Acceptability and caregiver-reported outcomes for young children with autism spectrum disorder whose parents attended a preventative population-based intervention for anxiety: A pilot study / N. L. BISCHOF in Autism Research, 11-8 (August 2018)  

Public ISBD [article]  inAutism Research > 11-8 (August 2018) . - p.1166-1174 Titre : Acceptability and caregiver-reported outcomes for young children with autism spectrum disorder whose parents attended a preventative population-based intervention for anxiety: A pilot study Type de document : Texte imprimé et/ou numérique Auteurs : N. L. BISCHOF, Auteur ; R. M. RAPEE, Auteur ; K. HUDRY, Auteur ; Jordana K. BAYER, Auteur Article en page(s) : p.1166-1174 Langues : Anglais (eng) Mots-clés : anxiety disorders  autism  child  early intervention  internalising problems  prevention Index. décimale : PER Périodiques Résumé : This pilot study explored acceptability to parents and outcomes for children of a preventive intervention for anxiety problems in pre-schoolers with autism spectrum disorder (ASD) who were an identified sub-group within a population-based randomised trial of the Cool Little Kids parenting group programme. The population trial included 545 temperamentally inhibited pre-schoolers recruited across eight economically diverse areas of Melbourne, Australia. Within this sample, 26 parents reported that their child had received an ASD diagnosis. Trial measures included baseline inhibited temperament and developmental problems, post-intervention feedback on the programme, and caregiver-reported child mental health outcomes (anxiety diagnoses and internalising symptoms) at 1- and 2-year follow-up. Sample retention for the children with ASD over 2 years was strong (92%). At follow-up, fewer intervention than control children with ASD had anxiety disorders after 1 year (% (n): 25 (3) vs. 77 (10), P = .028) and separation anxiety symptoms after 2 years (M (SD): 4.22 (2.68) vs. 9.38 (5.91), P = .017). Similar effects favouring the intervention group were apparent across other child emotional outcome measures but without statistical significance in this small sample. Parents of the children with ASD reported that Cool Little Kids was "quite useful" in relation to their child's anxiety but also gave feedback that they would appreciate some tailoring of programme content to the context of ASD. These pilot findings suggest Cool Little Kids may be helpful for reducing comorbid anxiety in pre-schoolers with ASD. Further research is warranted to develop an ASD-specific adaptation which can be trialled with a larger sample of children with confirmed ASD diagnosis. Trial registration ISRCTN30996662 http://www.isrctn.com/ISRCTN30996662. Autism Res 2018, 11: 1166-1174. (c) 2018 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Many children with autism spectrum disorder (ASD) also have anxiety. This pilot study explored acceptability to parents and outcomes for pre-schoolers with ASD of a parenting group programme to prevent anxiety problems. Among the sample of 26 pre-schoolers with ASD, we found reduced anxiety disorders and separation symptoms when their parents had received the intervention, as reported by caregivers in checklists and clinical interviews. Parents gave feedback that the programme was useful but suggested content be adapted to the context of ASD. En ligne : http://dx.doi.org/10.1002/aur.1963 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=369 [article] Acceptability and caregiver-reported outcomes for young children with autism spectrum disorder whose parents attended a preventative population-based intervention for anxiety: A pilot study [Texte imprimé et/ou numérique] / N. L. BISCHOF, Auteur ; R. M. RAPEE, Auteur ; K. HUDRY, Auteur ; Jordana K. BAYER, Auteur . - p.1166-1174. Langues : Anglais (eng) in Autism Research > 11-8 (August 2018) . - p.1166-1174 Mots-clés : anxiety disorders  autism  child  early intervention  internalising problems  prevention Index. décimale : PER Périodiques Résumé : This pilot study explored acceptability to parents and outcomes for children of a preventive intervention for anxiety problems in pre-schoolers with autism spectrum disorder (ASD) who were an identified sub-group within a population-based randomised trial of the Cool Little Kids parenting group programme. The population trial included 545 temperamentally inhibited pre-schoolers recruited across eight economically diverse areas of Melbourne, Australia. Within this sample, 26 parents reported that their child had received an ASD diagnosis. Trial measures included baseline inhibited temperament and developmental problems, post-intervention feedback on the programme, and caregiver-reported child mental health outcomes (anxiety diagnoses and internalising symptoms) at 1- and 2-year follow-up. Sample retention for the children with ASD over 2 years was strong (92%). At follow-up, fewer intervention than control children with ASD had anxiety disorders after 1 year (% (n): 25 (3) vs. 77 (10), P = .028) and separation anxiety symptoms after 2 years (M (SD): 4.22 (2.68) vs. 9.38 (5.91), P = .017). Similar effects favouring the intervention group were apparent across other child emotional outcome measures but without statistical significance in this small sample. Parents of the children with ASD reported that Cool Little Kids was "quite useful" in relation to their child's anxiety but also gave feedback that they would appreciate some tailoring of programme content to the context of ASD. These pilot findings suggest Cool Little Kids may be helpful for reducing comorbid anxiety in pre-schoolers with ASD. Further research is warranted to develop an ASD-specific adaptation which can be trialled with a larger sample of children with confirmed ASD diagnosis. Trial registration ISRCTN30996662 http://www.isrctn.com/ISRCTN30996662. Autism Res 2018, 11: 1166-1174. (c) 2018 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Many children with autism spectrum disorder (ASD) also have anxiety. This pilot study explored acceptability to parents and outcomes for pre-schoolers with ASD of a parenting group programme to prevent anxiety problems. Among the sample of 26 pre-schoolers with ASD, we found reduced anxiety disorders and separation symptoms when their parents had received the intervention, as reported by caregivers in checklists and clinical interviews. Parents gave feedback that the programme was useful but suggested content be adapted to the context of ASD. En ligne : http://dx.doi.org/10.1002/aur.1963 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=369

Comparison of mental health, well-being and parenting sense of competency among Australian and South-East Asian parents of autistic children accessing early intervention in Australia / J. SMITH in Autism, 25-6 (August 2021)  

Public ISBD [article]  inAutism > 25-6 (August 2021) . - p.1784-1796 Titre : Comparison of mental health, well-being and parenting sense of competency among Australian and South-East Asian parents of autistic children accessing early intervention in Australia Type de document : Texte imprimé et/ou numérique Auteurs : J. SMITH, Auteur ; R. SULEK, Auteur ; Ifrah ABDULLAHI, Auteur ; C. C. GREEN, Auteur ; Catherine A BENT, Auteur ; Cheryl DISSANAYAKE, Auteur ; K. HUDRY, Auteur Article en page(s) : p.1784-1796 Langues : Anglais (eng) Mots-clés : Australia  Autism Spectrum Disorder  Autistic Disorder  Child  Humans  Mental Health  Parenting  Parents  Quality of Life  culture  mental health  parenting  well-being Index. décimale : PER Périodiques Résumé : We know that parents of autistic children experience poorer mental health and lower well-being than parents of non-autistic children. We also know that poorer mental health among parents of autistic children has been observed across different cultures. Most research focuses on Western cultures, so we know little about parental mental health and well-being of parents from different cultural backgrounds; yet, it is likely that cultural background contributes to how parents view their child's condition and respond to the diagnosis. Here, we compared mental health, quality of life and well-being between families raising an autistic child from Australian backgrounds to families from South-East Asian backgrounds. All children in the current study were receiving the same community-based early intervention. When compared to the general population, parents had poorer mental health overall, but there were no differences between the two groups of parents. However, parents from South-East Asian backgrounds reported higher well-being and fewer difficulties associated with their child's autism. These findings suggest that cultural background likely influences not only parent's view of, and response to, their child's autism, but also their own sense of well-being. As researchers and clinicians working with families of autistic children, we should more explicitly consider family's cultural background within our work. En ligne : http://dx.doi.org/10.1177/13623613211010006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451 [article] Comparison of mental health, well-being and parenting sense of competency among Australian and South-East Asian parents of autistic children accessing early intervention in Australia [Texte imprimé et/ou numérique] / J. SMITH, Auteur ; R. SULEK, Auteur ; Ifrah ABDULLAHI, Auteur ; C. C. GREEN, Auteur ; Catherine A BENT, Auteur ; Cheryl DISSANAYAKE, Auteur ; K. HUDRY, Auteur . - p.1784-1796. Langues : Anglais (eng) in Autism > 25-6 (August 2021) . - p.1784-1796 Mots-clés : Australia  Autism Spectrum Disorder  Autistic Disorder  Child  Humans  Mental Health  Parenting  Parents  Quality of Life  culture  mental health  parenting  well-being Index. décimale : PER Périodiques Résumé : We know that parents of autistic children experience poorer mental health and lower well-being than parents of non-autistic children. We also know that poorer mental health among parents of autistic children has been observed across different cultures. Most research focuses on Western cultures, so we know little about parental mental health and well-being of parents from different cultural backgrounds; yet, it is likely that cultural background contributes to how parents view their child's condition and respond to the diagnosis. Here, we compared mental health, quality of life and well-being between families raising an autistic child from Australian backgrounds to families from South-East Asian backgrounds. All children in the current study were receiving the same community-based early intervention. When compared to the general population, parents had poorer mental health overall, but there were no differences between the two groups of parents. However, parents from South-East Asian backgrounds reported higher well-being and fewer difficulties associated with their child's autism. These findings suggest that cultural background likely influences not only parent's view of, and response to, their child's autism, but also their own sense of well-being. As researchers and clinicians working with families of autistic children, we should more explicitly consider family's cultural background within our work. En ligne : http://dx.doi.org/10.1177/13623613211010006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451

Editorial Perspective: Furthering research on temperament in autism spectrum disorder / Lacey CHETCUTI in Journal of Child Psychology and Psychiatry, 60-2 (February 2019)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 60-2 (February 2019) . - p.225-228 Titre : Editorial Perspective: Furthering research on temperament in autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Lacey CHETCUTI, Auteur ; M. ULJAREVIC, Auteur ; K. HUDRY, Auteur Article en page(s) : p.225-228 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1111/jcpp.12957 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=381 [article] Editorial Perspective: Furthering research on temperament in autism spectrum disorder [Texte imprimé et/ou numérique] / Lacey CHETCUTI, Auteur ; M. ULJAREVIC, Auteur ; K. HUDRY, Auteur . - p.225-228. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 60-2 (February 2019) . - p.225-228 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1111/jcpp.12957 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=381

Object-directed imitation in autism spectrum disorder is differentially influenced by motoric task complexity, but not social contextual cues / Lacey CHETCUTI in Autism, 23-1 (January 2019)  

Public ISBD [article]  inAutism > 23-1 (January 2019) . - p.199-211 Titre : Object-directed imitation in autism spectrum disorder is differentially influenced by motoric task complexity, but not social contextual cues Type de document : Texte imprimé et/ou numérique Auteurs : Lacey CHETCUTI, Auteur ; K. HUDRY, Auteur ; M. GRANT, Auteur ; G. VIVANTI, Auteur Article en page(s) : p.199-211 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  imitation  iPad  motor  social cognition and  social behavior  joint attention  young-children  preschool-children  rational imitation  recognition  motivation  impairments  propensity  perception  mechanisms  Psychology Index. décimale : PER Périodiques Résumé : yyyyy We examined the role of social motivation and motor execution factors in object-directed imitation difficulties in autism spectrum disorder. A series of to-be-imitated actions was presented to 35 children with autism spectrum disorder and 20 typically developing children on an Apple((R)) iPad((R)) by a socially responsive or aloof model, under conditions of low and high motor demand. There were no differences in imitation performance (i.e. the number of actions reproduced within a fixed sequence), for either group, in response to a model who acted socially responsive or aloof. Children with autism spectrum disorder imitated the high motor demand task more poorly than the low motor demand task, while imitation performance for typically developing children was equivalent across the low and high motor demand conditions. Furthermore, imitative performance in the autism spectrum disorder group was unrelated to social reciprocity, though positively associated with fine motor coordination. These results suggest that difficulties in object-directed imitation in autism spectrum disorder are the result of motor execution difficulties, not reduced social motivation. En ligne : http://dx.doi.org/10.1177/1362361317734063 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=379 [article] Object-directed imitation in autism spectrum disorder is differentially influenced by motoric task complexity, but not social contextual cues [Texte imprimé et/ou numérique] / Lacey CHETCUTI, Auteur ; K. HUDRY, Auteur ; M. GRANT, Auteur ; G. VIVANTI, Auteur . - p.199-211. Langues : Anglais (eng) in Autism > 23-1 (January 2019) . - p.199-211 Mots-clés : autism spectrum disorders  imitation  iPad  motor  social cognition and  social behavior  joint attention  young-children  preschool-children  rational imitation  recognition  motivation  impairments  propensity  perception  mechanisms  Psychology Index. décimale : PER Périodiques Résumé : yyyyy We examined the role of social motivation and motor execution factors in object-directed imitation difficulties in autism spectrum disorder. A series of to-be-imitated actions was presented to 35 children with autism spectrum disorder and 20 typically developing children on an Apple((R)) iPad((R)) by a socially responsive or aloof model, under conditions of low and high motor demand. There were no differences in imitation performance (i.e. the number of actions reproduced within a fixed sequence), for either group, in response to a model who acted socially responsive or aloof. Children with autism spectrum disorder imitated the high motor demand task more poorly than the low motor demand task, while imitation performance for typically developing children was equivalent across the low and high motor demand conditions. Furthermore, imitative performance in the autism spectrum disorder group was unrelated to social reciprocity, though positively associated with fine motor coordination. These results suggest that difficulties in object-directed imitation in autism spectrum disorder are the result of motor execution difficulties, not reduced social motivation. En ligne : http://dx.doi.org/10.1177/1362361317734063 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=379

Outcomes of children receiving Group-Early Start Denver Model in an inclusive versus autism-specific setting: A pilot randomized controlled trial / G. VIVANTI in Autism, 23-5 (July 2019)  

Public ISBD [article]  inAutism > 23-5 (July 2019) . - p.1165-1175 Titre : Outcomes of children receiving Group-Early Start Denver Model in an inclusive versus autism-specific setting: A pilot randomized controlled trial Type de document : Texte imprimé et/ou numérique Auteurs : G. VIVANTI, Auteur ; Cheryl DISSANAYAKE, Auteur ; E. DUNCAN, Auteur ; J. FEARY, Auteur ; Kristy CAPES, Auteur ; S. UPSON, Auteur ; Catherine A BENT, Auteur ; Sally J ROGERS, Auteur ; K. HUDRY, Auteur Article en page(s) : p.1165-1175 Langues : Anglais (eng) Mots-clés : Early Start Denver Model  autism  community participatory research  early intervention  pilot randomized controlled trial  social inclusion Index. décimale : PER Périodiques Résumé : A major topic of debate is whether children with autism spectrum disorder should be educated in inclusive or specialized settings. We examined the feasibility and preliminary effectiveness of delivering the Group-Early Start Denver Model to children with autism spectrum disorder in inclusive versus specialized classrooms. We randomly assigned 44 preschoolers with autism spectrum disorder to receive the Group-Early Start Denver Model across one school calendar year in classrooms that included only children with autism spectrum disorder or mostly children who were typically developing. Blind-rated indicators of teaching quality showed similar results across settings, which were above the local benchmark. Children showed improvements across blinded proximal measures of spontaneous vocalization, social interaction, and imitation and across distal measures of verbal cognition, adaptive behavior, and autism symptoms irrespective of intervention setting. Mothers of participants experienced a reduction in stress irrespective of child intervention setting. Across both settings, age at intervention start was negatively associated with gains in verbal cognition. Delivery of Group-Early Start Denver Model in an inclusive setting appeared to be feasible, with no significant differences in teaching quality and child improvements when the program was implemented in inclusive versus specialized classrooms. En ligne : http://dx.doi.org/10.1177/1362361318801341 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=401 [article] Outcomes of children receiving Group-Early Start Denver Model in an inclusive versus autism-specific setting: A pilot randomized controlled trial [Texte imprimé et/ou numérique] / G. VIVANTI, Auteur ; Cheryl DISSANAYAKE, Auteur ; E. DUNCAN, Auteur ; J. FEARY, Auteur ; Kristy CAPES, Auteur ; S. UPSON, Auteur ; Catherine A BENT, Auteur ; Sally J ROGERS, Auteur ; K. HUDRY, Auteur . - p.1165-1175. Langues : Anglais (eng) in Autism > 23-5 (July 2019) . - p.1165-1175 Mots-clés : Early Start Denver Model  autism  community participatory research  early intervention  pilot randomized controlled trial  social inclusion Index. décimale : PER Périodiques Résumé : A major topic of debate is whether children with autism spectrum disorder should be educated in inclusive or specialized settings. We examined the feasibility and preliminary effectiveness of delivering the Group-Early Start Denver Model to children with autism spectrum disorder in inclusive versus specialized classrooms. We randomly assigned 44 preschoolers with autism spectrum disorder to receive the Group-Early Start Denver Model across one school calendar year in classrooms that included only children with autism spectrum disorder or mostly children who were typically developing. Blind-rated indicators of teaching quality showed similar results across settings, which were above the local benchmark. Children showed improvements across blinded proximal measures of spontaneous vocalization, social interaction, and imitation and across distal measures of verbal cognition, adaptive behavior, and autism symptoms irrespective of intervention setting. Mothers of participants experienced a reduction in stress irrespective of child intervention setting. Across both settings, age at intervention start was negatively associated with gains in verbal cognition. Delivery of Group-Early Start Denver Model in an inclusive setting appeared to be feasible, with no significant differences in teaching quality and child improvements when the program was implemented in inclusive versus specialized classrooms. En ligne : http://dx.doi.org/10.1177/1362361318801341 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=401

The course and prognostic capability of motor difficulties in infants showing early signs of autism / M. K. LICARI in Autism Research, 14-8 (August 2021)  

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