Autism Spectrum Disorder and the Experience of Traumatic Events: Review of the Current Literature to Inform Modifications to a Treatment Model for Children with Autism / Alexia STACK in Journal of Autism and Developmental Disorders, 49-4 (April 2019)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 49-4 (April 2019) . - p.1613-1625 Titre : Autism Spectrum Disorder and the Experience of Traumatic Events: Review of the Current Literature to Inform Modifications to a Treatment Model for Children with Autism Type de document : texte imprimé Auteurs : Alexia STACK, Auteur ; Joseph LUCYSHYN, Auteur Article en page(s) : p.1613-1625 Langues : Anglais (eng) Mots-clés : Autism  Modified trauma-focused CBT  Trauma  Treatment of trauma Index. décimale : PER Périodiques Résumé : Children with autism incur trauma and have increased vulnerabilities for experiencing trauma. This paper summarizes the current literature in the study of trauma in typically developing children and those with autism. A treatment model for children with autism, drawing on components from cognitive behavior therapy (CBT), trauma-focused CBT, and CBT to teach emotion regulation and treat anxiety in children with autism is suggested. Components include: (a) Functional Behavior Assessment; (b) behavior plans and behavioral skills training; (c) teaching emotion regulation; (d) exposure therapy; (e) cognitive restructuring; (f) parent and child support between sessions; (g) safety plan; and (h) programming for generalization and maintenance. Future research should establish evidence-based treatment of trauma in this population by evaluating the modified treatment package. En ligne : https://dx.doi.org/10.1007/s10803-018-3854-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=388 [article] Autism Spectrum Disorder and the Experience of Traumatic Events: Review of the Current Literature to Inform Modifications to a Treatment Model for Children with Autism [texte imprimé] / Alexia STACK, Auteur ; Joseph LUCYSHYN, Auteur . - p.1613-1625. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-4 (April 2019) . - p.1613-1625 Mots-clés : Autism  Modified trauma-focused CBT  Trauma  Treatment of trauma Index. décimale : PER Périodiques Résumé : Children with autism incur trauma and have increased vulnerabilities for experiencing trauma. This paper summarizes the current literature in the study of trauma in typically developing children and those with autism. A treatment model for children with autism, drawing on components from cognitive behavior therapy (CBT), trauma-focused CBT, and CBT to teach emotion regulation and treat anxiety in children with autism is suggested. Components include: (a) Functional Behavior Assessment; (b) behavior plans and behavioral skills training; (c) teaching emotion regulation; (d) exposure therapy; (e) cognitive restructuring; (f) parent and child support between sessions; (g) safety plan; and (h) programming for generalization and maintenance. Future research should establish evidence-based treatment of trauma in this population by evaluating the modified treatment package. En ligne : https://dx.doi.org/10.1007/s10803-018-3854-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=388

Cognitive behavior therapy to treat anxiety among children with autism spectrum disorders: A systematic review / Karen R. KESTER in Research in Autism Spectrum Disorders, 52 (August 2018)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 52 (August 2018) . - p.37-50 Titre : Cognitive behavior therapy to treat anxiety among children with autism spectrum disorders: A systematic review Type de document : texte imprimé Auteurs : Karen R. KESTER, Auteur ; Joseph M. LUCYSHYN, Auteur Article en page(s) : p.37-50 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  Anxiety  Cognitive behavior therapy  Empirically supported treatment  Evidence based practice  Systematic review Index. décimale : PER Périodiques Résumé : Background Children with an autism spectrum disorder (ASD) are at risk for developing co-morbid mental health disorders, with anxiety being the most common. Anxiety symptoms significantly interfere with a child's ability to participate in school and community settings. Over the past 17 years, there has been an increase in empirical evidence of Cognitive Behavioral Therapy (CBT) as a treatment for anxiety in children with ASD. The purpose of this systematic review was to evaluate this body of research to determine whether CBT could be classified as an empirically supported treatment (EST) for this population. A secondary purpose was to identify the extent to which schools have been involved in this line of research. Method A systematic review of group comparison and single case research was conducted. Each study was evaluated using quality indicators recommended by the Council for Exceptional Children (CEC), including an evaluation of study effects. Information regarding school involvement was also extracted. Results A total of 30 studies were included in the analysis. Results indicated that modified CBT interventions for children with ASD met CEC criteria for an EST. Among the studies evaluated, only two (6%) involved a school setting in which educators participated in the intervention. Conclusion The results of this review offer empirically support for modified CBT for children with autism as an EST. Findings also indicate that little research has included the school context when implementing CBT treatments for children with autism and anxiety. Implications for dissemination and future research are presented. En ligne : https://doi.org/10.1016/j.rasd.2018.05.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=368 [article] Cognitive behavior therapy to treat anxiety among children with autism spectrum disorders: A systematic review [texte imprimé] / Karen R. KESTER, Auteur ; Joseph M. LUCYSHYN, Auteur . - p.37-50. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 52 (August 2018) . - p.37-50 Mots-clés : Autism spectrum disorders  Anxiety  Cognitive behavior therapy  Empirically supported treatment  Evidence based practice  Systematic review Index. décimale : PER Périodiques Résumé : Background Children with an autism spectrum disorder (ASD) are at risk for developing co-morbid mental health disorders, with anxiety being the most common. Anxiety symptoms significantly interfere with a child's ability to participate in school and community settings. Over the past 17 years, there has been an increase in empirical evidence of Cognitive Behavioral Therapy (CBT) as a treatment for anxiety in children with ASD. The purpose of this systematic review was to evaluate this body of research to determine whether CBT could be classified as an empirically supported treatment (EST) for this population. A secondary purpose was to identify the extent to which schools have been involved in this line of research. Method A systematic review of group comparison and single case research was conducted. Each study was evaluated using quality indicators recommended by the Council for Exceptional Children (CEC), including an evaluation of study effects. Information regarding school involvement was also extracted. Results A total of 30 studies were included in the analysis. Results indicated that modified CBT interventions for children with ASD met CEC criteria for an EST. Among the studies evaluated, only two (6%) involved a school setting in which educators participated in the intervention. Conclusion The results of this review offer empirically support for modified CBT for children with autism as an EST. Findings also indicate that little research has included the school context when implementing CBT treatments for children with autism and anxiety. Implications for dissemination and future research are presented. En ligne : https://doi.org/10.1016/j.rasd.2018.05.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=368

Perceived Barriers and Existing Challenges in Participation of Children with Autism Spectrum Disorders: "He Did Not Understand and No One Else Seemed to Understand Him" / Parisa GHANOUNI in Journal of Autism and Developmental Disorders, 49-8 (August 2019)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 49-8 (August 2019) . - p.3136-3145 Titre : Perceived Barriers and Existing Challenges in Participation of Children with Autism Spectrum Disorders: "He Did Not Understand and No One Else Seemed to Understand Him" Type de document : texte imprimé Auteurs : Parisa GHANOUNI, Auteur ; Tal JARUS, Auteur ; Jill G. ZWICKER, Auteur ; Joseph LUCYSHYN, Auteur ; Stephanie CHAUHAN, Auteur ; Chelsea MOIR, Auteur Article en page(s) : p.3136-3145 Langues : Anglais (eng) Mots-clés : Asd  Perceived barriers  Qualitative study  Social participation Index. décimale : PER Périodiques Résumé : Social participation is one of the most important predictors of the children's physical and mental health. Although it is evidenced that children with autism spectrum disorder (ASD) have restricted social participation, it is unclear which factors play a significant role. This research aimed to uncover perceived barriers of social participation by involving 26 stakeholders including parents of children with ASD, youth with ASD, and clinicians working with individuals with ASD in focus groups and interviews. Using thematic analysis yielded three themes including (a) difficulty understanding social situations; (b) maladaptive behaviours; and (c) conflicting priorities and restricted nature of training. This project was the first study to involve key stakeholders to highlight barriers of social participation among individuals with ASD. En ligne : http://dx.doi.org/10.1007/s10803-019-04036-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403 [article] Perceived Barriers and Existing Challenges in Participation of Children with Autism Spectrum Disorders: "He Did Not Understand and No One Else Seemed to Understand Him" [texte imprimé] / Parisa GHANOUNI, Auteur ; Tal JARUS, Auteur ; Jill G. ZWICKER, Auteur ; Joseph LUCYSHYN, Auteur ; Stephanie CHAUHAN, Auteur ; Chelsea MOIR, Auteur . - p.3136-3145. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-8 (August 2019) . - p.3136-3145 Mots-clés : Asd  Perceived barriers  Qualitative study  Social participation Index. décimale : PER Périodiques Résumé : Social participation is one of the most important predictors of the children's physical and mental health. Although it is evidenced that children with autism spectrum disorder (ASD) have restricted social participation, it is unclear which factors play a significant role. This research aimed to uncover perceived barriers of social participation by involving 26 stakeholders including parents of children with ASD, youth with ASD, and clinicians working with individuals with ASD in focus groups and interviews. Using thematic analysis yielded three themes including (a) difficulty understanding social situations; (b) maladaptive behaviours; and (c) conflicting priorities and restricted nature of training. This project was the first study to involve key stakeholders to highlight barriers of social participation among individuals with ASD. En ligne : http://dx.doi.org/10.1007/s10803-019-04036-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403

Social Stories for Children with Autism Spectrum Disorder: Validating the Content of a Virtual Reality Program / Parisa GHANOUNI in Journal of Autism and Developmental Disorders, 49-2 (February 2019)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 49-2 (February 2019) . - p.660-668 Titre : Social Stories for Children with Autism Spectrum Disorder: Validating the Content of a Virtual Reality Program Type de document : texte imprimé Auteurs : Parisa GHANOUNI, Auteur ; Tal JARUS, Auteur ; Jill G. ZWICKER, Auteur ; Joseph LUCYSHYN, Auteur ; Kristin MOW, Auteur ; Alyssa LEDINGHAM, Auteur Article en page(s) : p.660-668 Langues : Anglais (eng) Mots-clés : Asd  Emotion recognition  General case training  Perspective taking  Social stories  Virtual reality programs Index. décimale : PER Périodiques Résumé : Autism spectrum disorder (ASD) is a neurodevelopmental disorder that affects socio-emotional skills and perspective-taking abilities. Although social stories in a form of virtual reality program can help children with ASD, developing them and identifying appropriate responses might be subjective and thus challenging. Using Delphi method, and guided by general case training, we involved 63 parents and clinicians of individuals with ASD, in two rounds of online iteration to refine the stories. Scenarios that reached a 75% agreement level were accepted. This project is the first study to develop and validate a library of 75 short socio-emotional stories that illustrate various types and intensities of emotion in three social contexts of home, school, and community as the content of a virtual reality program. En ligne : http://dx.doi.org/10.1007/s10803-018-3737-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=382 [article] Social Stories for Children with Autism Spectrum Disorder: Validating the Content of a Virtual Reality Program [texte imprimé] / Parisa GHANOUNI, Auteur ; Tal JARUS, Auteur ; Jill G. ZWICKER, Auteur ; Joseph LUCYSHYN, Auteur ; Kristin MOW, Auteur ; Alyssa LEDINGHAM, Auteur . - p.660-668. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-2 (February 2019) . - p.660-668 Mots-clés : Asd  Emotion recognition  General case training  Perspective taking  Social stories  Virtual reality programs Index. décimale : PER Périodiques Résumé : Autism spectrum disorder (ASD) is a neurodevelopmental disorder that affects socio-emotional skills and perspective-taking abilities. Although social stories in a form of virtual reality program can help children with ASD, developing them and identifying appropriate responses might be subjective and thus challenging. Using Delphi method, and guided by general case training, we involved 63 parents and clinicians of individuals with ASD, in two rounds of online iteration to refine the stories. Scenarios that reached a 75% agreement level were accepted. This project is the first study to develop and validate a library of 75 short socio-emotional stories that illustrate various types and intensities of emotion in three social contexts of home, school, and community as the content of a virtual reality program. En ligne : http://dx.doi.org/10.1007/s10803-018-3737-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=382

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