Correction to: Exploring the Effectiveness of a Peer-Mediated Model of the PEERS Curriculum: A Pilot Randomized Control Trial / N. L. MATTHEWS in Journal of Autism and Developmental Disorders, 48-7 (July 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-7 (July 2018) . - p.2476-2477 Titre : Correction to: Exploring the Effectiveness of a Peer-Mediated Model of the PEERS Curriculum: A Pilot Randomized Control Trial Type de document : Texte imprimé et/ou numérique Auteurs : N. L. MATTHEWS, Auteur ; B. C. ORR, Auteur ; K. WARRINER, Auteur ; M. DECARLO, Auteur ; M. SORENSEN, Auteur ; J. LAFLIN, Auteur ; C. J. SMITH, Auteur Article en page(s) : p.2476-2477 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The original version of this article unfortunately contained a mistake. En ligne : http://dx.doi.org/10.1007/s10803-018-3531-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367 [article] Correction to: Exploring the Effectiveness of a Peer-Mediated Model of the PEERS Curriculum: A Pilot Randomized Control Trial [Texte imprimé et/ou numérique] / N. L. MATTHEWS, Auteur ; B. C. ORR, Auteur ; K. WARRINER, Auteur ; M. DECARLO, Auteur ; M. SORENSEN, Auteur ; J. LAFLIN, Auteur ; C. J. SMITH, Auteur . - p.2476-2477. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-7 (July 2018) . - p.2476-2477 Index. décimale : PER Périodiques Résumé : The original version of this article unfortunately contained a mistake. En ligne : http://dx.doi.org/10.1007/s10803-018-3531-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367

Exploring the Effectiveness of a Peer-Mediated Model of the PEERS Curriculum: A Pilot Randomized Control Trial / N. L. MATTHEWS in Journal of Autism and Developmental Disorders, 48-7 (July 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-7 (July 2018) . - p.2458-2475 Titre : Exploring the Effectiveness of a Peer-Mediated Model of the PEERS Curriculum: A Pilot Randomized Control Trial Type de document : Texte imprimé et/ou numérique Auteurs : N. L. MATTHEWS, Auteur ; B. C. ORR, Auteur ; K. WARRINER, Auteur ; M. DECARLO, Auteur ; M. SORENSEN, Auteur ; J. LAFLIN, Auteur ; C. J. SMITH, Auteur Article en page(s) : p.2458-2475 Langues : Anglais (eng) Mots-clés : Adolescents  Autism spectrum disorder  PEERS curriculum  Peer-mediated  Social skills intervention Index. décimale : PER Périodiques Résumé : This study compared immediate and 4-month outcomes among adolescents with autism spectrum disorder randomly assigned to the PEERS curriculum (n = 10), a peer mediated PEERS curriculum (n = 12), or a delayed treatment control group (n = 12). Findings suggest a modest advantage in social skills knowledge and social functioning for participants in the peer-mediated PEERS curriculum relative to Traditional PEERS, and gains in social skills knowledge, social functioning, and reductions in loneliness were maintained in one or both treatment groups at a 4-month follow-up. Typically developing peer mentors (n = 16) showed improvements in social skills knowledge and marginal improvements in autism knowledge and loneliness. Future research with a larger sample and objective outcome measures is needed. En ligne : http://dx.doi.org/10.1007/s10803-018-3504-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367 [article] Exploring the Effectiveness of a Peer-Mediated Model of the PEERS Curriculum: A Pilot Randomized Control Trial [Texte imprimé et/ou numérique] / N. L. MATTHEWS, Auteur ; B. C. ORR, Auteur ; K. WARRINER, Auteur ; M. DECARLO, Auteur ; M. SORENSEN, Auteur ; J. LAFLIN, Auteur ; C. J. SMITH, Auteur . - p.2458-2475. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-7 (July 2018) . - p.2458-2475 Mots-clés : Adolescents  Autism spectrum disorder  PEERS curriculum  Peer-mediated  Social skills intervention Index. décimale : PER Périodiques Résumé : This study compared immediate and 4-month outcomes among adolescents with autism spectrum disorder randomly assigned to the PEERS curriculum (n = 10), a peer mediated PEERS curriculum (n = 12), or a delayed treatment control group (n = 12). Findings suggest a modest advantage in social skills knowledge and social functioning for participants in the peer-mediated PEERS curriculum relative to Traditional PEERS, and gains in social skills knowledge, social functioning, and reductions in loneliness were maintained in one or both treatment groups at a 4-month follow-up. Typically developing peer mentors (n = 16) showed improvements in social skills knowledge and marginal improvements in autism knowledge and loneliness. Future research with a larger sample and objective outcome measures is needed. En ligne : http://dx.doi.org/10.1007/s10803-018-3504-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367

Feasibility and acceptability of a telehealth model for autism diagnostic evaluations in children, adolescents, and adults / N. L. MATTHEWS in Autism Research, 14-12 (December 2021)  

Public ISBD [article]  inAutism Research > 14-12 (December 2021) . - p.2564-2579 Titre : Feasibility and acceptability of a telehealth model for autism diagnostic evaluations in children, adolescents, and adults Type de document : Texte imprimé et/ou numérique Auteurs : N. L. MATTHEWS, Auteur ; E. SKEPNEK, Auteur ; M. A. MAMMEN, Auteur ; J. S. JAMES, Auteur ; A. MALLIGO, Auteur ; A. LYON, Auteur ; M. MITCHELL, Auteur ; S. L. KIEFER, Auteur ; C. J. SMITH, Auteur Article en page(s) : p.2564-2579 Langues : Anglais (eng) Mots-clés : Adolescent  Adult  Autism Spectrum Disorder/diagnosis/epidemiology  Autistic Disorder  Covid-19  Child  Child, Preschool  Feasibility Studies  Female  Humans  Male  Pandemics  Parents  SARS-CoV-2  Telemedicine  adolescents  adults  autism spectrum disorder  children  diagnosis  telehealth Index. décimale : PER Périodiques Résumé : This study examined the feasibility and acceptability of a telehealth diagnostic model deployed at an autism center in the southwestern United States to safely provide autism spectrum disorder (ASD) diagnostic evaluations to children, adolescents, and adults during the COVID-19 pandemic. Participants included all clients for whom a telehealth diagnostic evaluation was scheduled at the diagnostic clinic (n = 121) over a 6-month period. Of 121 scheduled clients, 102 (84%) completed the telehealth evaluation. A diagnostic determination was made for 91% of clients (93 out of 102) using only telehealth procedures. Nine participants (two females; ages 3 to 11?years) required an in-person evaluation. Responses from psychologist and parent acceptability surveys indicated the model was acceptable for most clients. Psychologist ratings suggested that telehealth modalities used in the current study may be less acceptable for evaluating school-aged children with subtle presentations compared to children in the early developmental period, adolescents, and adults. Parents of females reported higher acceptability than parents of males. Findings contribute to the small but growing literature on feasibility and acceptability of telehealth evaluations for ASD and have implications for improving access to care during and after the COVID-19 pandemic. LAY SUMMARY: This study described telehealth methods for evaluating children, adolescents, and adults for autism spectrum disorder. Telehealth methods were generally acceptable to psychologists conducting the evaluations and parents of diagnostic clients. Psychologists reported the methods to be less acceptable for school-aged children and parents of males found the methods less acceptable than parents of females. The telehealth methods described may help to increase access to diagnostic professionals and reduce wait times for evaluations during and after the COVID-19 pandemic. En ligne : http://dx.doi.org/10.1002/aur.2591 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=450 [article] Feasibility and acceptability of a telehealth model for autism diagnostic evaluations in children, adolescents, and adults [Texte imprimé et/ou numérique] / N. L. MATTHEWS, Auteur ; E. SKEPNEK, Auteur ; M. A. MAMMEN, Auteur ; J. S. JAMES, Auteur ; A. MALLIGO, Auteur ; A. LYON, Auteur ; M. MITCHELL, Auteur ; S. L. KIEFER, Auteur ; C. J. SMITH, Auteur . - p.2564-2579. Langues : Anglais (eng) in Autism Research > 14-12 (December 2021) . - p.2564-2579 Mots-clés : Adolescent  Adult  Autism Spectrum Disorder/diagnosis/epidemiology  Autistic Disorder  Covid-19  Child  Child, Preschool  Feasibility Studies  Female  Humans  Male  Pandemics  Parents  SARS-CoV-2  Telemedicine  adolescents  adults  autism spectrum disorder  children  diagnosis  telehealth Index. décimale : PER Périodiques Résumé : This study examined the feasibility and acceptability of a telehealth diagnostic model deployed at an autism center in the southwestern United States to safely provide autism spectrum disorder (ASD) diagnostic evaluations to children, adolescents, and adults during the COVID-19 pandemic. Participants included all clients for whom a telehealth diagnostic evaluation was scheduled at the diagnostic clinic (n = 121) over a 6-month period. Of 121 scheduled clients, 102 (84%) completed the telehealth evaluation. A diagnostic determination was made for 91% of clients (93 out of 102) using only telehealth procedures. Nine participants (two females; ages 3 to 11?years) required an in-person evaluation. Responses from psychologist and parent acceptability surveys indicated the model was acceptable for most clients. Psychologist ratings suggested that telehealth modalities used in the current study may be less acceptable for evaluating school-aged children with subtle presentations compared to children in the early developmental period, adolescents, and adults. Parents of females reported higher acceptability than parents of males. Findings contribute to the small but growing literature on feasibility and acceptability of telehealth evaluations for ASD and have implications for improving access to care during and after the COVID-19 pandemic. LAY SUMMARY: This study described telehealth methods for evaluating children, adolescents, and adults for autism spectrum disorder. Telehealth methods were generally acceptable to psychologists conducting the evaluations and parents of diagnostic clients. Psychologists reported the methods to be less acceptable for school-aged children and parents of males found the methods less acceptable than parents of females. The telehealth methods described may help to increase access to diagnostic professionals and reduce wait times for evaluations during and after the COVID-19 pandemic. En ligne : http://dx.doi.org/10.1002/aur.2591 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=450

A mixed-methods examination of the gap between intelligence and adaptive functioning in autistic young adults without intellectual disability / N. L. MATTHEWS in Autism, 25-8 (November 2021)  

Public ISBD [article]  inAutism > 25-8 (November 2021) . - p.2317-2330 Titre : A mixed-methods examination of the gap between intelligence and adaptive functioning in autistic young adults without intellectual disability Type de document : Texte imprimé et/ou numérique Auteurs : N. L. MATTHEWS, Auteur ; K. CHRISTENSON, Auteur ; S. KIEFER, Auteur ; C. J. SMITH, Auteur Article en page(s) : p.2317-2330 Langues : Anglais (eng) Mots-clés : Adolescent  Autism Spectrum Disorder  Autistic Disorder  Child  Humans  Intellectual Disability  Intelligence  Parents  Young Adult  adaptive functioning  adolescents  qualitative  young adults Index. décimale : PER Périodiques Résumé : Adaptive functioning describes the age-appropriate skills necessary for independent living. Research suggests that autistic children, adolescents, and adults who do not have an intellectual disability demonstrate adaptive functioning challenges relative to their intellectual ability. Thus, even though many of these individuals have the intellectual capacity to excel in mainstream educational and vocational settings, their adaptive functioning challenges may serve as an obstacle to independence. The research on adaptive functioning in autistic adults is focused on statistical analysis of standardized assessments (e.g. parent-report on multiple choice questionnaires). Qualitative research that examines the narratives of young adults and their parents is needed to better understand adaptive functioning in young adults and their resulting service needs. This study combined statistical analysis of standardized assessments with qualitative analysis of interview responses from autistic young adults without intellectual disability and their parents. Findings replicated previous reports of adaptive functioning challenges and identified influences on adaptive functioning development, consequences of independence, and service needs. Taken together, findings indicate the need for interventions and services that facilitate adaptive functioning development in autistic adolescents and young adults and provide insight into potential intervention targets and strategies. En ligne : http://dx.doi.org/10.1177/13623613211018334 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451 [article] A mixed-methods examination of the gap between intelligence and adaptive functioning in autistic young adults without intellectual disability [Texte imprimé et/ou numérique] / N. L. MATTHEWS, Auteur ; K. CHRISTENSON, Auteur ; S. KIEFER, Auteur ; C. J. SMITH, Auteur . - p.2317-2330. Langues : Anglais (eng) in Autism > 25-8 (November 2021) . - p.2317-2330 Mots-clés : Adolescent  Autism Spectrum Disorder  Autistic Disorder  Child  Humans  Intellectual Disability  Intelligence  Parents  Young Adult  adaptive functioning  adolescents  qualitative  young adults Index. décimale : PER Périodiques Résumé : Adaptive functioning describes the age-appropriate skills necessary for independent living. Research suggests that autistic children, adolescents, and adults who do not have an intellectual disability demonstrate adaptive functioning challenges relative to their intellectual ability. Thus, even though many of these individuals have the intellectual capacity to excel in mainstream educational and vocational settings, their adaptive functioning challenges may serve as an obstacle to independence. The research on adaptive functioning in autistic adults is focused on statistical analysis of standardized assessments (e.g. parent-report on multiple choice questionnaires). Qualitative research that examines the narratives of young adults and their parents is needed to better understand adaptive functioning in young adults and their resulting service needs. This study combined statistical analysis of standardized assessments with qualitative analysis of interview responses from autistic young adults without intellectual disability and their parents. Findings replicated previous reports of adaptive functioning challenges and identified influences on adaptive functioning development, consequences of independence, and service needs. Taken together, findings indicate the need for interventions and services that facilitate adaptive functioning development in autistic adolescents and young adults and provide insight into potential intervention targets and strategies. En ligne : http://dx.doi.org/10.1177/13623613211018334 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451

Parent-reported early symptoms of autism spectrum disorder in children without intellectual disability who were diagnosed at school age / A. GOODWIN in Autism, 23-3 (April 2019)  

Public ISBD [article]  inAutism > 23-3 (April 2019) . - p.770-782 Titre : Parent-reported early symptoms of autism spectrum disorder in children without intellectual disability who were diagnosed at school age Type de document : Texte imprimé et/ou numérique Auteurs : A. GOODWIN, Auteur ; N. L. MATTHEWS, Auteur ; C. J. SMITH, Auteur Article en page(s) : p.770-782 Langues : Anglais (eng) Mots-clés : Autism Diagnostic Interview-Revised  age of diagnosis  early screening  late diagnosis  negative symptoms  positive symptoms  preschool  school age  social deficits Index. décimale : PER Périodiques Résumé : Despite efforts to detect autism spectrum disorder during toddlerhood, many children with autism spectrum disorder remain undiagnosed until school age. To identify characteristics of children whose autism spectrum disorder might not be diagnosed during toddlerhood, this study used archived Autism Diagnostic Interview-Revised records to examine the historical presentation of autism spectrum disorder symptoms in 48 school-age children with autism spectrum disorder. Children diagnosed after starting school (Late-Diagnosed; n = 24) were compared to age-matched children diagnosed before school age (Early-Diagnosed; n = 24). Symptom presentation was similar between groups, with the Late-Diagnosed group exhibiting only marginally fewer symptoms historically. The most commonly reported historical symptoms were negative symptoms, namely, deficits in social behaviors. Positive symptoms, such as unusual preoccupations, rituals, and mannerisms, were less commonly reported. These findings may aid earlier identification of autism spectrum disorder in children who would likely be diagnosed at school age. En ligne : http://dx.doi.org/10.1177/1362361318777243 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=392 [article] Parent-reported early symptoms of autism spectrum disorder in children without intellectual disability who were diagnosed at school age [Texte imprimé et/ou numérique] / A. GOODWIN, Auteur ; N. L. MATTHEWS, Auteur ; C. J. SMITH, Auteur . - p.770-782. Langues : Anglais (eng) in Autism > 23-3 (April 2019) . - p.770-782 Mots-clés : Autism Diagnostic Interview-Revised  age of diagnosis  early screening  late diagnosis  negative symptoms  positive symptoms  preschool  school age  social deficits Index. décimale : PER Périodiques Résumé : Despite efforts to detect autism spectrum disorder during toddlerhood, many children with autism spectrum disorder remain undiagnosed until school age. To identify characteristics of children whose autism spectrum disorder might not be diagnosed during toddlerhood, this study used archived Autism Diagnostic Interview-Revised records to examine the historical presentation of autism spectrum disorder symptoms in 48 school-age children with autism spectrum disorder. Children diagnosed after starting school (Late-Diagnosed; n = 24) were compared to age-matched children diagnosed before school age (Early-Diagnosed; n = 24). Symptom presentation was similar between groups, with the Late-Diagnosed group exhibiting only marginally fewer symptoms historically. The most commonly reported historical symptoms were negative symptoms, namely, deficits in social behaviors. Positive symptoms, such as unusual preoccupations, rituals, and mannerisms, were less commonly reported. These findings may aid earlier identification of autism spectrum disorder in children who would likely be diagnosed at school age. En ligne : http://dx.doi.org/10.1177/1362361318777243 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=392

A Protocol for Sedation Free MRI and PET Imaging in Adults with Autism Spectrum Disorder / C. J. SMITH in Journal of Autism and Developmental Disorders, 49-7 (July 2019)  

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