Brief Report: Sex Differences in ASD Diagnosis-A Brief Report on Restricted Interests and Repetitive Behaviors / T. C. MCFAYDEN 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.1693-1699 Titre : Brief Report: Sex Differences in ASD Diagnosis-A Brief Report on Restricted Interests and Repetitive Behaviors Type de document : Texte imprimé et/ou numérique Auteurs : T. C. MCFAYDEN, Auteur ; Jordan ALBRIGHT, Auteur ; A. E. MUSKETT, Auteur ; A. SCARPA, Auteur Article en page(s) : p.1693-1699 Langues : Anglais (eng) Mots-clés : Assessment  Autism spectrum disorder  Female  Repetitive behaviors  Restricted interests  Sex differences Index. décimale : PER Périodiques Résumé : Previous research found repetitive and restricted behaviors (RRBs) were less predictive of Autism Spectrum Disorder (ASD) in females, indicating the diagnostic construct may not adequately describe RRB presentations in females. This mixed-methods study investigated the female presentation of RRBs, namely restricted interests, in a clinic sample of 125 participants (n = 40 female; ages 2-83 years; 75 ASD). RRB severity did not differ between sexes, t = 1.69, p = 0.094, though male participants scored higher on the Restricted Behavior subscale. Qualitatively, females demonstrated a narrower range of restricted interests and expressed them in a socially oriented manner compared to males. The results suggest unique quantitative and qualitative sex differences in RRB profiles that could shed light on the female ASD phenotype. En ligne : https://dx.doi.org/10.1007/s10803-018-3838-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=388 [article] Brief Report: Sex Differences in ASD Diagnosis-A Brief Report on Restricted Interests and Repetitive Behaviors [Texte imprimé et/ou numérique] / T. C. MCFAYDEN, Auteur ; Jordan ALBRIGHT, Auteur ; A. E. MUSKETT, Auteur ; A. SCARPA, Auteur . - p.1693-1699. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-4 (April 2019) . - p.1693-1699 Mots-clés : Assessment  Autism spectrum disorder  Female  Repetitive behaviors  Restricted interests  Sex differences Index. décimale : PER Périodiques Résumé : Previous research found repetitive and restricted behaviors (RRBs) were less predictive of Autism Spectrum Disorder (ASD) in females, indicating the diagnostic construct may not adequately describe RRB presentations in females. This mixed-methods study investigated the female presentation of RRBs, namely restricted interests, in a clinic sample of 125 participants (n = 40 female; ages 2-83 years; 75 ASD). RRB severity did not differ between sexes, t = 1.69, p = 0.094, though male participants scored higher on the Restricted Behavior subscale. Qualitatively, females demonstrated a narrower range of restricted interests and expressed them in a socially oriented manner compared to males. The results suggest unique quantitative and qualitative sex differences in RRB profiles that could shed light on the female ASD phenotype. En ligne : https://dx.doi.org/10.1007/s10803-018-3838-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=388

Educator perspectives on the postsecondary transition difficulties of students with autism / R. ELIAS in Autism, 23-1 (January 2019)  

Public ISBD [article]  inAutism > 23-1 (January 2019) . - p.260-264 Titre : Educator perspectives on the postsecondary transition difficulties of students with autism Type de document : Texte imprimé et/ou numérique Auteurs : R. ELIAS, Auteur ; A. E. MUSKETT, Auteur ; Susan W. WHITE, Auteur Article en page(s) : p.260-264 Langues : Anglais (eng) Mots-clés : autism  education  emerging adult  postsecondary  transition  young  adult  spectrum  needs  Psychology Index. décimale : PER Périodiques Résumé : Addressing the challenges of adolescents and emerging adults with autism spectrum disorder is crucial to improving the outcomes of these students in the postsecondary setting. Although secondary and postsecondary educators and staff are critical to helping these students access services, there has been little investigation into the perspectives of this stakeholder group, with respect to the needs of postsecondary students with autism spectrum disorder. A series of focus groups was conducted with secondary and postsecondary educators to understand educator perspectives related to the challenges faced by postsecondary students with autism spectrum disorder. Competence, autonomy and independence, and the development and sustainment of interpersonal relationships emerged as primary areas of difficulty and corresponding need. Results suggest that targeted interventions addressing these areas should be implemented, prior to and during enrollment in a postsecondary setting, to facilitate transition in a comprehensive manner. En ligne : http://dx.doi.org/10.1177/1362361317726246 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=379 [article] Educator perspectives on the postsecondary transition difficulties of students with autism [Texte imprimé et/ou numérique] / R. ELIAS, Auteur ; A. E. MUSKETT, Auteur ; Susan W. WHITE, Auteur . - p.260-264. Langues : Anglais (eng) in Autism > 23-1 (January 2019) . - p.260-264 Mots-clés : autism  education  emerging adult  postsecondary  transition  young  adult  spectrum  needs  Psychology Index. décimale : PER Périodiques Résumé : Addressing the challenges of adolescents and emerging adults with autism spectrum disorder is crucial to improving the outcomes of these students in the postsecondary setting. Although secondary and postsecondary educators and staff are critical to helping these students access services, there has been little investigation into the perspectives of this stakeholder group, with respect to the needs of postsecondary students with autism spectrum disorder. A series of focus groups was conducted with secondary and postsecondary educators to understand educator perspectives related to the challenges faced by postsecondary students with autism spectrum disorder. Competence, autonomy and independence, and the development and sustainment of interpersonal relationships emerged as primary areas of difficulty and corresponding need. Results suggest that targeted interventions addressing these areas should be implemented, prior to and during enrollment in a postsecondary setting, to facilitate transition in a comprehensive manner. En ligne : http://dx.doi.org/10.1177/1362361317726246 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=379

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