Brief Report: Reduced Heart Rate Variability in Children with Autism Spectrum Disorder / Catharine LORY in Journal of Autism and Developmental Disorders, 50-11 (November 2020)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 50-11 (November 2020) . - p.4183-4190 Titre : Brief Report: Reduced Heart Rate Variability in Children with Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Catharine LORY, Auteur ; Girija KADLASKAR, Auteur ; Rebecca MCNALLY KEEHN, Auteur ; Alexander L. FRANCIS, Auteur ; Brandon KEEHN, Auteur Article en page(s) : p.4183-4190 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Autonomic arousal  Ecg  Heart rate variability Index. décimale : PER Périodiques Résumé : Dysregulation of the autonomic nervous system (ANS), which can be indexed by heart rate variability (HRV), has been posited to contribute to core features of autism spectrum disorder (ASD). However, the relationship between ASD and HRV remains uncertain. We assessed tonic and phasic HRV of 21 children with ASD and 21 age- and IQ-matched typically developing (TD) children and examined (1) group differences in HRV and (2) associations between HRV and ASD symptomatology. Children with ASD showed significantly lower tonic HRV, but similar phasic HRV compared to TD children. Additionally, reduced tonic HRV was associated with atypical attentional responsivity in ASD. Our findings suggest ANS dysregulation is present in ASD and may contribute to atypical attentional responses to sensory stimulation. En ligne : http://dx.doi.org/10.1007/s10803-020-04458-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=432 [article] Brief Report: Reduced Heart Rate Variability in Children with Autism Spectrum Disorder [texte imprimé] / Catharine LORY, Auteur ; Girija KADLASKAR, Auteur ; Rebecca MCNALLY KEEHN, Auteur ; Alexander L. FRANCIS, Auteur ; Brandon KEEHN, Auteur . - p.4183-4190. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 50-11 (November 2020) . - p.4183-4190 Mots-clés : Autism spectrum disorder  Autonomic arousal  Ecg  Heart rate variability Index. décimale : PER Périodiques Résumé : Dysregulation of the autonomic nervous system (ANS), which can be indexed by heart rate variability (HRV), has been posited to contribute to core features of autism spectrum disorder (ASD). However, the relationship between ASD and HRV remains uncertain. We assessed tonic and phasic HRV of 21 children with ASD and 21 age- and IQ-matched typically developing (TD) children and examined (1) group differences in HRV and (2) associations between HRV and ASD symptomatology. Children with ASD showed significantly lower tonic HRV, but similar phasic HRV compared to TD children. Additionally, reduced tonic HRV was associated with atypical attentional responsivity in ASD. Our findings suggest ANS dysregulation is present in ASD and may contribute to atypical attentional responses to sensory stimulation. En ligne : http://dx.doi.org/10.1007/s10803-020-04458-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=432

A Meta-analysis of Challenging Behavior Interventions for Students with Developmental Disabilities in Inclusive School Settings / Catharine LORY in Journal of Autism and Developmental Disorders, 50-4 (April 2020)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 50-4 (April 2020) . - p.1221-1237 Titre : A Meta-analysis of Challenging Behavior Interventions for Students with Developmental Disabilities in Inclusive School Settings Type de document : texte imprimé Auteurs : Catharine LORY, Auteur ; Rose A. MASON, Auteur ; John L. DAVIS, Auteur ; Danni WANG, Auteur ; So Yeon KIM, Auteur ; Emily GREGORI, Auteur ; Marie DAVID, Auteur Article en page(s) : p.1221-1237 Langues : Anglais (eng) Mots-clés : Behavior intervention  Challenging behavior  Developmental disabilities  Inclusive  Meta-analysis  School-based Index. décimale : PER Périodiques Résumé : Challenging behavior is a significant barrier in accessing the general education curriculum for students with developmental disabilities. This necessitates the identification of evidence-based practices for addressing challenging behavior in inclusive settings. The purpose of our meta-analysis is to (a) quantify the magnitude of effect of interventions targeting the reduction of challenging behavior in students with developmental disabilities in inclusive educational settings and (b) determine if participant and intervention characteristics moderate intervention effects. A systematic search of academic databases was conducted to identify studies, which were evaluated for methodological rigor and analyzed for effects using Tau-U. Results indicate a strong overall effect of .94 (95% CI [.87, 1]) and moderating variables associated with behavior topography, interventionist, and intervention components were identified. En ligne : http://dx.doi.org/10.1007/s10803-019-04329-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=421 [article] A Meta-analysis of Challenging Behavior Interventions for Students with Developmental Disabilities in Inclusive School Settings [texte imprimé] / Catharine LORY, Auteur ; Rose A. MASON, Auteur ; John L. DAVIS, Auteur ; Danni WANG, Auteur ; So Yeon KIM, Auteur ; Emily GREGORI, Auteur ; Marie DAVID, Auteur . - p.1221-1237. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 50-4 (April 2020) . - p.1221-1237 Mots-clés : Behavior intervention  Challenging behavior  Developmental disabilities  Inclusive  Meta-analysis  School-based Index. décimale : PER Périodiques Résumé : Challenging behavior is a significant barrier in accessing the general education curriculum for students with developmental disabilities. This necessitates the identification of evidence-based practices for addressing challenging behavior in inclusive settings. The purpose of our meta-analysis is to (a) quantify the magnitude of effect of interventions targeting the reduction of challenging behavior in students with developmental disabilities in inclusive educational settings and (b) determine if participant and intervention characteristics moderate intervention effects. A systematic search of academic databases was conducted to identify studies, which were evaluated for methodological rigor and analyzed for effects using Tau-U. Results indicate a strong overall effect of .94 (95% CI [.87, 1]) and moderating variables associated with behavior topography, interventionist, and intervention components were identified. En ligne : http://dx.doi.org/10.1007/s10803-019-04329-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=421

A Meta-Analysis of Single-Case Research on Technology-Aided Reading Interventions for Students With Autism Spectrum Disorder / So Yeon KIM ; Rose A. MASON ; Mandy RISPOLI ; John L. DAVIS ; Catharine LORY ; Emily GREGORI ; Carly A. ROBERTS ; Denise WHITFORD ; Danni WANG in Focus on Autism and Other Developmental Disabilities, 40-1 (March 2025)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 40-1 (March 2025) . - p.3-14 Titre : A Meta-Analysis of Single-Case Research on Technology-Aided Reading Interventions for Students With Autism Spectrum Disorder : Focus on Autism and Other Developmental Disabilities Type de document : texte imprimé Auteurs : So Yeon KIM, Auteur ; Rose A. MASON, Auteur ; Mandy RISPOLI, Auteur ; John L. DAVIS, Auteur ; Catharine LORY, Auteur ; Emily GREGORI, Auteur ; Carly A. ROBERTS, Auteur ; Denise WHITFORD, Auteur ; Danni WANG, Auteur Article en page(s) : p.3-14 Mots-clés : technology  computer  tablet  autism  reading  meta-analysis Index. décimale : PER Périodiques Résumé : Despite the wide usage of technology in educational settings, the overall evidence base of technology-aided reading interventions for students with autism spectrum disorder (ASD) has not been fully investigated. The purpose of this meta-analysis was to quantify the effects of technology-aided reading interventions for students with ASD and determine if participant and intervention characteristics moderate intervention effects. Reviewed articles were systematically identified and evaluated for methodological rigor according to design standards suggested by What Works Clearinghouse (WWC). A total of 13 single-case studies that met the WWC standards (50%) were analyzed for effects using Tau-U and yielded 50 separate effect sizes with 33 participants. Results of this study found a moderate overall effect of .89 (CI95 [.83, .96]) for technology-aided reading interventions, and variables associated with using time delay moderated reading outcomes. En ligne : https://dx.doi.org/10.1177/10883576241267963 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=547 [article] A Meta-Analysis of Single-Case Research on Technology-Aided Reading Interventions for Students With Autism Spectrum Disorder : Focus on Autism and Other Developmental Disabilities [texte imprimé] / So Yeon KIM, Auteur ; Rose A. MASON, Auteur ; Mandy RISPOLI, Auteur ; John L. DAVIS, Auteur ; Catharine LORY, Auteur ; Emily GREGORI, Auteur ; Carly A. ROBERTS, Auteur ; Denise WHITFORD, Auteur ; Danni WANG, Auteur . - p.3-14. in Focus on Autism and Other Developmental Disabilities > 40-1 (March 2025) . - p.3-14 Mots-clés : technology  computer  tablet  autism  reading  meta-analysis Index. décimale : PER Périodiques Résumé : Despite the wide usage of technology in educational settings, the overall evidence base of technology-aided reading interventions for students with autism spectrum disorder (ASD) has not been fully investigated. The purpose of this meta-analysis was to quantify the effects of technology-aided reading interventions for students with ASD and determine if participant and intervention characteristics moderate intervention effects. Reviewed articles were systematically identified and evaluated for methodological rigor according to design standards suggested by What Works Clearinghouse (WWC). A total of 13 single-case studies that met the WWC standards (50%) were analyzed for effects using Tau-U and yielded 50 separate effect sizes with 33 participants. Results of this study found a moderate overall effect of .89 (CI95 [.83, .96]) for technology-aided reading interventions, and variables associated with using time delay moderated reading outcomes. En ligne : https://dx.doi.org/10.1177/10883576241267963 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=547

Teaching students with autism: Teachers’ strengths, difficulties, facilitators, and barriers / Catharine LORY in Research in Autism, 136 (August 2026)  

Public ISBD [article]  inResearch in Autism > 136 (August 2026) . - 202962 Titre : Teaching students with autism: Teachers’ strengths, difficulties, facilitators, and barriers Type de document : texte imprimé Auteurs : Catharine LORY, Auteur ; Qingli LEI, Auteur ; Emily GREGORI, Auteur ; Travis HAMMOND, Auteur ; Ramella LEE, Auteur ; Stephanie HUFF, Auteur Article en page(s) : 202962 Langues : Anglais (eng) Mots-clés : Autism  School  Teachers  Special education  General education  Qualitative Index. décimale : PER Périodiques Résumé : Objectives As the number of students with autism continues to rise, more educators are expected to address their needs. This qualitative study examined teachers’ strengths and limitations across academic, behavioral, social, and functional domains, and what they perceive as facilitators and barriers in supporting these students. Methods Focus groups were conducted with 17 teachers from an urban Southwestern U.S. region. A preliminary codebook was developed based on prior literature and iteratively refined through team coding of transcripts and identification of emergent themes. Results Teachers most frequently identified academics as a strength, citing familiarity with the content and teaching methods. Addressing behavioral issues was most frequently reported as the most challenging area, due to significant student needs, limited training, and resource gaps. Top facilitators included collaboration with families or staff, availability of support personnel, and teacher confidence; top barriers included inadequate training, staff support, and administrative support. Conclusions Study findings suggest the need for more frequent and relevant training for teachers across general and special education, more opportunities for professional collaboration, and administrative actions to strengthen staff capacity to serve students with autism across domains. En ligne : https://doi.org/10.1016/j.reia.2026.202962 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=592 [article] Teaching students with autism: Teachers’ strengths, difficulties, facilitators, and barriers [texte imprimé] / Catharine LORY, Auteur ; Qingli LEI, Auteur ; Emily GREGORI, Auteur ; Travis HAMMOND, Auteur ; Ramella LEE, Auteur ; Stephanie HUFF, Auteur . - 202962. Langues : Anglais (eng) in Research in Autism > 136 (August 2026) . - 202962 Mots-clés : Autism  School  Teachers  Special education  General education  Qualitative Index. décimale : PER Périodiques Résumé : Objectives As the number of students with autism continues to rise, more educators are expected to address their needs. This qualitative study examined teachers’ strengths and limitations across academic, behavioral, social, and functional domains, and what they perceive as facilitators and barriers in supporting these students. Methods Focus groups were conducted with 17 teachers from an urban Southwestern U.S. region. A preliminary codebook was developed based on prior literature and iteratively refined through team coding of transcripts and identification of emergent themes. Results Teachers most frequently identified academics as a strength, citing familiarity with the content and teaching methods. Addressing behavioral issues was most frequently reported as the most challenging area, due to significant student needs, limited training, and resource gaps. Top facilitators included collaboration with families or staff, availability of support personnel, and teacher confidence; top barriers included inadequate training, staff support, and administrative support. Conclusions Study findings suggest the need for more frequent and relevant training for teachers across general and special education, more opportunities for professional collaboration, and administrative actions to strengthen staff capacity to serve students with autism across domains. En ligne : https://doi.org/10.1016/j.reia.2026.202962 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=592

The Effects of a Shared Reading Intervention on Narrative Story Comprehension and Task Engagement of Students with Autism Spectrum Disorder / So Yeon KIM in Journal of Autism and Developmental Disorders, 48-10 (October 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-10 (October 2018) . - p.3608-3622 Titre : The Effects of a Shared Reading Intervention on Narrative Story Comprehension and Task Engagement of Students with Autism Spectrum Disorder Type de document : texte imprimé Auteurs : So Yeon KIM, Auteur ; Mandy RISPOLI, Auteur ; Catharine LORY, Auteur ; Emily GREGORI, Auteur ; Matthew T. BRODHEAD, Auteur Article en page(s) : p.3608-3622 Langues : Anglais (eng) Mots-clés : Autism  Reading  Narrative story  Comprehension  Engagement Index. décimale : PER Périodiques Résumé : The purpose of this study was to investigate the effects of a shared reading intervention on narrative story comprehension and task engagement of students with autism spectrum disorder (ASD). A single-case multiple baseline design was used, and three elementary-aged students with ASD participated in this study. The shared reading intervention included before, during, and after reading strategies (i.e., topic anticipation, dynamic reading, story retelling). Results of this study indicated that all participants demonstrated noticeable improvements in reading comprehension. Despite the longer duration of intervention sessions as compared to baseline sessions, participants showed similar or better task engagement with intervention. Improved reading outcomes were maintained at follow up for all participants. Implications for practical implementation and future research were discussed. En ligne : https://doi.org/10.1007/s10803-018-3633-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=369 [article] The Effects of a Shared Reading Intervention on Narrative Story Comprehension and Task Engagement of Students with Autism Spectrum Disorder [texte imprimé] / So Yeon KIM, Auteur ; Mandy RISPOLI, Auteur ; Catharine LORY, Auteur ; Emily GREGORI, Auteur ; Matthew T. BRODHEAD, Auteur . - p.3608-3622. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-10 (October 2018) . - p.3608-3622 Mots-clés : Autism  Reading  Narrative story  Comprehension  Engagement Index. décimale : PER Périodiques Résumé : The purpose of this study was to investigate the effects of a shared reading intervention on narrative story comprehension and task engagement of students with autism spectrum disorder (ASD). A single-case multiple baseline design was used, and three elementary-aged students with ASD participated in this study. The shared reading intervention included before, during, and after reading strategies (i.e., topic anticipation, dynamic reading, story retelling). Results of this study indicated that all participants demonstrated noticeable improvements in reading comprehension. Despite the longer duration of intervention sessions as compared to baseline sessions, participants showed similar or better task engagement with intervention. Improved reading outcomes were maintained at follow up for all participants. Implications for practical implementation and future research were discussed. En ligne : https://doi.org/10.1007/s10803-018-3633-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=369

The Effects of Using Adapted Science eBooks Within Shared Reading on Comprehension and Task Engagement of Students with Autism Spectrum Disorder / So Yeon KIM in Journal of Autism and Developmental Disorders, 55-12 (December 2025)  

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Vocal Stereotypy and Autism Spectrum Disorder: A Systematic Review of Interventions / Danni WANG in Research in Autism Spectrum Disorders, 78 (October 2020)  

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