Atypical longitudinal development of speech-evoked auditory brainstem response in preschool children with autism spectrum disorders / J. CHEN in Autism Research, 12-7 (July 2019)  

Public ISBD [article]  inAutism Research > 12-7 (July 2019) . - p.1022-1031 Titre : Atypical longitudinal development of speech-evoked auditory brainstem response in preschool children with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : J. CHEN, Auteur ; C. LIANG, Auteur ; Z. WEI, Auteur ; Z. CUI, Auteur ; X. KONG, Auteur ; C. J. DONG, Auteur ; Y. LAI, Auteur ; Z. PENG, Auteur ; G. WAN, Auteur Année de publication : 2019 Article en page(s) : p.1022-1031 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  language impairment  preschool child  speech-evoked auditory brainstem response Index. décimale : PER Périodiques Résumé : Language impairment is common in children with autism spectrum disorders (ASDs). Previous research has shown that this disability may be, in part, due to atypical auditory processing of speech stimuli. However, how speech sounds are processed in children with ASD remains largely unknown. The present study assessed the developmental pattern of auditory information processing at the level of the brainstem in preschool children with ASD using speech-evoked auditory brainstem response (speech-ABR). Children with ASD (N = 15) and of typical developing (TD) (N = 20), both of preschool age, were enrolled. The speech-ABRs recorded at two different time points (T1 and T2; 9.68 months apart on average) were virtually identical in the TD group. However, in the ASD group, the wave V latency of speech-ABR was significantly shortened and the amplitudes of wave A and C were significantly larger at T2, compared to those recorded at T1 (10.78 months apart on average). Compared to the TD group, the wave V and A latencies were prolonged at T1, whereas the wave E amplitude decreased and wave F latency prolonged at T2. There was a positive partial correlation between the language performance and the wave A amplitude in the ASD group. These results indicate that auditory processing at the subcortical level is well-developed in the TD preschool children, but is immature and abnormal in the children with ASD at the same ages. Thus, aberrant speech processing at the brainstem level may contribute significantly to the language impairment in children with ASD at preschool ages. Autism Res 2019, 12: 1022-1031. (c) 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Language impairment is common in children with autism spectrum disorders (ASDs). We investigated the developmental pattern of subcortical auditory processing by monitoring changes in the speech-evoked auditory brainstem response (speech-ABR) over a period of 10 months in preschool children. Our results show that subcortical auditory processing is impaired and immature in children with ASD compared with age-matched, typically developing children. The results suggest that speech-ABR may be used as an objective measure in evaluating the language performance of children with ASD. The results also suggest that aberrant speech processing at the level of the brainstem may contribute significantly to the language impairment in preschool children with ASD. En ligne : http://dx.doi.org/10.1002/aur.2110 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=402 [article] Atypical longitudinal development of speech-evoked auditory brainstem response in preschool children with autism spectrum disorders [Texte imprimé et/ou numérique] / J. CHEN, Auteur ; C. LIANG, Auteur ; Z. WEI, Auteur ; Z. CUI, Auteur ; X. KONG, Auteur ; C. J. DONG, Auteur ; Y. LAI, Auteur ; Z. PENG, Auteur ; G. WAN, Auteur . - 2019 . - p.1022-1031. Langues : Anglais (eng) in Autism Research > 12-7 (July 2019) . - p.1022-1031 Mots-clés : autism spectrum disorders  language impairment  preschool child  speech-evoked auditory brainstem response Index. décimale : PER Périodiques Résumé : Language impairment is common in children with autism spectrum disorders (ASDs). Previous research has shown that this disability may be, in part, due to atypical auditory processing of speech stimuli. However, how speech sounds are processed in children with ASD remains largely unknown. The present study assessed the developmental pattern of auditory information processing at the level of the brainstem in preschool children with ASD using speech-evoked auditory brainstem response (speech-ABR). Children with ASD (N = 15) and of typical developing (TD) (N = 20), both of preschool age, were enrolled. The speech-ABRs recorded at two different time points (T1 and T2; 9.68 months apart on average) were virtually identical in the TD group. However, in the ASD group, the wave V latency of speech-ABR was significantly shortened and the amplitudes of wave A and C were significantly larger at T2, compared to those recorded at T1 (10.78 months apart on average). Compared to the TD group, the wave V and A latencies were prolonged at T1, whereas the wave E amplitude decreased and wave F latency prolonged at T2. There was a positive partial correlation between the language performance and the wave A amplitude in the ASD group. These results indicate that auditory processing at the subcortical level is well-developed in the TD preschool children, but is immature and abnormal in the children with ASD at the same ages. Thus, aberrant speech processing at the brainstem level may contribute significantly to the language impairment in children with ASD at preschool ages. Autism Res 2019, 12: 1022-1031. (c) 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Language impairment is common in children with autism spectrum disorders (ASDs). We investigated the developmental pattern of subcortical auditory processing by monitoring changes in the speech-evoked auditory brainstem response (speech-ABR) over a period of 10 months in preschool children. Our results show that subcortical auditory processing is impaired and immature in children with ASD compared with age-matched, typically developing children. The results suggest that speech-ABR may be used as an objective measure in evaluating the language performance of children with ASD. The results also suggest that aberrant speech processing at the level of the brainstem may contribute significantly to the language impairment in preschool children with ASD. En ligne : http://dx.doi.org/10.1002/aur.2110 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=402

Development, feasibility, and preliminary efficacy of an employment-related social skills intervention for young adults with high-functioning autism / C. SUNG in Autism, 23-6 (August 2019)  

Public ISBD [article]  inAutism > 23-6 (August 2019) . - p.1542-1553 Titre : Development, feasibility, and preliminary efficacy of an employment-related social skills intervention for young adults with high-functioning autism Type de document : Texte imprimé et/ou numérique Auteurs : C. SUNG, Auteur ; A. CONNOR, Auteur ; J. CHEN, Auteur ; C. C. LIN, Auteur ; H. J. KUO, Auteur ; J. CHUN, Auteur Article en page(s) : p.1542-1553 Langues : Anglais (eng) Mots-clés : Assistive Soft Skills and Employment Training  adolescents  autism spectrum disorder  employment  soft skills  work-related social skills  young adults Index. décimale : PER Périodiques Résumé : This article details the iterative development, feasibility, and preliminary efficacy of an 8-week work-related social skills intervention, Assistive Soft Skills and Employment Training, for young adults with high-functioning autism spectrum disorder. In this mixed-methods study, pre- and post-intervention surveys, interviews, and functional measures were used to gather information on the program's feasibility, user acceptability, practicality, and preliminary efficacy. Results indicate that Assistive Soft Skills and Employment Training graduates showed significant improvements in work-related social skills knowledge, social functioning, and social/empathy self-efficacy. Participants and group facilitators also reported high satisfaction with program activities, training modalities, frequency, and duration of the intervention. Results support expanded use of group-based, work-related, social skills interventions for young adults with high-functioning autism spectrum disorder. Moreover, these findings, though preliminary, suggest that manualized, empirically based programs like Assistive Soft Skills and Employment Training promote improved social functioning, self-confidence, engagement, and adherence to training, as well as broader impacts, including improved sense of belonging and greater employability in this traditionally underserved population. En ligne : http://dx.doi.org/10.1177/1362361318801345 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403 [article] Development, feasibility, and preliminary efficacy of an employment-related social skills intervention for young adults with high-functioning autism [Texte imprimé et/ou numérique] / C. SUNG, Auteur ; A. CONNOR, Auteur ; J. CHEN, Auteur ; C. C. LIN, Auteur ; H. J. KUO, Auteur ; J. CHUN, Auteur . - p.1542-1553. Langues : Anglais (eng) in Autism > 23-6 (August 2019) . - p.1542-1553 Mots-clés : Assistive Soft Skills and Employment Training  adolescents  autism spectrum disorder  employment  soft skills  work-related social skills  young adults Index. décimale : PER Périodiques Résumé : This article details the iterative development, feasibility, and preliminary efficacy of an 8-week work-related social skills intervention, Assistive Soft Skills and Employment Training, for young adults with high-functioning autism spectrum disorder. In this mixed-methods study, pre- and post-intervention surveys, interviews, and functional measures were used to gather information on the program's feasibility, user acceptability, practicality, and preliminary efficacy. Results indicate that Assistive Soft Skills and Employment Training graduates showed significant improvements in work-related social skills knowledge, social functioning, and social/empathy self-efficacy. Participants and group facilitators also reported high satisfaction with program activities, training modalities, frequency, and duration of the intervention. Results support expanded use of group-based, work-related, social skills interventions for young adults with high-functioning autism spectrum disorder. Moreover, these findings, though preliminary, suggest that manualized, empirically based programs like Assistive Soft Skills and Employment Training promote improved social functioning, self-confidence, engagement, and adherence to training, as well as broader impacts, including improved sense of belonging and greater employability in this traditionally underserved population. En ligne : http://dx.doi.org/10.1177/1362361318801345 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403

Increasing Caregivers' Adherence to an Early-Literacy Intervention Improves the Print Knowledge of Children with Language Impairment / L. M. JUSTICE in Journal of Autism and Developmental Disorders, 48-12 (December 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-12 (December 2018) . - p.4179-4192 Titre : Increasing Caregivers' Adherence to an Early-Literacy Intervention Improves the Print Knowledge of Children with Language Impairment Type de document : Texte imprimé et/ou numérique Auteurs : L. M. JUSTICE, Auteur ; J. CHEN, Auteur ; S. TAMBYRAJA, Auteur ; J. LOGAN, Auteur Article en page(s) : p.4179-4192 Langues : Anglais (eng) Mots-clés : Developmental disability  Emergent literacy  Home literacy  Language impairment  Parent-implemented interventions  Preschool Index. décimale : PER Périodiques Résumé : This study investigated the effects of four behavior-change techniques for caregivers implementing a 15-week literacy intervention with their children with language impairment. Techniques include modeling, encouragement, feedback, and rewards. Random assignment within a factorial experimental design was used to determine which behavior-change technique(s) each of the 128 caregivers would receive. Caregivers' adherence was assessed for frequency and dosage of intervention based on submission of logs and tape recordings. Children's print knowledge was assessed at pre- and posttest to assess literacy skills. Results showed that children whose caregivers were rewarded 50 cents per session to implement the intervention made significantly greater gains in print knowledge over the treatment period. Further, these effects were fully mediated by effects of the behavior-change technique on caregivers' adherence to the intervention. En ligne : http://dx.doi.org/10.1007/s10803-018-3646-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=371 [article] Increasing Caregivers' Adherence to an Early-Literacy Intervention Improves the Print Knowledge of Children with Language Impairment [Texte imprimé et/ou numérique] / L. M. JUSTICE, Auteur ; J. CHEN, Auteur ; S. TAMBYRAJA, Auteur ; J. LOGAN, Auteur . - p.4179-4192. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-12 (December 2018) . - p.4179-4192 Mots-clés : Developmental disability  Emergent literacy  Home literacy  Language impairment  Parent-implemented interventions  Preschool Index. décimale : PER Périodiques Résumé : This study investigated the effects of four behavior-change techniques for caregivers implementing a 15-week literacy intervention with their children with language impairment. Techniques include modeling, encouragement, feedback, and rewards. Random assignment within a factorial experimental design was used to determine which behavior-change technique(s) each of the 128 caregivers would receive. Caregivers' adherence was assessed for frequency and dosage of intervention based on submission of logs and tape recordings. Children's print knowledge was assessed at pre- and posttest to assess literacy skills. Results showed that children whose caregivers were rewarded 50 cents per session to implement the intervention made significantly greater gains in print knowledge over the treatment period. Further, these effects were fully mediated by effects of the behavior-change technique on caregivers' adherence to the intervention. En ligne : http://dx.doi.org/10.1007/s10803-018-3646-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=371

Parents' future visions for their autistic transition-age youth: Hopes and expectations / J. CHEN in Autism, 23-6 (August 2019)  

Public ISBD [article]  inAutism > 23-6 (August 2019) . - p.1363-1372 Titre : Parents' future visions for their autistic transition-age youth: Hopes and expectations Type de document : Texte imprimé et/ou numérique Auteurs : J. CHEN, Auteur ; E. S. COHN, Auteur ; G. I. ORSMOND, Auteur Article en page(s) : p.1363-1372 Langues : Anglais (eng) Mots-clés : adolescent  autism  hope  parent  transition Index. décimale : PER Périodiques Résumé : Researchers have documented that young adults with autism spectrum disorder have poor outcomes in employment, post-secondary education, social participation, independent living, and community participation. There is a need to further explore contributing factors to such outcomes to better support successful transitions to adulthood. Parents play a critical role in transition planning, and parental expectations appear to impact young adult outcomes for autistic individuals. The aim of this study was to explore how parents express their future visions (i.e. hopes and expectations) for their autistic transition-age youth. Data were collected through focus groups and individual interviews with 18 parents. Parents' hopes and expectations focused on eight primary domains. In addition, parents often qualified or tempered their stated hope with expressions of fears, uncertainty, realistic expectations, and the perceived lack of guidance. We discuss our conceptualization of the relations among these themes and implications for service providers and research. En ligne : http://dx.doi.org/10.1177/1362361318812141 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403 [article] Parents' future visions for their autistic transition-age youth: Hopes and expectations [Texte imprimé et/ou numérique] / J. CHEN, Auteur ; E. S. COHN, Auteur ; G. I. ORSMOND, Auteur . - p.1363-1372. Langues : Anglais (eng) in Autism > 23-6 (August 2019) . - p.1363-1372 Mots-clés : adolescent  autism  hope  parent  transition Index. décimale : PER Périodiques Résumé : Researchers have documented that young adults with autism spectrum disorder have poor outcomes in employment, post-secondary education, social participation, independent living, and community participation. There is a need to further explore contributing factors to such outcomes to better support successful transitions to adulthood. Parents play a critical role in transition planning, and parental expectations appear to impact young adult outcomes for autistic individuals. The aim of this study was to explore how parents express their future visions (i.e. hopes and expectations) for their autistic transition-age youth. Data were collected through focus groups and individual interviews with 18 parents. Parents' hopes and expectations focused on eight primary domains. In addition, parents often qualified or tempered their stated hope with expressions of fears, uncertainty, realistic expectations, and the perceived lack of guidance. We discuss our conceptualization of the relations among these themes and implications for service providers and research. En ligne : http://dx.doi.org/10.1177/1362361318812141 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403

The Social Networks of Children With and Without Disabilities in Early Childhood Special Education Classrooms / J. CHEN in Journal of Autism and Developmental Disorders, 49-7 (July 2019)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 49-7 (July 2019) . - p.2779-2794 Titre : The Social Networks of Children With and Without Disabilities in Early Childhood Special Education Classrooms Type de document : Texte imprimé et/ou numérique Auteurs : J. CHEN, Auteur ; T. J. LIN, Auteur ; L. JUSTICE, Auteur ; B. SAWYER, Auteur Article en page(s) : p.2779-2794 Langues : Anglais (eng) Mots-clés : Disability status  Exponential random graph models (ERGMs)  Inclusive preschool classrooms  Peer interaction Index. décimale : PER Périodiques Résumé : Interaction with peers is an important contributor to young children's social and cognitive development. Yet, little is known about the nature of social networks within preschool inclusive classrooms. The current study applied a social network analysis to characterize children's peer interactions in inclusive classrooms and their relations with children's disability status. The participants were 485 preschoolers from 64 early childhood special education (ECSE) inclusive classrooms. Results from teachers' report of children's social networks showed that children with disabilities formed smaller play networks compared to their typically developing peers in the classroom, but no evidence indicated that children with disabilities engaged in more conflict networks than their counterparts. Children's play and conflict networks were segregated by children's disability status. En ligne : http://dx.doi.org/10.1007/s10803-017-3272-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=401 [article] The Social Networks of Children With and Without Disabilities in Early Childhood Special Education Classrooms [Texte imprimé et/ou numérique] / J. CHEN, Auteur ; T. J. LIN, Auteur ; L. JUSTICE, Auteur ; B. SAWYER, Auteur . - p.2779-2794. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-7 (July 2019) . - p.2779-2794 Mots-clés : Disability status  Exponential random graph models (ERGMs)  Inclusive preschool classrooms  Peer interaction Index. décimale : PER Périodiques Résumé : Interaction with peers is an important contributor to young children's social and cognitive development. Yet, little is known about the nature of social networks within preschool inclusive classrooms. The current study applied a social network analysis to characterize children's peer interactions in inclusive classrooms and their relations with children's disability status. The participants were 485 preschoolers from 64 early childhood special education (ECSE) inclusive classrooms. Results from teachers' report of children's social networks showed that children with disabilities formed smaller play networks compared to their typically developing peers in the classroom, but no evidence indicated that children with disabilities engaged in more conflict networks than their counterparts. Children's play and conflict networks were segregated by children's disability status. En ligne : http://dx.doi.org/10.1007/s10803-017-3272-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=401

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