns were measured by an eye tracker. Adults with Asperger syndrome had greater difficulties in identifying faces than controls. However, the entire face identification superiority in controls was found in the condition when the eyes were distorted supporting that adults with Aspergers syndrome do use the eye region to a great extent in face identification. The visual search strategies in controls were more effective and relied on the use of the ‘face information triangle’, i.e. the two eyes and the mouth, while adults with Asperger syndrome had more fixations on other parts of the face, both when obtaining information and during the identification part, suggesting a less effective use of the ‘face information triangle’. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.01.011 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102 [article] The importance of the eye area in face identification abilities and visual search strategies in persons with Asperger syndrome [Texte imprimé et/ou numérique] / Marita FALKMER, Auteur ; Matilda LARSSON, Auteur ; Anna BJALLMARK, Auteur ; Torbjörn FALKMER, Auteur . - 2010 . - p.724-730. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 4-4 (October-December 2010) . - p.724-730 Mots-clés : Eye-tracking Face-information-triangle Face-recognition Fixation-durations Fixation-patterns Social-development Index. décimale : PER Périodiques Résumé : Partly claimed to explain social difficulties observed in people with Asperger syndrome, face identification and visual search strategies become important. Previous research findings are, however, disparate. In order to explore face identification abilities and visual search strategies, with special focus on the importance of the eye area, 24 adults with Asperger syndrome and matched controls viewed puzzle pieced photos of faces, in order to identify them as one of three intact photos of persons. Every second puzzle pieced photo had the eyes distorted. Fixation patterns were measured by an eye tracker. Adults with Asperger syndrome had greater difficulties in identifying faces than controls. However, the entire face identification superiority in controls was found in the condition when the eyes were distorted supporting that adults with Aspergers syndrome do use the eye region to a great extent in face identification. The visual search strategies in controls were more effective and relied on the use of the ‘face information triangle’, i.e. the two eyes and the mouth, while adults with Asperger syndrome had more fixations on other parts of the face, both when obtaining information and during the identification part, suggesting a less effective use of the ‘face information triangle’. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.01.011 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102

Effectiveness of behavioral skills training on staff performance in a job training setting for high-functioning adolescents with autism spectrum disorders / Annemiek PALMEN in Research in Autism Spectrum Disorders, 4-4 (October-December 2010)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 4-4 (October-December 2010) . - p.731-740 Titre : Effectiveness of behavioral skills training on staff performance in a job training setting for high-functioning adolescents with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Annemiek PALMEN, Auteur ; Robert DIDDEN, Auteur ; Hubert KORZILIUS, Auteur Année de publication : 2010 Article en page(s) : p.731-740 Langues : Anglais (eng) Mots-clés : Autism-spectrum-disorders High-functioning-adolescents Staff-training Behavioral-skills-training Naturalistic-teaching Index. décimale : PER Périodiques Résumé : Few studies have focused on improving staff performance in naturalistic training settings for high-functioning adolescents with autism spectrum disorders. Behavioral skills training, consisting of group instruction and supervisory feedback, was used to improve staff performance on (a) providing positive reinforcement, (b) providing error correction, and (c) initiating opportunities for students to show the target response (i.e. asking for help). Also changes in students’ target response and generalization of staff performance were evaluated. Data were collected in a multiple baseline design across three staff skills. There were improvements in all staff skills and changes in ‘error correction’ as a result of intervention were statistically significant. Improvements in staff skills were maintained over time. Effects of intervention on students’ target responses and generalization of staff performance, however, were limited. Staff evaluated the intervention as effective and acceptable. Implications of the findings and suggestions for future research are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.01.012 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102 [article] Effectiveness of behavioral skills training on staff performance in a job training setting for high-functioning adolescents with autism spectrum disorders [Texte imprimé et/ou numérique] / Annemiek PALMEN, Auteur ; Robert DIDDEN, Auteur ; Hubert KORZILIUS, Auteur . - 2010 . - p.731-740. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 4-4 (October-December 2010) . - p.731-740 Mots-clés : Autism-spectrum-disorders High-functioning-adolescents Staff-training Behavioral-skills-training Naturalistic-teaching Index. décimale : PER Périodiques Résumé : Few studies have focused on improving staff performance in naturalistic training settings for high-functioning adolescents with autism spectrum disorders. Behavioral skills training, consisting of group instruction and supervisory feedback, was used to improve staff performance on (a) providing positive reinforcement, (b) providing error correction, and (c) initiating opportunities for students to show the target response (i.e. asking for help). Also changes in students’ target response and generalization of staff performance were evaluated. Data were collected in a multiple baseline design across three staff skills. There were improvements in all staff skills and changes in ‘error correction’ as a result of intervention were statistically significant. Improvements in staff skills were maintained over time. Effects of intervention on students’ target responses and generalization of staff performance, however, were limited. Staff evaluated the intervention as effective and acceptable. Implications of the findings and suggestions for future research are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.01.012 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102

Convergent validity of the Autism Spectrum Disorder-Diagnostic for Children (ASD-DC) and Autism Diagnostic Interview-Revised (ADI-R) / Johnny L. MATSON in Research in Autism Spectrum Disorders, 4-4 (October-December 2010)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 4-4 (October-December 2010) . - p.741-745 Titre : Convergent validity of the Autism Spectrum Disorder-Diagnostic for Children (ASD-DC) and Autism Diagnostic Interview-Revised (ADI-R) Type de document : Texte imprimé et/ou numérique Auteurs : Johnny L. MATSON, Auteur ; Jill C. FODSTAD, Auteur ; Julie HESS, Auteur ; Sara MAHAN, Auteur Année de publication : 2010 Article en page(s) : p.741-745 Langues : Anglais (eng) Mots-clés : ASD-DC ADI-R Convergent-validity Autism-Spectrum-Disorders Children Adolescents Index. décimale : PER Périodiques Résumé : The purpose of this paper was to further establish the validity of the Autism Spectrum Disorder-Diagnostic for Children (ASD-DC). The methodology consisted of testing the similarity of findings between the ASD-DC and the Autism Diagnostic Interview-Revised (ADI-R), which proved to be statistically significant for subscale content scores on social, communication, and rituals/insistence on sameness/restrictive interest subfactors. Secondly, the ASD-DC and ADI-R were compared to clinically derived diagnoses based on diagnostic interviews, rating scales, a DSM-IV/ICD-10 symptom checklist, observations of the child, clinical judgment, and an in-depth parent interview. Twenty-six children in the study met criteria for ASD while six did not. The ASD-DC correctly identified 73% of the ASD group and 67% of the controls, while the ADI-R correctly identified 46% of the ASD group and 100% of the controls. The implications of these data are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.01.013 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102 [article] Convergent validity of the Autism Spectrum Disorder-Diagnostic for Children (ASD-DC) and Autism Diagnostic Interview-Revised (ADI-R) [Texte imprimé et/ou numérique] / Johnny L. MATSON, Auteur ; Jill C. FODSTAD, Auteur ; Julie HESS, Auteur ; Sara MAHAN, Auteur . - 2010 . - p.741-745. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 4-4 (October-December 2010) . - p.741-745 Mots-clés : ASD-DC ADI-R Convergent-validity Autism-Spectrum-Disorders Children Adolescents Index. décimale : PER Périodiques Résumé : The purpose of this paper was to further establish the validity of the Autism Spectrum Disorder-Diagnostic for Children (ASD-DC). The methodology consisted of testing the similarity of findings between the ASD-DC and the Autism Diagnostic Interview-Revised (ADI-R), which proved to be statistically significant for subscale content scores on social, communication, and rituals/insistence on sameness/restrictive interest subfactors. Secondly, the ASD-DC and ADI-R were compared to clinically derived diagnoses based on diagnostic interviews, rating scales, a DSM-IV/ICD-10 symptom checklist, observations of the child, clinical judgment, and an in-depth parent interview. Twenty-six children in the study met criteria for ASD while six did not. The ASD-DC correctly identified 73% of the ASD group and 67% of the controls, while the ADI-R correctly identified 46% of the ASD group and 100% of the controls. The implications of these data are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.01.013 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102

Sensory processing abilities and their relation to participation in leisure activities among children with high-functioning autism spectrum disorder (HFASD) / Michal HOCHHAUSER in Research in Autism Spectrum Disorders, 4-4 (October-December 2010)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 4-4 (October-December 2010) . - p.746-754 Titre : Sensory processing abilities and their relation to participation in leisure activities among children with high-functioning autism spectrum disorder (HFASD) Type de document : Texte imprimé et/ou numérique Auteurs : Michal HOCHHAUSER, Auteur ; Batya ENGEL-YEGER, Auteur Année de publication : 2010 Article en page(s) : p.746-754 Langues : Anglais (eng) Mots-clés : Autism Leisure-activities Participation Sensory-processing Children Index. décimale : PER Périodiques Résumé : Children with autism may have atypical sensory processing abilities, which are known to impact child's performance and participation. However, lack of information exists regarding the expression of these abilities in specific groups on the spectrum, as children with high-functioning autism spectrum disorder (HFASD). This study aimed to characterize the sensory processing abilities of children with HFASD and examine their relationship to participation in leisure activities. Participants were 50 children aged 6–11 years: 25 children with HFASD and 25 with typical development. Sensory processing abilities were examined by the short sensory profile (SSP). Participation was assessed by the children's assessment of participation and enjoyment (CAPE). Children with HFASD had atypical sensory processing abilities. They also had lower participation in leisure activities expressed in limited range of activities, performed less often, mainly alone and at home. Their atypical sensory processing patterns were correlated with lower participation, specifically in social, physical and informal activities. In conclusion, children with HFASD may have atypical sensory processing abilities and restricted participation. Intervention should refer to each of these parameters and to the relationship between them in order to enable optimal inclusion of children with HFASD in society. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.01.015 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102 [article] Sensory processing abilities and their relation to participation in leisure activities among children with high-functioning autism spectrum disorder (HFASD) [Texte imprimé et/ou numérique] / Michal HOCHHAUSER, Auteur ; Batya ENGEL-YEGER, Auteur . - 2010 . - p.746-754. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 4-4 (October-December 2010) . - p.746-754 Mots-clés : Autism Leisure-activities Participation Sensory-processing Children Index. décimale : PER Périodiques Résumé : Children with autism may have atypical sensory processing abilities, which are known to impact child's performance and participation. However, lack of information exists regarding the expression of these abilities in specific groups on the spectrum, as children with high-functioning autism spectrum disorder (HFASD). This study aimed to characterize the sensory processing abilities of children with HFASD and examine their relationship to participation in leisure activities. Participants were 50 children aged 6–11 years: 25 children with HFASD and 25 with typical development. Sensory processing abilities were examined by the short sensory profile (SSP). Participation was assessed by the children's assessment of participation and enjoyment (CAPE). Children with HFASD had atypical sensory processing abilities. They also had lower participation in leisure activities expressed in limited range of activities, performed less often, mainly alone and at home. Their atypical sensory processing patterns were correlated with lower participation, specifically in social, physical and informal activities. In conclusion, children with HFASD may have atypical sensory processing abilities and restricted participation. Intervention should refer to each of these parameters and to the relationship between them in order to enable optimal inclusion of children with HFASD in society. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.01.015 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102

Facial emotion processing and social adaptation in adults with and without autism spectrum disorder / Domingo GARCIA-VILLAMISAR in Research in Autism Spectrum Disorders, 4-4 (October-December 2010)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 4-4 (October-December 2010) . - p.755-762 Titre : Facial emotion processing and social adaptation in adults with and without autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Domingo GARCIA-VILLAMISAR, Auteur ; Johannes ROJAHN, Auteur ; Rebecca H. ZAJA, Auteur ; Marina JODRA, Auteur Année de publication : 2010 Article en page(s) : p.755-762 Langues : Anglais (eng) Mots-clés : Autism-spectrum-disorders Pervasive-developmental-disabilities Intellectual-disabilities Facial-processing Facial-emotion-recognition Adaptive-behavior Communication Socialization Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorder (ASD) and individuals with intellectual disabilities without ASD have limited facial emotion recognition abilities, which may adversely impact social adjustment and other adaptive behavior. This study was designed to examine this relationship in adults with and without ASD. Two groups of adults with intellectual disability, one with a comorbid ASD (n = 19) and one without ASD (n = 28) completed two facial emotion tasks and two facial non-emotion tasks, each with two experimental paradigms (labeling and matching-to-sample). Social adaptation was measured with the Socialization, Living Skills, and Communication domains of the Vineland Adaptive Behavior Scales, interview edition (VABS; Sparrow, Balla, & Cicchetti, 1983). An ANCOVA with a repeated measures factor for the two tasks with IQ as the covariate found that ASD group scored significantly lower on both emotion and non-emotion facial processing tasks. Hierarchical multiple regression analyses showed that the association between facial emotion processing accuracy and the level of social adaptation was statistically significance for the ASD group only, and that only facial emotion processing accuracy was associated with social adaptation. Limitations of the study are discussed, explanations for the differential findings for the ASD and non-ASD groups are proposed, and implications for intervention are addressed. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.01.016 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102 [article] Facial emotion processing and social adaptation in adults with and without autism spectrum disorder [Texte imprimé et/ou numérique] / Domingo GARCIA-VILLAMISAR, Auteur ; Johannes ROJAHN, Auteur ; Rebecca H. ZAJA, Auteur ; Marina JODRA, Auteur . - 2010 . - p.755-762. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 4-4 (October-December 2010) . - p.755-762 Mots-clés : Autism-spectrum-disorders Pervasive-developmental-disabilities Intellectual-disabilities Facial-processing Facial-emotion-recognition Adaptive-behavior Communication Socialization Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorder (ASD) and individuals with intellectual disabilities without ASD have limited facial emotion recognition abilities, which may adversely impact social adjustment and other adaptive behavior. This study was designed to examine this relationship in adults with and without ASD. Two groups of adults with intellectual disability, one with a comorbid ASD (n = 19) and one without ASD (n = 28) completed two facial emotion tasks and two facial non-emotion tasks, each with two experimental paradigms (labeling and matching-to-sample). Social adaptation was measured with the Socialization, Living Skills, and Communication domains of the Vineland Adaptive Behavior Scales, interview edition (VABS; Sparrow, Balla, & Cicchetti, 1983). An ANCOVA with a repeated measures factor for the two tasks with IQ as the covariate found that ASD group scored significantly lower on both emotion and non-emotion facial processing tasks. Hierarchical multiple regression analyses showed that the association between facial emotion processing accuracy and the level of social adaptation was statistically significance for the ASD group only, and that only facial emotion processing accuracy was associated with social adaptation. Limitations of the study are discussed, explanations for the differential findings for the ASD and non-ASD groups are proposed, and implications for intervention are addressed. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.01.016 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102

Comparing pictorial and video-modeling activity schedules during transitions for students with autism spectrum disorders / David F. CIHAK in Research in Autism Spectrum Disorders, 4-4 (October-December 2010)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 4-4 (October-December 2010) . - p.763-771 Titre : Comparing pictorial and video-modeling activity schedules during transitions for students with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : David F. CIHAK, Auteur ; Kevin M. AYRES, Auteur Année de publication : 2010 Article en page(s) : p.763-771 Langues : Anglais (eng) Mots-clés : Autism Picture-prompts Video-modeling Transitions Schedules Index. décimale : PER Périodiques Résumé : This study evaluated the differential effects of two different visual schedule strategies. In the context of an alternating treatments design, static-picture schedules were compared to video based activity schedules as supports for three middle school aged students with autism. Students used the visual schedules to transition between activities in their classroom. All participants began transition more independently after being exposed to the visual schedules. Two participants reached criteria faster with static-picture schedules, one reach criteria slightly faster progress with the video based schedule, and the last participant reach criteria at the same rate using either schedule. The positive outcomes for both interventions are discussed in the context of practitioners’ need for a variety of evidenced based practices to meet the needs of a diverse student body as well and that similar interventions may have different outcomes depending on the characteristics and preferences of the learner. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.06.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102 [article] Comparing pictorial and video-modeling activity schedules during transitions for students with autism spectrum disorders [Texte imprimé et/ou numérique] / David F. CIHAK, Auteur ; Kevin M. AYRES, Auteur . - 2010 . - p.763-771. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 4-4 (October-December 2010) . - p.763-771 Mots-clés : Autism Picture-prompts Video-modeling Transitions Schedules Index. décimale : PER Périodiques Résumé : This study evaluated the differential effects of two different visual schedule strategies. In the context of an alternating treatments design, static-picture schedules were compared to video based activity schedules as supports for three middle school aged students with autism. Students used the visual schedules to transition between activities in their classroom. All participants began transition more independently after being exposed to the visual schedules. Two participants reached criteria faster with static-picture schedules, one reach criteria slightly faster progress with the video based schedule, and the last participant reach criteria at the same rate using either schedule. The positive outcomes for both interventions are discussed in the context of practitioners’ need for a variety of evidenced based practices to meet the needs of a diverse student body as well and that similar interventions may have different outcomes depending on the characteristics and preferences of the learner. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.06.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102

Classification of children with autism spectrum disorders: A finite mixture modeling approach to heterogeneity / Rose F. EAGLE in Research in Autism Spectrum Disorders, 4-4 (October-December 2010)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 4-4 (October-December 2010) . - p.772-781 Titre : Classification of children with autism spectrum disorders: A finite mixture modeling approach to heterogeneity Type de document : Texte imprimé et/ou numérique Auteurs : Rose F. EAGLE, Auteur ; Raymond G. ROMANCZYK, Auteur ; Mark F. LENZENWEGER, Auteur Année de publication : 2010 Article en page(s) : p.772-781 Langues : Anglais (eng) Mots-clés : Autism Autism-spectrum-disorders Subtypes Index. décimale : PER Périodiques Résumé : The heterogeneity found in autism and related disorders (i.e., “autism spectrum disorders”) is widely acknowledged. Even within a specific disorder, such as Autistic Disorder, the range in abilities and clinical presentation is broad. The heterogeneity observed has prompted many researchers to propose subtypes beyond the commonly used DSM-IV-TR diagnoses. However, previous research has used analysis procedures that have significant limitations. This research examined the possible presence and structure of latent behavioral subgroups in young children. Multiple measures were utilized including direct observational measurement of social behavior. Finite mixture modeling analysis revealed evidence for two latent components or subgroups. The groups differed significantly on IQ, receptive language, and social interactions, but not on autism symptom severity. The two groups did not differ by age or proportion of males or females, but differed in terms of diagnoses. Results are compared to existing models of subgroups in autism spectrum disorders, and discussed in terms of implications for future research and treatment. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.02.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102 [article] Classification of children with autism spectrum disorders: A finite mixture modeling approach to heterogeneity [Texte imprimé et/ou numérique] / Rose F. EAGLE, Auteur ; Raymond G. ROMANCZYK, Auteur ; Mark F. LENZENWEGER, Auteur . - 2010 . - p.772-781. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 4-4 (October-December 2010) . - p.772-781 Mots-clés : Autism Autism-spectrum-disorders Subtypes Index. décimale : PER Périodiques Résumé : The heterogeneity found in autism and related disorders (i.e., “autism spectrum disorders”) is widely acknowledged. Even within a specific disorder, such as Autistic Disorder, the range in abilities and clinical presentation is broad. The heterogeneity observed has prompted many researchers to propose subtypes beyond the commonly used DSM-IV-TR diagnoses. However, previous research has used analysis procedures that have significant limitations. This research examined the possible presence and structure of latent behavioral subgroups in young children. Multiple measures were utilized including direct observational measurement of social behavior. Finite mixture modeling analysis revealed evidence for two latent components or subgroups. The groups differed significantly on IQ, receptive language, and social interactions, but not on autism symptom severity. The two groups did not differ by age or proportion of males or females, but differed in terms of diagnoses. Results are compared to existing models of subgroups in autism spectrum disorders, and discussed in terms of implications for future research and treatment. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.02.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102

Impairment of unconscious, but not conscious, gaze-triggered attention orienting in Asperger's disorder / Wataru SATO in Research in Autism Spectrum Disorders, 4-4 (October-December 2010)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 4-4 (October-December 2010) . - p.782-786 Titre : Impairment of unconscious, but not conscious, gaze-triggered attention orienting in Asperger's disorder Type de document : Texte imprimé et/ou numérique Auteurs : Wataru SATO, Auteur ; Motomi TOICHI, Auteur ; Shota UONO, Auteur ; Takashi OKADA, Auteur Année de publication : 2010 Article en page(s) : p.782-786 Langues : Anglais (eng) Mots-clés : Attention-orienting Asperger's-disorder Gaze Pervasive-developmental-disorder-(PDD) Unconscious-processing Subliminal-presentation Index. décimale : PER Périodiques Résumé : Impairment of joint attention represents the core clinical features of pervasive developmental disorders (PDDs), including autism and Asperger's disorder. However, experimental studies reported intact gaze-triggered attentional orienting in PDD. Since all previous studies employed supraliminal presentation of gaze stimuli, we hypothesized that individuals with PDD may be impaired not in conscious but in unconscious gaze-triggered attention shift. We tested the hypothesis in a group of Asperger's disorder (N = 12) and age- and gender-matched controls (N = 13), using a cueing paradigm with supraliminal and subliminal presentation of gaze cues. Under supraliminal conditions, the gaze cueing effect was evident in both groups. Under subliminal conditions, the Asperger group, unlike the control group, did not show the gaze cueing effect. These results indicate the impairment of unconscious, but not conscious, joint attention in Asperger's disorder, which may underlie some clinical findings of social malfunction in PDD. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.02.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102 [article] Impairment of unconscious, but not conscious, gaze-triggered attention orienting in Asperger's disorder [Texte imprimé et/ou numérique] / Wataru SATO, Auteur ; Motomi TOICHI, Auteur ; Shota UONO, Auteur ; Takashi OKADA, Auteur . - 2010 . - p.782-786. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 4-4 (October-December 2010) . - p.782-786 Mots-clés : Attention-orienting Asperger's-disorder Gaze Pervasive-developmental-disorder-(PDD) Unconscious-processing Subliminal-presentation Index. décimale : PER Périodiques Résumé : Impairment of joint attention represents the core clinical features of pervasive developmental disorders (PDDs), including autism and Asperger's disorder. However, experimental studies reported intact gaze-triggered attentional orienting in PDD. Since all previous studies employed supraliminal presentation of gaze stimuli, we hypothesized that individuals with PDD may be impaired not in conscious but in unconscious gaze-triggered attention shift. We tested the hypothesis in a group of Asperger's disorder (N = 12) and age- and gender-matched controls (N = 13), using a cueing paradigm with supraliminal and subliminal presentation of gaze cues. Under supraliminal conditions, the gaze cueing effect was evident in both groups. Under subliminal conditions, the Asperger group, unlike the control group, did not show the gaze cueing effect. These results indicate the impairment of unconscious, but not conscious, joint attention in Asperger's disorder, which may underlie some clinical findings of social malfunction in PDD. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.02.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102

Verbal memory deficits in relation to organization strategy in high- and low-functioning autistic children / Mei-chun CHEUNG in Research in Autism Spectrum Disorders, 4-4 (October-December 2010)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 4-4 (October-December 2010) . - p.764-771 Titre : Verbal memory deficits in relation to organization strategy in high- and low-functioning autistic children Type de document : Texte imprimé et/ou numérique Auteurs : Mei-chun CHEUNG, Auteur ; Agnes S. CHAN, Auteur ; Sophia L. SZE, Auteur ; Winnie Wing-man LEUNG, Auteur ; Cho Yee TO, Auteur Année de publication : 2010 Article en page(s) : p.764-771 Langues : Anglais (eng) Mots-clés : Memory  Encoding  Retrieval  Organization  Autism  Children Index. décimale : PER Périodiques Résumé : The present study examined the verbal memory profile and its relation to organizational strategies in high-functioning (Hi-AUT) and low-functioning (Lo-AUT) children with autism. Twenty-two Hi-AUT and 16 Lo-AUT, and 22 age-, gender- and handedness-matched normal children (NC) were required to remember a list of semantically related words for immediate and delayed recall and recognition. All autistic children showed impaired free recall, a reduced discrimination score and an elevated false alarm rate at recognition. While Hi-AUT children showed encoding and retrieval deficit, Lo-AUT children demonstrated more severe encoding problem and an additional retention difficulty. Lo-AUT, but not the Hi-AUT, children showed impaired semantic clustering. The recall performance in autistic children was not as strongly correlated with semantic clustering as in NC. The dual deficits of encoding and retrieval in autistic children, regardless of functioning level, implicate a frontal-lobe problem commonly observed in autism. The additional retention difficulty shown by low-functioning autistic children may be suggestive of pathological temporal-lobe involvement. The present findings may provide insights into future exploration of memory intervention for autistic children. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.02.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=167 [article] Verbal memory deficits in relation to organization strategy in high- and low-functioning autistic children [Texte imprimé et/ou numérique] / Mei-chun CHEUNG, Auteur ; Agnes S. CHAN, Auteur ; Sophia L. SZE, Auteur ; Winnie Wing-man LEUNG, Auteur ; Cho Yee TO, Auteur . - 2010 . - p.764-771. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 4-4 (October-December 2010) . - p.764-771 Mots-clés : Memory  Encoding  Retrieval  Organization  Autism  Children Index. décimale : PER Périodiques Résumé : The present study examined the verbal memory profile and its relation to organizational strategies in high-functioning (Hi-AUT) and low-functioning (Lo-AUT) children with autism. Twenty-two Hi-AUT and 16 Lo-AUT, and 22 age-, gender- and handedness-matched normal children (NC) were required to remember a list of semantically related words for immediate and delayed recall and recognition. All autistic children showed impaired free recall, a reduced discrimination score and an elevated false alarm rate at recognition. While Hi-AUT children showed encoding and retrieval deficit, Lo-AUT children demonstrated more severe encoding problem and an additional retention difficulty. Lo-AUT, but not the Hi-AUT, children showed impaired semantic clustering. The recall performance in autistic children was not as strongly correlated with semantic clustering as in NC. The dual deficits of encoding and retrieval in autistic children, regardless of functioning level, implicate a frontal-lobe problem commonly observed in autism. The additional retention difficulty shown by low-functioning autistic children may be suggestive of pathological temporal-lobe involvement. The present findings may provide insights into future exploration of memory intervention for autistic children. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.02.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=167