Adding the missing voice: How self-report of autistic youth self-report on an executive functioning rating scale compares to parent report and that of youth with attention deficit hyperactivity disorder or neurotypical development / Lauren KENWORTHY in Autism, 26-2 (February 2022)  

Public ISBD [article]  inAutism > 26-2 (February 2022) . - p.422-433 Titre : Adding the missing voice: How self-report of autistic youth self-report on an executive functioning rating scale compares to parent report and that of youth with attention deficit hyperactivity disorder or neurotypical development Type de document : texte imprimé Auteurs : Lauren KENWORTHY, Auteur ; Alyssa VERBALIS, Auteur ; Julia BASCOM, Auteur ; Sharon DAVANPORT, Auteur ; John F. STRANG, Auteur ; Cara E. PUGLIESE, Auteur ; Abigail FREEMAN, Auteur ; Charlotte JEPPSEN, Auteur ; Anna Chelsea ARMOUR, Auteur ; Geneva JOST, Auteur ; Kristina K. HARDY, Auteur ; Gregory L. WALLACE, Auteur Article en page(s) : p.422-433 Langues : Anglais (eng) Mots-clés : attention deficit hyperactivity disorder  autism  executive function  parent report  psychometrics  self-report  youth  receives financial compensation for use of the First and second editions of the  Behavior Rating of Executive Functions (BRIEF, BRIEF 2). Index. décimale : PER Périodiques Résumé : Executive functions are often impaired in autistic people and relate to important outcomes such as mental health, success in school and work, and quality of life. Evaluating executive functions helps autistic people, clinicians, and families identify targets for external supports and skill building. Youth self-report of executive function has not been studied, yet we know that self-report from autistic youth is key to understanding other cognitive/behavioral phenomena in autism such as anxiety, obsessions/compulsions, sensory sensitivities, and repetitive behaviors. We investigated self- and parent-report of executive function problems in 197 autistic youth without intellectual disability (ages 11-18 years), including the magnitude and profiles of executive function problems autistic youth report across subdomains of executive function. We compared autistic self-report with that of 114 youth with attention deficit hyperactivity disorder without intellectual disability and 197 neurotypical youth. We found that autistic youth report significant executive function problems compared to neurotypical youth and a distinctive profile of challenges in comparison to attention deficit hyperactivity disorder youth. Parents and their autistic children diverged regarding the magnitude of the youth's executive function difficulties, but both identify inflexibility as the most impaired executive function subdomain. Autistic youth and their parents were somewhat more concordant in their report of executive function problems than youth with attention deficit hyperactivity disorder and their parents, but only showed moderate concordance at best. These findings elevate the importance of asking autistic youth directly about their executive functioning when engaging them in assessment and intervention, or researching executive functions in autism. En ligne : http://dx.doi.org/10.1177/13623613211029117 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452 [article] Adding the missing voice: How self-report of autistic youth self-report on an executive functioning rating scale compares to parent report and that of youth with attention deficit hyperactivity disorder or neurotypical development [texte imprimé] / Lauren KENWORTHY, Auteur ; Alyssa VERBALIS, Auteur ; Julia BASCOM, Auteur ; Sharon DAVANPORT, Auteur ; John F. STRANG, Auteur ; Cara E. PUGLIESE, Auteur ; Abigail FREEMAN, Auteur ; Charlotte JEPPSEN, Auteur ; Anna Chelsea ARMOUR, Auteur ; Geneva JOST, Auteur ; Kristina K. HARDY, Auteur ; Gregory L. WALLACE, Auteur . - p.422-433. Langues : Anglais (eng) in Autism > 26-2 (February 2022) . - p.422-433 Mots-clés : attention deficit hyperactivity disorder  autism  executive function  parent report  psychometrics  self-report  youth  receives financial compensation for use of the First and second editions of the  Behavior Rating of Executive Functions (BRIEF, BRIEF 2). Index. décimale : PER Périodiques Résumé : Executive functions are often impaired in autistic people and relate to important outcomes such as mental health, success in school and work, and quality of life. Evaluating executive functions helps autistic people, clinicians, and families identify targets for external supports and skill building. Youth self-report of executive function has not been studied, yet we know that self-report from autistic youth is key to understanding other cognitive/behavioral phenomena in autism such as anxiety, obsessions/compulsions, sensory sensitivities, and repetitive behaviors. We investigated self- and parent-report of executive function problems in 197 autistic youth without intellectual disability (ages 11-18 years), including the magnitude and profiles of executive function problems autistic youth report across subdomains of executive function. We compared autistic self-report with that of 114 youth with attention deficit hyperactivity disorder without intellectual disability and 197 neurotypical youth. We found that autistic youth report significant executive function problems compared to neurotypical youth and a distinctive profile of challenges in comparison to attention deficit hyperactivity disorder youth. Parents and their autistic children diverged regarding the magnitude of the youth's executive function difficulties, but both identify inflexibility as the most impaired executive function subdomain. Autistic youth and their parents were somewhat more concordant in their report of executive function problems than youth with attention deficit hyperactivity disorder and their parents, but only showed moderate concordance at best. These findings elevate the importance of asking autistic youth directly about their executive functioning when engaging them in assessment and intervention, or researching executive functions in autism. En ligne : http://dx.doi.org/10.1177/13623613211029117 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452

Anxiety relates to classroom executive function problems in students with ASD, but not ADHD / Mary F.S. DIECKHAUS in Research in Autism Spectrum Disorders, 82 (April 2021)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 82 (April 2021) . - 101739 Titre : Anxiety relates to classroom executive function problems in students with ASD, but not ADHD Type de document : texte imprimé Auteurs : Mary F.S. DIECKHAUS, Auteur ; Kristina K. HARDY, Auteur ; Laura GUTERMUTH ANTHONY, Auteur ; Alyssa VERBALIS, Auteur ; Lauren KENWORTHY, Auteur ; Cara E. PUGLIESE, Auteur Article en page(s) : 101739 Langues : Anglais (eng) Mots-clés : Autism  Attention-deficit/hyperactivity disorder  Anxiety  Executive function  Flexibility Index. décimale : PER Périodiques Résumé : Background Anxiety occurs at elevated rates in developmental disorders and has been linked to executive functioning (EF) deficits. EF is strongly related to academic outcomes, but the relationship between anxiety and EF in the classroom has not been examined. Method We explored this relationship in two neurodevelopmental disorders, autism spectrum disorders (ASD) and attention-deficit/hyperactivity disorder (ADHD), in order to evaluate the specificity of associations between parent-reported anxiety and teacher-reported EF deficits in the classroom setting. Results Greater anxiety was associated with more classroom EF-related problems in the ASD group, but not in the ADHD group. Item-level analysis of classroom EF problems in the ASD group revealed associations between anxiety and difficulties with task initiation, attention, and completion. Anxiety was not related to total or item-level teacher-reported EF problems in the ADHD group. Conclusion Further investigation into disorder-specific mechanisms that lead to the manifestation of anxiety symptoms may pave the way for more effective treatment and favorable academic outcome. Anxiety is related to poor EF in the classroom for students with ASD, which has implications for treating anxiety to promote positive academic outcomes and incorporating EF supports and training into treatment models for anxiety. The lack of association between anxiety and EF for students with ADHD was unexpected and warrants further exploration. En ligne : https://doi.org/10.1016/j.rasd.2021.101739 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=443 [article] Anxiety relates to classroom executive function problems in students with ASD, but not ADHD [texte imprimé] / Mary F.S. DIECKHAUS, Auteur ; Kristina K. HARDY, Auteur ; Laura GUTERMUTH ANTHONY, Auteur ; Alyssa VERBALIS, Auteur ; Lauren KENWORTHY, Auteur ; Cara E. PUGLIESE, Auteur . - 101739. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 82 (April 2021) . - 101739 Mots-clés : Autism  Attention-deficit/hyperactivity disorder  Anxiety  Executive function  Flexibility Index. décimale : PER Périodiques Résumé : Background Anxiety occurs at elevated rates in developmental disorders and has been linked to executive functioning (EF) deficits. EF is strongly related to academic outcomes, but the relationship between anxiety and EF in the classroom has not been examined. Method We explored this relationship in two neurodevelopmental disorders, autism spectrum disorders (ASD) and attention-deficit/hyperactivity disorder (ADHD), in order to evaluate the specificity of associations between parent-reported anxiety and teacher-reported EF deficits in the classroom setting. Results Greater anxiety was associated with more classroom EF-related problems in the ASD group, but not in the ADHD group. Item-level analysis of classroom EF problems in the ASD group revealed associations between anxiety and difficulties with task initiation, attention, and completion. Anxiety was not related to total or item-level teacher-reported EF problems in the ADHD group. Conclusion Further investigation into disorder-specific mechanisms that lead to the manifestation of anxiety symptoms may pave the way for more effective treatment and favorable academic outcome. Anxiety is related to poor EF in the classroom for students with ASD, which has implications for treating anxiety to promote positive academic outcomes and incorporating EF supports and training into treatment models for anxiety. The lack of association between anxiety and EF for students with ADHD was unexpected and warrants further exploration. En ligne : https://doi.org/10.1016/j.rasd.2021.101739 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=443

Assessment of Sesame Street online autism resources: Impacts on parental implicit and explicit attitudes toward children with autism / Cheryl L. DICKTER in Autism, 25-1 (January 2021)  

Public ISBD [article]  inAutism > 25-1 (January 2021) . - p.114-124 Titre : Assessment of Sesame Street online autism resources: Impacts on parental implicit and explicit attitudes toward children with autism Type de document : texte imprimé Auteurs : Cheryl L. DICKTER, Auteur ; Joshua A. BURK, Auteur ; Laura G. ANTHONY, Auteur ; Hillary A. ROBERTSON, Auteur ; Alyssa VERBALIS, Auteur ; Sydney SEESE, Auteur ; Yetta MYRICK, Auteur ; Bruno J. ANTHONY, Auteur Article en page(s) : p.114-124 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  social cognition and social behavior Index. décimale : PER Périodiques Résumé : The current study sought to characterize implicit bias toward children with autism and examine whether viewing educational materials about autism would change attitudes toward children with autism. A website developed by Sesame Street containing information about autism and resources for families was distributed to parents of children with autism (n = 473) and parents of children without autism (n = 707). Pre- and post-test measures of implicit bias toward children with autism; explicit attitudes and knowledge about autism; and parenting confidence, strain, and stigma were completed before and after the website was presented. Results indicated that parents of children with autism showed less implicit bias compared with those of non-autistic children during the pre-test, but the groups did not differ at the post-test. Parents without autistic children and those with more negative explicit attitudes showed a greater reduction in implicit bias from the pre- to the post-test. In addition, for parents of children with autism, a more positive change in explicit attitudes and increased knowledge from the pre- to the post-test was associated with more empowerment at the post-test. Together, our findings suggest that the online educational resources can reduce implicit bias against children with autism and help mitigate some of the psychological issues associated with parenting children with autism. En ligne : http://dx.doi.org/10.1177/1362361320949346 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437 [article] Assessment of Sesame Street online autism resources: Impacts on parental implicit and explicit attitudes toward children with autism [texte imprimé] / Cheryl L. DICKTER, Auteur ; Joshua A. BURK, Auteur ; Laura G. ANTHONY, Auteur ; Hillary A. ROBERTSON, Auteur ; Alyssa VERBALIS, Auteur ; Sydney SEESE, Auteur ; Yetta MYRICK, Auteur ; Bruno J. ANTHONY, Auteur . - p.114-124. Langues : Anglais (eng) in Autism > 25-1 (January 2021) . - p.114-124 Mots-clés : autism spectrum disorders  social cognition and social behavior Index. décimale : PER Périodiques Résumé : The current study sought to characterize implicit bias toward children with autism and examine whether viewing educational materials about autism would change attitudes toward children with autism. A website developed by Sesame Street containing information about autism and resources for families was distributed to parents of children with autism (n = 473) and parents of children without autism (n = 707). Pre- and post-test measures of implicit bias toward children with autism; explicit attitudes and knowledge about autism; and parenting confidence, strain, and stigma were completed before and after the website was presented. Results indicated that parents of children with autism showed less implicit bias compared with those of non-autistic children during the pre-test, but the groups did not differ at the post-test. Parents without autistic children and those with more negative explicit attitudes showed a greater reduction in implicit bias from the pre- to the post-test. In addition, for parents of children with autism, a more positive change in explicit attitudes and increased knowledge from the pre- to the post-test was associated with more empowerment at the post-test. Together, our findings suggest that the online educational resources can reduce implicit bias against children with autism and help mitigate some of the psychological issues associated with parenting children with autism. En ligne : http://dx.doi.org/10.1177/1362361320949346 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437

Can Autism Resolve? / Juhi PANDEY

Public ISBD contenu dans Autism Frontiers / Bruce K. SHAPIRO Titre : Can Autism Resolve? Type de document : texte imprimé Auteurs : Juhi PANDEY, Auteur ; Deborah A. FEIN, Auteur ; Alyssa D. VERBALIS, Auteur ; Leandra B. WILSON, Auteur Année de publication : 2008 Importance : p.191-205 Langues : Anglais (eng) Index. décimale : AUT-B AUT-B - L'Autisme - Ouvrages généraux et scientifiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=674 contenu dans Autism Frontiers / Bruce K. SHAPIRO Can Autism Resolve? [texte imprimé] / Juhi PANDEY, Auteur ; Deborah A. FEIN, Auteur ; Alyssa D. VERBALIS, Auteur ; Leandra B. WILSON, Auteur . - 2008 . - p.191-205. Langues : Anglais (eng) Index. décimale : AUT-B AUT-B - L'Autisme - Ouvrages généraux et scientifiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=674

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Diagnostic Stability in Very Young Children with Autism Spectrum Disorders / Jamie KLEINMAN in Journal of Autism and Developmental Disorders, 38-4 (April 2008)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 38-4 (April 2008) . - p.606-615 Titre : Diagnostic Stability in Very Young Children with Autism Spectrum Disorders Type de document : texte imprimé Auteurs : Jamie KLEINMAN, Auteur ; Juhi PANDEY, Auteur ; Deborah A. FEIN, Auteur ; Alyssa D. VERBALIS, Auteur ; Pamela VENTOLA, Auteur ; Thyde DUMONT-MATHIEU, Auteur ; Diana L. ROBINS, Auteur ; Sarah HODGSON, Auteur ; James GREEN, Auteur ; Marianne L. BARTON, Auteur Année de publication : 2008 Article en page(s) : p.606-615 Langues : Anglais (eng) Mots-clés : Autism PDD-NOS Diagnostic-stability Early-detection Index. décimale : PER Périodiques Résumé : Autism Spectrum Disorders (ASD) diagnosis in very young children may be delayed due to doubts about validity. In this study, 77 children received a diagnostic and developmental evaluation between 16 and 35 months and also between 42 and 82 months. Diagnoses based on clinical judgment, Childhood Autism Rating Scale, and the Autism Diagnostic Observation Schedule were stable over time. Diagnoses made using the Autism Diagnostic Interview were slightly less stable. According to clinical judgment, 15 children (19%) moved off the autism spectrum by the second evaluation; none moved onto the spectrum. Results indicate diagnostic stability at acceptable levels for diagnoses made at age 2. Movement off the spectrum may reflect true improvement based on maturation, intervention, or over-diagnosis at age 2. En ligne : http://dx.doi.org/10.1007/s10803-007-0427-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=340 [article] Diagnostic Stability in Very Young Children with Autism Spectrum Disorders [texte imprimé] / Jamie KLEINMAN, Auteur ; Juhi PANDEY, Auteur ; Deborah A. FEIN, Auteur ; Alyssa D. VERBALIS, Auteur ; Pamela VENTOLA, Auteur ; Thyde DUMONT-MATHIEU, Auteur ; Diana L. ROBINS, Auteur ; Sarah HODGSON, Auteur ; James GREEN, Auteur ; Marianne L. BARTON, Auteur . - 2008 . - p.606-615. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 38-4 (April 2008) . - p.606-615 Mots-clés : Autism PDD-NOS Diagnostic-stability Early-detection Index. décimale : PER Périodiques Résumé : Autism Spectrum Disorders (ASD) diagnosis in very young children may be delayed due to doubts about validity. In this study, 77 children received a diagnostic and developmental evaluation between 16 and 35 months and also between 42 and 82 months. Diagnoses based on clinical judgment, Childhood Autism Rating Scale, and the Autism Diagnostic Observation Schedule were stable over time. Diagnoses made using the Autism Diagnostic Interview were slightly less stable. According to clinical judgment, 15 children (19%) moved off the autism spectrum by the second evaluation; none moved onto the spectrum. Results indicate diagnostic stability at acceptable levels for diagnoses made at age 2. Movement off the spectrum may reflect true improvement based on maturation, intervention, or over-diagnosis at age 2. En ligne : http://dx.doi.org/10.1007/s10803-007-0427-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=340

Gender, assigned sex at birth, and gender diversity: Windows into diagnostic timing disparities in autism / Goldie A. MCQUAID in Autism, 28-11 (November 2024)  

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“In our language”: Acceptability and impact of executive function videos for Spanish-speaking families / Jonathan SAFER-LICHTENSTEIN in Research in Autism, 128 (October 2025)  

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Increasing autism acceptance: The impact of the Sesame Street "See Amazing in All Children" initiative / Bruno J. ANTHONY in Autism, 24-1 (January 2020)  

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Leveraging technology to make parent training more accessible: Randomized trial of in-person versus online executive function training for parents of autistic children / Lauren KENWORTHY in Autism, 27-3 (April 2023)  

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Meeting the needs of autistic adults in Qatar: Stakeholder perspectives on gaps in services and priorities for future programming / Serene HABAYEB in Autism, 26-1 (January 2022)  

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Screening for autism in older and younger toddlers with the Modified Checklist for Autism in Toddlers / Juhi PANDEY in Autism, 12-5 (September 2008)  

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The Modified Checklist for Autism in Toddlers: A Follow-up Study Investigating the Early Detection of Autism Spectrum Disorders / Jamie KLEINMAN in Journal of Autism and Developmental Disorders, 38-5 (May 2008)  

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Time is of the essence: Age at autism diagnosis, sex assigned at birth, and psychopathology / Jessica V. SMITH in Autism, 28-11 (November 2024)  

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