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

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

Parent Stress in a Randomized Clinical Trial of Atomoxetine and Parent Training for Children with Autism Spectrum Disorder / L. LECAVALIER in Journal of Autism and Developmental Disorders, 48-4 (April 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-4 (April 2018) . - p.980-987 Titre : Parent Stress in a Randomized Clinical Trial of Atomoxetine and Parent Training for Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : L. LECAVALIER, Auteur ; X. PAN, Auteur ; T. SMITH, Auteur ; B. L. HANDEN, Auteur ; L. Eugene ARNOLD, Auteur ; L. SILVERMAN, Auteur ; R. V. TUMULURU, Auteur ; J. HOLLWAY, Auteur ; Michael G. AMAN, Auteur Article en page(s) : p.980-987 Langues : Anglais (eng) Mots-clés : Atomoxetine  Attention deficit hyperactivity disorder  Autism spectrum disorder  Parent stress  Parent training Index. décimale : PER Périodiques Résumé : We previously reported a 2 x 2 randomized clinical trial of atomoxetine (ATX) and parent training (PT) for attention deficit hyperactivity disorder (ADHD) symptoms and behavioral noncompliance in 128 children with autism spectrum disorder, ages 5-14 years. Children were randomized to one of four conditions: ATX alone, placebo alone, ATX + PT, or PT + placebo. Both ATX and PT improved some indices of ADHD and behavioral compliance. In this report, we describe parent stress over time and across conditions. All four treatments improved parent self-rated stress from baseline to week 10. However, there were no statistically significant differences between treatment groups. Significantly more improvement in parent stress scores was observed for clinical responders than non-responders. ClinicalTrials.gov Title: Atomoxetine, Placebo and Parent Management Training in Autism (Strattera) ClinicalTrials.gov Identifier: NCT00844753. En ligne : http://dx.doi.org/10.1007/s10803-017-3345-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=351 [article] Parent Stress in a Randomized Clinical Trial of Atomoxetine and Parent Training for Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / L. LECAVALIER, Auteur ; X. PAN, Auteur ; T. SMITH, Auteur ; B. L. HANDEN, Auteur ; L. Eugene ARNOLD, Auteur ; L. SILVERMAN, Auteur ; R. V. TUMULURU, Auteur ; J. HOLLWAY, Auteur ; Michael G. AMAN, Auteur . - p.980-987. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-4 (April 2018) . - p.980-987 Mots-clés : Atomoxetine  Attention deficit hyperactivity disorder  Autism spectrum disorder  Parent stress  Parent training Index. décimale : PER Périodiques Résumé : We previously reported a 2 x 2 randomized clinical trial of atomoxetine (ATX) and parent training (PT) for attention deficit hyperactivity disorder (ADHD) symptoms and behavioral noncompliance in 128 children with autism spectrum disorder, ages 5-14 years. Children were randomized to one of four conditions: ATX alone, placebo alone, ATX + PT, or PT + placebo. Both ATX and PT improved some indices of ADHD and behavioral compliance. In this report, we describe parent stress over time and across conditions. All four treatments improved parent self-rated stress from baseline to week 10. However, there were no statistically significant differences between treatment groups. Significantly more improvement in parent stress scores was observed for clinical responders than non-responders. ClinicalTrials.gov Title: Atomoxetine, Placebo and Parent Management Training in Autism (Strattera) ClinicalTrials.gov Identifier: NCT00844753. En ligne : http://dx.doi.org/10.1007/s10803-017-3345-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=351

A pilot investigation of an iOS-based app for toilet training children with autism spectrum disorder / D. W. MRUZEK in Autism, 23-2 (February 2019)  

Public ISBD [article]  inAutism > 23-2 (February 2019) . - p.359-370 Titre : A pilot investigation of an iOS-based app for toilet training children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : D. W. MRUZEK, Auteur ; S. MCALEAVEY, Auteur ; W. A. LORING, Auteur ; Eric BUTTER, Auteur ; T. SMITH, Auteur ; E. MCDONNELL, Auteur ; L. LEVATO, Auteur ; Courtney A. APONTE, Auteur ; R. P. TRAVIS, Auteur ; R. E. AIELLO, Auteur ; C. M. TAYLOR, Auteur ; J. W. WILKINS, Auteur ; P. CORBETT-DICK, Auteur ; D. M. FINKELSTEIN, Auteur ; A. M. YORK, Auteur ; K. ZANIBBI, Auteur Article en page(s) : p.359-370 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  enuresis  randomized controlled trial  technology  toilet training  urine alarm Index. décimale : PER Périodiques Résumé : We developed an iOS-based app with a transmitter/disposable sensor and corresponding manualized intervention for children with autism spectrum disorder. The app signaled the onset of urination, time-stamped accidents for analysis, reminded parents to reinforce intervals of continence, provided a visual outlet for parents to communicate reinforcement, and afforded opportunity for timely feedback from clinicians. We compared this intervention with an intervention that uses standard behavioral treatment in a pilot randomized controlled trial of 33 children with autism spectrum disorder aged 3-6 years with urinary incontinence. Parents in both groups received initial training and four booster consultations over 3 months. Results support the feasibility of parent-mediated toilet training studies (e.g., 84% retention rate, 92% fidelity of parent-implemented intervention). Parents used the app and related technology with few difficulties or malfunctions. There were no statistically significant group differences for rate of urine accidents, toilet usage, or satisfaction at close of intervention or 3-month follow-up; however, the alarm group trended toward greater rate of skill acquisition with significantly less day-to-day intervention. Further development of alarm and related technology and future comparative studies with a greater number of participants are warranted. En ligne : http://dx.doi.org/10.1177/1362361317741741 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383 [article] A pilot investigation of an iOS-based app for toilet training children with autism spectrum disorder [Texte imprimé et/ou numérique] / D. W. MRUZEK, Auteur ; S. MCALEAVEY, Auteur ; W. A. LORING, Auteur ; Eric BUTTER, Auteur ; T. SMITH, Auteur ; E. MCDONNELL, Auteur ; L. LEVATO, Auteur ; Courtney A. APONTE, Auteur ; R. P. TRAVIS, Auteur ; R. E. AIELLO, Auteur ; C. M. TAYLOR, Auteur ; J. W. WILKINS, Auteur ; P. CORBETT-DICK, Auteur ; D. M. FINKELSTEIN, Auteur ; A. M. YORK, Auteur ; K. ZANIBBI, Auteur . - p.359-370. Langues : Anglais (eng) in Autism > 23-2 (February 2019) . - p.359-370 Mots-clés : autism spectrum disorder  enuresis  randomized controlled trial  technology  toilet training  urine alarm Index. décimale : PER Périodiques Résumé : We developed an iOS-based app with a transmitter/disposable sensor and corresponding manualized intervention for children with autism spectrum disorder. The app signaled the onset of urination, time-stamped accidents for analysis, reminded parents to reinforce intervals of continence, provided a visual outlet for parents to communicate reinforcement, and afforded opportunity for timely feedback from clinicians. We compared this intervention with an intervention that uses standard behavioral treatment in a pilot randomized controlled trial of 33 children with autism spectrum disorder aged 3-6 years with urinary incontinence. Parents in both groups received initial training and four booster consultations over 3 months. Results support the feasibility of parent-mediated toilet training studies (e.g., 84% retention rate, 92% fidelity of parent-implemented intervention). Parents used the app and related technology with few difficulties or malfunctions. There were no statistically significant group differences for rate of urine accidents, toilet usage, or satisfaction at close of intervention or 3-month follow-up; however, the alarm group trended toward greater rate of skill acquisition with significantly less day-to-day intervention. Further development of alarm and related technology and future comparative studies with a greater number of participants are warranted. En ligne : http://dx.doi.org/10.1177/1362361317741741 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383

Predictors of Caregiver Strain for Parents of Children with Autism Spectrum Disorder / Jessica BRADSHAW in Journal of Autism and Developmental Disorders, 51-9 (September 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-9 (September 2021) . - p.3039-3049 Titre : Predictors of Caregiver Strain for Parents of Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Jessica BRADSHAW, Auteur ; S. GILLESPIE, Auteur ; C. MCCRACKEN, Auteur ; B. H. KING, Auteur ; J. T. MCCRACKEN, Auteur ; C. R. JOHNSON, Auteur ; L. LECAVALIER, Auteur ; T. SMITH, Auteur ; N. SWIEZY, Auteur ; Karen E. BEARSS, Auteur ; L. SIKICH, Auteur ; C. DONNELLY, Auteur ; E. HOLLANDER, Auteur ; C. J. MCDOUGLE, Auteur ; Lawrence SCAHILL, Auteur Article en page(s) : p.3039-3049 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Caregivers  Child  Family  Humans  Parents  Surveys and Questionnaires  Autism spectrum disorder  Caregiver strain  Disruptive behavior  Stress  Wellbeing Index. décimale : PER Périodiques Résumé : Parents of children with autism spectrum disorder (ASD) face higher levels of caregiver strain compared to parents of children with other disabilities. This study examined child clinical features that predict high levels of caregiver strain for 374 parents of children with ASD. Caregiver strain was measured using the Caregiver Strain Questionnaire (CGSQ) objective, subjective internalized, and subjective externalized subscales. Confirmatory factor analysis indicated an acceptable fit for the original CGSQ three-factor solution. The strongest child predictors across CGSQ subscales were: disruptive behavior for objective strain, autism severity and disruptive behavior for subjective internalized strain, and oppositional behavior and hyperactivity for subjective externalized strain. Individualized interventions that attend to specific elements of parental strain may reduce strain and improve family wellbeing. En ligne : http://dx.doi.org/10.1007/s10803-020-04625-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=453 [article] Predictors of Caregiver Strain for Parents of Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Jessica BRADSHAW, Auteur ; S. GILLESPIE, Auteur ; C. MCCRACKEN, Auteur ; B. H. KING, Auteur ; J. T. MCCRACKEN, Auteur ; C. R. JOHNSON, Auteur ; L. LECAVALIER, Auteur ; T. SMITH, Auteur ; N. SWIEZY, Auteur ; Karen E. BEARSS, Auteur ; L. SIKICH, Auteur ; C. DONNELLY, Auteur ; E. HOLLANDER, Auteur ; C. J. MCDOUGLE, Auteur ; Lawrence SCAHILL, Auteur . - p.3039-3049. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-9 (September 2021) . - p.3039-3049 Mots-clés : Autism Spectrum Disorder  Caregivers  Child  Family  Humans  Parents  Surveys and Questionnaires  Autism spectrum disorder  Caregiver strain  Disruptive behavior  Stress  Wellbeing Index. décimale : PER Périodiques Résumé : Parents of children with autism spectrum disorder (ASD) face higher levels of caregiver strain compared to parents of children with other disabilities. This study examined child clinical features that predict high levels of caregiver strain for 374 parents of children with ASD. Caregiver strain was measured using the Caregiver Strain Questionnaire (CGSQ) objective, subjective internalized, and subjective externalized subscales. Confirmatory factor analysis indicated an acceptable fit for the original CGSQ three-factor solution. The strongest child predictors across CGSQ subscales were: disruptive behavior for objective strain, autism severity and disruptive behavior for subjective internalized strain, and oppositional behavior and hyperactivity for subjective externalized strain. Individualized interventions that attend to specific elements of parental strain may reduce strain and improve family wellbeing. En ligne : http://dx.doi.org/10.1007/s10803-020-04625-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=453

Teaching Parents Behavioral Strategies for Autism Spectrum Disorder (ASD): Effects on Stress, Strain, and Competence / S. IADAROLA in Journal of Autism and Developmental Disorders, 48-4 (April 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-4 (April 2018) . - p.1031-1040 Titre : Teaching Parents Behavioral Strategies for Autism Spectrum Disorder (ASD): Effects on Stress, Strain, and Competence Type de document : Texte imprimé et/ou numérique Auteurs : S. IADAROLA, Auteur ; L. LEVATO, Auteur ; B. HARRISON, Auteur ; T. SMITH, Auteur ; L. LECAVALIER, Auteur ; C. JOHNSON, Auteur ; N. SWIEZY, Auteur ; Karen E. BEARSS, Auteur ; Lawrence SCAHILL, Auteur Article en page(s) : p.1031-1040 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Parent training  Parental competence  Parental stress Index. décimale : PER Périodiques Résumé : We report on parent outcomes from a randomized clinical trial of parent training (PT) versus psychoeducation (PEP) in 180 children with autism spectrum disorder (ASD) and disruptive behavior. We compare the impact of PT and PEP on parent outcomes: Parenting Stress Index (PSI), Parent Sense of Competence (PSOC), and Caregiver Strain Questionnaire (CGSQ). Mixed-effects linear models evaluated differences at weeks 12 and 24, controlling for baseline scores. Parents in PT reported greater improvement than PEP on the PSOC (ES = 0.34), CGSQ (ES = 0.50), and difficult child subdomain of the PSI (ES = 0.44). This is the largest trial assessing PT in ASD on parent outcomes. PT reduces disruptive behavior in children, and improves parental competence while reducing parental stress and parental strain. En ligne : http://dx.doi.org/10.1007/s10803-017-3339-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=351 [article] Teaching Parents Behavioral Strategies for Autism Spectrum Disorder (ASD): Effects on Stress, Strain, and Competence [Texte imprimé et/ou numérique] / S. IADAROLA, Auteur ; L. LEVATO, Auteur ; B. HARRISON, Auteur ; T. SMITH, Auteur ; L. LECAVALIER, Auteur ; C. JOHNSON, Auteur ; N. SWIEZY, Auteur ; Karen E. BEARSS, Auteur ; Lawrence SCAHILL, Auteur . - p.1031-1040. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-4 (April 2018) . - p.1031-1040 Mots-clés : Autism spectrum disorder  Parent training  Parental competence  Parental stress Index. décimale : PER Périodiques Résumé : We report on parent outcomes from a randomized clinical trial of parent training (PT) versus psychoeducation (PEP) in 180 children with autism spectrum disorder (ASD) and disruptive behavior. We compare the impact of PT and PEP on parent outcomes: Parenting Stress Index (PSI), Parent Sense of Competence (PSOC), and Caregiver Strain Questionnaire (CGSQ). Mixed-effects linear models evaluated differences at weeks 12 and 24, controlling for baseline scores. Parents in PT reported greater improvement than PEP on the PSOC (ES = 0.34), CGSQ (ES = 0.50), and difficult child subdomain of the PSI (ES = 0.44). This is the largest trial assessing PT in ASD on parent outcomes. PT reduces disruptive behavior in children, and improves parental competence while reducing parental stress and parental strain. En ligne : http://dx.doi.org/10.1007/s10803-017-3339-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=351

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