Anglo-Latino differences in parental concerns and service inequities for children at risk of autism spectrum disorder / Jan BLACHER in Autism, 23-6 (August 2019)  

Public ISBD [article]  inAutism > 23-6 (August 2019) . - p.1554-1562 Titre : Anglo-Latino differences in parental concerns and service inequities for children at risk of autism spectrum disorder Type de document : texte imprimé Auteurs : Jan BLACHER, Auteur ; Katherine STAVROPOULOS, Auteur ; Yasamin BOLOURIAN, Auteur Article en page(s) : p.1554-1562 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  culture  screening Index. décimale : PER Périodiques Résumé : In an evaluation of Anglo and Latina mothers and their children at risk of autism, this study compared mother-reported child behavioral concerns to staff-observed symptoms of autism. Within Latina mothers, the impact of primary language (English/Spanish), mothers' education, and child age on ratings of developmental concerns was examined. Participants were 218 mothers (Anglo = 85; Latina = 133) of children referred to a no-cost autism screening clinic. Mothers reported on behavioral concerns, autism symptomology, and services received; children were administered the Autism Diagnostic Observation Schedule by certified staff. Results revealed that Anglo and Latino children did not differ by autism symptoms or classification. However, Anglo mothers reported significantly more concerns than Latina mothers. Within the Latina group, analyses revealed significant interaction effects of language and child age; Spanish-speaking mothers of preschoolers endorsed fewer concerns, while Spanish-speaking mothers of school-aged children endorsed more concerns. Despite these reports, Anglo children with a classification of autism spectrum disorder were receiving significantly more services than Latino children with autism spectrum disorder, suggesting early beginnings of a service divide as well as the need for improved parent education on child development and advocacy for Latino families. En ligne : http://dx.doi.org/10.1177/1362361318818327 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403 [article] Anglo-Latino differences in parental concerns and service inequities for children at risk of autism spectrum disorder [texte imprimé] / Jan BLACHER, Auteur ; Katherine STAVROPOULOS, Auteur ; Yasamin BOLOURIAN, Auteur . - p.1554-1562. Langues : Anglais (eng) in Autism > 23-6 (August 2019) . - p.1554-1562 Mots-clés : autism spectrum disorders  culture  screening Index. décimale : PER Périodiques Résumé : In an evaluation of Anglo and Latina mothers and their children at risk of autism, this study compared mother-reported child behavioral concerns to staff-observed symptoms of autism. Within Latina mothers, the impact of primary language (English/Spanish), mothers' education, and child age on ratings of developmental concerns was examined. Participants were 218 mothers (Anglo = 85; Latina = 133) of children referred to a no-cost autism screening clinic. Mothers reported on behavioral concerns, autism symptomology, and services received; children were administered the Autism Diagnostic Observation Schedule by certified staff. Results revealed that Anglo and Latino children did not differ by autism symptoms or classification. However, Anglo mothers reported significantly more concerns than Latina mothers. Within the Latina group, analyses revealed significant interaction effects of language and child age; Spanish-speaking mothers of preschoolers endorsed fewer concerns, while Spanish-speaking mothers of school-aged children endorsed more concerns. Despite these reports, Anglo children with a classification of autism spectrum disorder were receiving significantly more services than Latino children with autism spectrum disorder, suggesting early beginnings of a service divide as well as the need for improved parent education on child development and advocacy for Latino families. En ligne : http://dx.doi.org/10.1177/1362361318818327 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403

Brief Report: Emotional and Behavioral Problems Among Young Children with ASD: An Exploratory Study of ADOS E-Codes and Child Characteristics / Megan GALLIGAN LEDOUX in Journal of Autism and Developmental Disorders, 52-10 (October 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-10 (October 2022) . - p.4597-4604 Titre : Brief Report: Emotional and Behavioral Problems Among Young Children with ASD: An Exploratory Study of ADOS E-Codes and Child Characteristics Type de document : texte imprimé Auteurs : Megan GALLIGAN LEDOUX, Auteur ; Michelle HEYMAN, Auteur ; Yasamin BOLOURIAN, Auteur ; Katherine STAVROPOULOS, Auteur ; Jan BLACHER, Auteur Article en page(s) : p.4597-4604 Langues : Anglais (eng) Mots-clés : Ados-2  Assessment  Autism spectrum disorder  Emotional and behavioral problems Index. décimale : PER Périodiques Résumé : Emotional and behavioral problems (EBPs), such as anxiety, overactivity, and aggression, can influence the diagnosis of autism spectrum disorder (ASD). The gold standard diagnostic tool for ASD, the Autism Diagnostic Observation Schedule-Second Edition, includes three items ("E-codes") for EBPs that are frequently associated with ASD. Few empirical investigations have explored the use of E-codes. This study examined the relationship between E-codes and child characteristics (e.g., cognitive abilities, ASD symptom severity) in a sample of young children with ASD (N=233). Findings indicated that E-codes positively correlated with ASD symptom severity and negatively associated with IQ. Symptom severity also significantly accounted for the variance in EBPs. Implications for ASD assessment as well as future research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-021-05313-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=486 [article] Brief Report: Emotional and Behavioral Problems Among Young Children with ASD: An Exploratory Study of ADOS E-Codes and Child Characteristics [texte imprimé] / Megan GALLIGAN LEDOUX, Auteur ; Michelle HEYMAN, Auteur ; Yasamin BOLOURIAN, Auteur ; Katherine STAVROPOULOS, Auteur ; Jan BLACHER, Auteur . - p.4597-4604. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-10 (October 2022) . - p.4597-4604 Mots-clés : Ados-2  Assessment  Autism spectrum disorder  Emotional and behavioral problems Index. décimale : PER Périodiques Résumé : Emotional and behavioral problems (EBPs), such as anxiety, overactivity, and aggression, can influence the diagnosis of autism spectrum disorder (ASD). The gold standard diagnostic tool for ASD, the Autism Diagnostic Observation Schedule-Second Edition, includes three items ("E-codes") for EBPs that are frequently associated with ASD. Few empirical investigations have explored the use of E-codes. This study examined the relationship between E-codes and child characteristics (e.g., cognitive abilities, ASD symptom severity) in a sample of young children with ASD (N=233). Findings indicated that E-codes positively correlated with ASD symptom severity and negatively associated with IQ. Symptom severity also significantly accounted for the variance in EBPs. Implications for ASD assessment as well as future research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-021-05313-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=486

Daily living skills in adolescents with autism spectrum disorder: Implications for intervention and independence / Elizabeth BAKER in Research in Autism Spectrum Disorders, 83 (May 2021)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 83 (May 2021) . - 101761 Titre : Daily living skills in adolescents with autism spectrum disorder: Implications for intervention and independence Type de document : texte imprimé Auteurs : Elizabeth BAKER, Auteur ; Katherine K.M. STAVROPOULOS, Auteur ; Bruce L. BAKER, Auteur ; Jan BLACHER, Auteur Article en page(s) : 101761 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Adaptive behavior  Daily living skills  Externalizing behavior problems Index. décimale : PER Périodiques Résumé : Background Challenges in adaptive behaviors are present in individuals with autism spectrum disorder (ASD), while variation in IQ, social skills, and comorbidities are possible influences on adaptive behaviors. However, adaptive behaviors do not consistently map onto cognitive abilities in ASD, as high IQ is not protective against challenges in adaptive behaviors. Additionally, individuals with both ASD and elevated levels of externalizing problem behaviors experience even worse adaptive behaviors. Identifying factors that contribute to the variance in adaptive behaviors, particularly daily living skills (DLS), may inform strategies to improve adaptive behaviors necessary for independence in adulthood. Method Adolescents with typical cognitive development (TD, n = 84), intellectual disability (ID, n = 30), or ASD (n = 45) were included in this study to examine group differences in adaptive behaviors, identify relations between IQ and DLS, and determine factors that contribute to variance in DLS at youth age 13. The Vineland Adaptive Behavior Scales, 2nd Edition (VABS-II) was used to measure adaptive behaviors. Results All domains of adaptive behavior were significantly higher in TD groups compared to ASD and ID youth. Significant positive correlations were observed between IQ and DLS in the ASD and ID groups. In the ASD youth group, higher externalizing behavior problems explained the most variance in DLS. Conclusions DLS are below age-expected levels in young adolescents with ASD, in part because of the higher externalizing behavior problems in this group. Incorporating adaptive skills training and behavior management strategies into current interventions may serve to prepare adolescents and families for the transition to adulthood. En ligne : https://doi.org/10.1016/j.rasd.2021.101761 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 [article] Daily living skills in adolescents with autism spectrum disorder: Implications for intervention and independence [texte imprimé] / Elizabeth BAKER, Auteur ; Katherine K.M. STAVROPOULOS, Auteur ; Bruce L. BAKER, Auteur ; Jan BLACHER, Auteur . - 101761. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 83 (May 2021) . - 101761 Mots-clés : Autism spectrum disorder  Adaptive behavior  Daily living skills  Externalizing behavior problems Index. décimale : PER Périodiques Résumé : Background Challenges in adaptive behaviors are present in individuals with autism spectrum disorder (ASD), while variation in IQ, social skills, and comorbidities are possible influences on adaptive behaviors. However, adaptive behaviors do not consistently map onto cognitive abilities in ASD, as high IQ is not protective against challenges in adaptive behaviors. Additionally, individuals with both ASD and elevated levels of externalizing problem behaviors experience even worse adaptive behaviors. Identifying factors that contribute to the variance in adaptive behaviors, particularly daily living skills (DLS), may inform strategies to improve adaptive behaviors necessary for independence in adulthood. Method Adolescents with typical cognitive development (TD, n = 84), intellectual disability (ID, n = 30), or ASD (n = 45) were included in this study to examine group differences in adaptive behaviors, identify relations between IQ and DLS, and determine factors that contribute to variance in DLS at youth age 13. The Vineland Adaptive Behavior Scales, 2nd Edition (VABS-II) was used to measure adaptive behaviors. Results All domains of adaptive behavior were significantly higher in TD groups compared to ASD and ID youth. Significant positive correlations were observed between IQ and DLS in the ASD and ID groups. In the ASD youth group, higher externalizing behavior problems explained the most variance in DLS. Conclusions DLS are below age-expected levels in young adolescents with ASD, in part because of the higher externalizing behavior problems in this group. Incorporating adaptive skills training and behavior management strategies into current interventions may serve to prepare adolescents and families for the transition to adulthood. En ligne : https://doi.org/10.1016/j.rasd.2021.101761 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445

Differential diagnosis of autism spectrum disorder / Katherine K.M. STAVROPOULOS

Public ISBD Titre : Differential diagnosis of autism spectrum disorder Type de document : texte imprimé Auteurs : Katherine K.M. STAVROPOULOS, Directeur de publication ; James C. MCPARTLAND, Directeur de publication Editeur : Oxford [Angleterre] : Oxford University Press Année de publication : 2022 Importance : 240 p. Format : 15,8 cm × 23,5 cm × 1,5 cm ISBN/ISSN/EAN : 978-0-19-751688-1 Note générale : Bibliogr., Index Langues : Français (fre) Index. décimale : AUT-D AUT-D - L'Autisme - Dépistage et Diagnostic Résumé : Differential Diagnosis of Autism Spectrum Disorder describes clinical considerations and best practices related to diagnosing children with autism spectrum disorder (ASD) versus commonly co-occurring conditions. Each chapter focuses on the similarities and differences between ASD and a second diagnosis. For example, one chapter outlines clinical considerations for how to differentiate between ASD and attention-deficit/hyperactivity disorder, another focuses on ASD versus anxiety disorders, and a third relates to ASD versus intellectual disability. All chapters include clinical case studies to provide real-world examples of how clinicians make diagnostic decisions. Chapters also include tables, figures, or flow chart “decision trees” as a visual representation of clinical decision-making. This book is written for students, trainees, and practitioners. [Résumé d'Auteur/Editeur] Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=527 Differential diagnosis of autism spectrum disorder [texte imprimé] / Katherine K.M. STAVROPOULOS, Directeur de publication ; James C. MCPARTLAND, Directeur de publication . - Oxford [Angleterre] : Oxford University Press, 2022 . - 240 p. ; 15,8 cm × 23,5 cm × 1,5 cm. ISBN : 978-0-19-751688-1 Bibliogr., Index Langues : Français (fre) Index. décimale : AUT-D AUT-D - L'Autisme - Dépistage et Diagnostic Résumé : Differential Diagnosis of Autism Spectrum Disorder describes clinical considerations and best practices related to diagnosing children with autism spectrum disorder (ASD) versus commonly co-occurring conditions. Each chapter focuses on the similarities and differences between ASD and a second diagnosis. For example, one chapter outlines clinical considerations for how to differentiate between ASD and attention-deficit/hyperactivity disorder, another focuses on ASD versus anxiety disorders, and a third relates to ASD versus intellectual disability. All chapters include clinical case studies to provide real-world examples of how clinicians make diagnostic decisions. Chapters also include tables, figures, or flow chart “decision trees” as a visual representation of clinical decision-making. This book is written for students, trainees, and practitioners. [Résumé d'Auteur/Editeur] Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=527

Contenu

• Diagnostic Issues and Complexities in Autism and Related Conditions / Marc WOODBURY-SMITH ; Suzanne L. MACARI ; Roald A. ØIEN
• Autism Spectrum Disorder Versus Communication Disorders / Rhea PAUL
• Autism Spectrum Disorder Versus Intellectual Disability / Bruce L. BAKER ; Christine T. MOODY
• Autism Spectrum Disorder Versus Attention-Deficit/Hyperactivity Disorder / Kimberly L.H. CARPENTER ; Geraldine DAWSON
• Autism Spectrum Disorder Versus Conduct Problems / Carla A. MAZEFSKY
• Autism Spectrum Disorder Versus Anxiety Disorders / Alexis M. BREWE ; Connor M. KERNS ; Susan WHITE
• Autism Spectrum Disorder Versus Major Depressive Disorder / Yasamin BOLOURIAN ; Katherine GOTHAM
• Autism Spectrum Disorder Versus Obsessive-Compulsive Disorder and Tourette?s Disorder / Stacey C. GREBE ; Rebecca J. CLAYTON ; Sophie C. SCHNEIDER ; Andres G. VIANA ; Sarah S. MIRE ; Yasmine OMAR ; Wayne K. GOODMAN ; Eric A. STORCH
• Autism Spectrum Disorder Versus Posttraumatic Stress Disorder / Brigid GARVIN ; Connor M. KERNS
• Autism Spectrum Disorders Versus Genetic Syndromes / Shafali S. JESTE
• Clinical Decision-Making in Evidence-Based Assessment: Disentangling Co-Occurring and Differential Diagnoses in Individuals With Autism Spectrum Disorder / Catherine LORD

Exemplaires(1)

Code-barres	Cote	Support	Localisation	Section	Disponibilité
DOC0007205	AUT-D STA	Livre	Centre d'Information et de Documentation du CRA Rhône-Alpes	AUT - Trouble du Spectre de l'Autisme (TSA)	Disponible

Les abonnés qui ont emprunté ce document ont également emprunté :

ADOS Autism Diagnostic Observation Schedule - Manuel	LORD, Catherine
Evaluer les troubles du spectre de l'autisme	GOLDSTEIN, Sam
Essentials of Autism Spectrum Disorders Evaluation and Assessment	SAULNIER, Celine A.
DSM-5 - Diagnostics Différentiels	FIRST, Michael B.
L'évaluation diagnostique de l'enfant avec trouble du spectre de l'autisme	DORMOY, Léa
Echelle d'Evaluation des Comportements Autistiques (version révisée). ECAR	BARTHELEMY, Catherine

Neuroimaging research with diverse children with ASD: Impact of a social story on parent understanding and likelihood of participation / Ainsley LOSH in Research in Autism Spectrum Disorders, 71 (March 2020)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 71 (March 2020) . - p.101511 Titre : Neuroimaging research with diverse children with ASD: Impact of a social story on parent understanding and likelihood of participation Type de document : texte imprimé Auteurs : Ainsley LOSH, Auteur ; Laura Alicia ALBA, Auteur ; Jan BLACHER, Auteur ; Katherine K.M. STAVROPOULOS, Auteur Article en page(s) : p.101511 Langues : Anglais (eng) Mots-clés : Autism  ASD  Neuroimaging  EEG  Social stories  Informed consent Index. décimale : PER Périodiques Résumé : Background The successful inclusion of youth with autism spectrum disorder (ASD) in neuroimaging research is imperative for advancing our understanding of the neurobiological underpinnings of ASD. In order to generate knowledge that is representative of all affected youth, it is essential to include participants who are culturally and linguistically diverse. However, these families often face barriers to participation in neuroimaging research, including distrust and limited knowledge about research, above and beyond any challenges associated with ASD (e.g., behaviors, sensory hypersensitivities). Method This study included a diverse group of Spanish- and English-speaking parents of children with ASD (N = 79) to examine the impact of a social story on (a) their understanding of EEG study procedures and (b) their likelihood to enroll in a neuroimaging study. Results Both English- and Spanish-speaking parents who viewed a social story demonstrated better understanding of EEG procedures than parents who read a written explanation, with Spanish-speaking parents also perceiving their understanding to be better in the social story condition. Although parents who viewed a social story were not more likely to participate in neuroimaging research than parents who read a written description, they were less likely to indicate needing more information and more likely to cite their child’s specific behavior problems as the rationale for unlikelihood to participate. Conclusion These results suggest that social stories may be effective tools in the informed consent process for promoting parent understanding of neuroimaging procedures, and useful during recruitment to aid parents in determining whether their child with ASD will be successful in a neuroimaging study. En ligne : https://doi.org/10.1016/j.rasd.2020.101511 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=417 [article] Neuroimaging research with diverse children with ASD: Impact of a social story on parent understanding and likelihood of participation [texte imprimé] / Ainsley LOSH, Auteur ; Laura Alicia ALBA, Auteur ; Jan BLACHER, Auteur ; Katherine K.M. STAVROPOULOS, Auteur . - p.101511. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 71 (March 2020) . - p.101511 Mots-clés : Autism  ASD  Neuroimaging  EEG  Social stories  Informed consent Index. décimale : PER Périodiques Résumé : Background The successful inclusion of youth with autism spectrum disorder (ASD) in neuroimaging research is imperative for advancing our understanding of the neurobiological underpinnings of ASD. In order to generate knowledge that is representative of all affected youth, it is essential to include participants who are culturally and linguistically diverse. However, these families often face barriers to participation in neuroimaging research, including distrust and limited knowledge about research, above and beyond any challenges associated with ASD (e.g., behaviors, sensory hypersensitivities). Method This study included a diverse group of Spanish- and English-speaking parents of children with ASD (N = 79) to examine the impact of a social story on (a) their understanding of EEG study procedures and (b) their likelihood to enroll in a neuroimaging study. Results Both English- and Spanish-speaking parents who viewed a social story demonstrated better understanding of EEG procedures than parents who read a written explanation, with Spanish-speaking parents also perceiving their understanding to be better in the social story condition. Although parents who viewed a social story were not more likely to participate in neuroimaging research than parents who read a written description, they were less likely to indicate needing more information and more likely to cite their child’s specific behavior problems as the rationale for unlikelihood to participate. Conclusion These results suggest that social stories may be effective tools in the informed consent process for promoting parent understanding of neuroimaging procedures, and useful during recruitment to aid parents in determining whether their child with ASD will be successful in a neuroimaging study. En ligne : https://doi.org/10.1016/j.rasd.2020.101511 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=417

Oscillatory rhythm of reward: anticipation and processing of rewards in children with and without autism / Katherine Kuhl-Meltzoff STAVROPOULOS in Molecular Autism, 9 (2018)  

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Parent and Teacher Reports of Comorbid Anxiety and ADHD Symptoms in Children with ASD / Elizabeth LLANES in Journal of Autism and Developmental Disorders, 50-5 (May 2020)  

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Perceived and Observed Treatment Gains Following PEERS: A Preliminary Study with Latinx Adolescents with ASD / Elina VEYTSMAN in Journal of Autism and Developmental Disorders, 53-3 (March 2023)  

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Research Review: Social motivation and oxytocin in autism – implications for joint attention development and intervention / Katherine K.M. STAVROPOULOS in Journal of Child Psychology and Psychiatry, 54-6 (June 2013)  

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Reward anticipation and processing of social versus nonsocial stimuli in children with and without autism spectrum disorders / Katherine K.M. STAVROPOULOS in Journal of Child Psychology and Psychiatry, 55-12 (December 2014)  

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