An evaluation of intervention research for transition-age autistic youth / Kristen BOTTEMA-BEUTEL in Autism, 27-4 (May 2023)  

Public ISBD [article]  inAutism > 27-4 (May 2023) . - p.890-904 Titre : An evaluation of intervention research for transition-age autistic youth Type de document : Texte imprimé et/ou numérique Auteurs : Kristen BOTTEMA-BEUTEL, Auteur ; Shannon Crowley LAPOINT, Auteur ; So Yoon KIM, Auteur ; Sarah MOHIUDDIN, Auteur ; Qun YU, Auteur ; Rachael MCKINNON, Auteur Article en page(s) : p.890-904 Langues : Anglais (eng) Mots-clés : adverse events,autism,intervention,risks of bias,systematic review,transition Index. décimale : PER Périodiques Résumé : In this systematic evaluation of intervention research for transition-age autistic youth, we examined quality indicators in 193 group and single-case design intervention studies, which tested effects on 1258 outcomes. Behaviorally based interventions were the most common intervention type. We found significant threats to internal validity for the majority of studies, including inadequate randomization, unmasked assessors, and too few data points to infer functional relations. The majority of outcomes were measured in contexts similar to the intervention and were conceptualized as behaviors directly addressed by intervention procedures. As such, they are of unclear long-term utility for autistic people entering adulthood. Adverse events were rarely reported. We suggest several avenues for improving intervention research for this age group.Lay abstractIn this study, we assess the quality of intervention research that focuses on autistic youth who are 14-22 years old. We found 193 different studies on this topic, and carefully reviewed them. Most of these studies tested strategies that were behavioral. This means that they used procedures like prompting and rewards to change participants' behavior. We found that the majority of studies had problems that make it hard to determine whether or not the intervention worked. The problems related to how researchers designed their studies, and how they measured the study outcomes. We also found that researchers rarely tried to find out if the strategies they studied had unintended negative effects for participants. Because of these issues, we make suggestions for how researchers might design better studies that will let people know how well the strategies worked. En ligne : https://doi.org/10.1177/13623613221128761 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=499 [article] An evaluation of intervention research for transition-age autistic youth [Texte imprimé et/ou numérique] / Kristen BOTTEMA-BEUTEL, Auteur ; Shannon Crowley LAPOINT, Auteur ; So Yoon KIM, Auteur ; Sarah MOHIUDDIN, Auteur ; Qun YU, Auteur ; Rachael MCKINNON, Auteur . - p.890-904. Langues : Anglais (eng) in Autism > 27-4 (May 2023) . - p.890-904 Mots-clés : adverse events,autism,intervention,risks of bias,systematic review,transition Index. décimale : PER Périodiques Résumé : In this systematic evaluation of intervention research for transition-age autistic youth, we examined quality indicators in 193 group and single-case design intervention studies, which tested effects on 1258 outcomes. Behaviorally based interventions were the most common intervention type. We found significant threats to internal validity for the majority of studies, including inadequate randomization, unmasked assessors, and too few data points to infer functional relations. The majority of outcomes were measured in contexts similar to the intervention and were conceptualized as behaviors directly addressed by intervention procedures. As such, they are of unclear long-term utility for autistic people entering adulthood. Adverse events were rarely reported. We suggest several avenues for improving intervention research for this age group.Lay abstractIn this study, we assess the quality of intervention research that focuses on autistic youth who are 14-22 years old. We found 193 different studies on this topic, and carefully reviewed them. Most of these studies tested strategies that were behavioral. This means that they used procedures like prompting and rewards to change participants' behavior. We found that the majority of studies had problems that make it hard to determine whether or not the intervention worked. The problems related to how researchers designed their studies, and how they measured the study outcomes. We also found that researchers rarely tried to find out if the strategies they studied had unintended negative effects for participants. Because of these issues, we make suggestions for how researchers might design better studies that will let people know how well the strategies worked. En ligne : https://doi.org/10.1177/13623613221128761 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=499

Autistic undergraduate students’ transition and adjustment to higher education institutions / So Yoon KIM in Research in Autism Spectrum Disorders, 89 (November 2021)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 89 (November 2021) . - 101883 Titre : Autistic undergraduate students’ transition and adjustment to higher education institutions Type de document : Texte imprimé et/ou numérique Auteurs : So Yoon KIM, Auteur ; Shannon CROWLEY, Auteur ; Kristen BOTTEMA-BEUTEL, Auteur Article en page(s) : 101883 Langues : Anglais (eng) Mots-clés : Autism  Postsecondary  Special education  Transition  Adjustment  Higher education Index. décimale : PER Périodiques Résumé : Background Only a limited number of studies have specifically examined autistic undergraduate students’ perspectives on transition. Positive experiences during the initial transition from high school to college lead to long-term success in college. Method This study examined the transition and adjustment experiences of 27 autistic undergraduate students attending higher education institutions (HEIs) in the United States. Semi-structured interviews were analyzed using qualitative content analysis. Results The majority (66.7 %) of participants described the transition experience in negative terms. They also reported that geographical proximity to home and family support, social relationships, transition programs, structural changes from their high school experiences, and logistic difficulties were important aspects of their transition experiences during the first few months of HEI. All participants indicated they felt adjusted to college life at the time of the interview, and adjustment was facilitated by familiarity with campus routines, academic achievement, and positive social experiences. Conclusions Themes associated with autistic students’ transition and adjustment experiences should be followed-up in future quantitative research. Careful transition planning that informs autistic students about expectations associated with HEI, familiarizes them with college life, helps them gain practical skills needed in colleges (e.g., transportation), and helps them find a balance between parental support and independence is needed to support autistic students through transition and adjustment. En ligne : https://doi.org/10.1016/j.rasd.2021.101883 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458 [article] Autistic undergraduate students’ transition and adjustment to higher education institutions [Texte imprimé et/ou numérique] / So Yoon KIM, Auteur ; Shannon CROWLEY, Auteur ; Kristen BOTTEMA-BEUTEL, Auteur . - 101883. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 89 (November 2021) . - 101883 Mots-clés : Autism  Postsecondary  Special education  Transition  Adjustment  Higher education Index. décimale : PER Périodiques Résumé : Background Only a limited number of studies have specifically examined autistic undergraduate students’ perspectives on transition. Positive experiences during the initial transition from high school to college lead to long-term success in college. Method This study examined the transition and adjustment experiences of 27 autistic undergraduate students attending higher education institutions (HEIs) in the United States. Semi-structured interviews were analyzed using qualitative content analysis. Results The majority (66.7 %) of participants described the transition experience in negative terms. They also reported that geographical proximity to home and family support, social relationships, transition programs, structural changes from their high school experiences, and logistic difficulties were important aspects of their transition experiences during the first few months of HEI. All participants indicated they felt adjusted to college life at the time of the interview, and adjustment was facilitated by familiarity with campus routines, academic achievement, and positive social experiences. Conclusions Themes associated with autistic students’ transition and adjustment experiences should be followed-up in future quantitative research. Careful transition planning that informs autistic students about expectations associated with HEI, familiarizes them with college life, helps them gain practical skills needed in colleges (e.g., transportation), and helps them find a balance between parental support and independence is needed to support autistic students through transition and adjustment. En ligne : https://doi.org/10.1016/j.rasd.2021.101883 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458

A Cross-Cultural Examination of Blatant and Subtle Dehumanization of Autistic People / So Yoon KIM ; Jeong Eun CHEON ; Young-Hoon KIM in Journal of Autism and Developmental Disorders, 55-2 (February 2025)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-2 (February 2025) . - p.678-694 Titre : A Cross-Cultural Examination of Blatant and Subtle Dehumanization of Autistic People : Journal of Autism and Developmental Disorders Type de document : Texte imprimé et/ou numérique Auteurs : So Yoon KIM, Auteur ; Jeong Eun CHEON, Auteur ; Young-Hoon KIM, Auteur Article en page(s) : p.678-694 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This cross-cultural study examined various domains of dehumanization, including both blatant (viewing autistic people as animal-like, child-like, or machine-like) and subtle (denying agency and experience capabilities) dehumanization, of autistic individuals by Koreans and Americans. En ligne : https://doi.org/10.1007/s10803-023-06217-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=548 [article] A Cross-Cultural Examination of Blatant and Subtle Dehumanization of Autistic People : Journal of Autism and Developmental Disorders [Texte imprimé et/ou numérique] / So Yoon KIM, Auteur ; Jeong Eun CHEON, Auteur ; Young-Hoon KIM, Auteur . - p.678-694. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-2 (February 2025) . - p.678-694 Index. décimale : PER Périodiques Résumé : This cross-cultural study examined various domains of dehumanization, including both blatant (viewing autistic people as animal-like, child-like, or machine-like) and subtle (denying agency and experience capabilities) dehumanization, of autistic individuals by Koreans and Americans. En ligne : https://doi.org/10.1007/s10803-023-06217-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=548

Developmental associations between joint engagement and autistic children's vocabulary: A cross-lagged panel analysis / Kristen BOTTEMA-BEUTEL in Autism, 25-2 (February 2021)  

Public ISBD [article]  inAutism > 25-2 (February 2021) . - p.566-575 Titre : Developmental associations between joint engagement and autistic children's vocabulary: A cross-lagged panel analysis Type de document : Texte imprimé et/ou numérique Auteurs : Kristen BOTTEMA-BEUTEL, Auteur ; So Yoon KIM, Auteur ; Shannon CROWLEY, Auteur ; Paul J. YODER, Auteur Article en page(s) : p.566-575 Langues : Anglais (eng) Mots-clés : autism  caregiver–child interaction  follow-in talk  joint engagement  language  responsivity  vocabulary Index. décimale : PER Périodiques Résumé : In this study, we used a cross-lagged panel analysis to examine correlations over time between two types of engagement between children and their parents and children's later expressive and receptive vocabularies. This kind of design can help researchers understand which early developmental achievements "drive" later developmental achievements. It is important for intervention researchers to know which developmental achievements happen first, so that they can set intervention goals appropriately. The two joint engagement variables we examined were (a) higher order supported joint engagement, which occurs when caregivers influence their child's play with toys and the child reciprocally responds to the caregiver, but does not manage the interaction by shifting gaze between the toys and the caregiver, and (b) higher order supported joint engagement that co-occurs with caregiver's follow-in talk (higher order supported joint engagement?+?follow-in). Follow-in talk occurs when the caregiver talks about objects and events that the child is focused on. Ninety-one autistic children (n?=?91) with language delay (mean chronological age?=?39?months) participated, along with their primary caregivers. Each of the four variables was measured twice, 8?months apart. Our statistical procedures showed that early higher order supported joint engagement and early higher order supported joint engagement?+?follow-in were significantly associated with later expressive and receptive vocabulary. In contrast, associations between early vocabulary variables and later joint engagement variables were not significant. Our results suggest that higher order supported joint engagement and higher order supported joint engagement?+?follow-in may be useful initial intervention targets, for developmental interventions aimed at promoting language development in autistic children who are initially language delayed. En ligne : http://dx.doi.org/10.1177/1362361320968641 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=442 [article] Developmental associations between joint engagement and autistic children's vocabulary: A cross-lagged panel analysis [Texte imprimé et/ou numérique] / Kristen BOTTEMA-BEUTEL, Auteur ; So Yoon KIM, Auteur ; Shannon CROWLEY, Auteur ; Paul J. YODER, Auteur . - p.566-575. Langues : Anglais (eng) in Autism > 25-2 (February 2021) . - p.566-575 Mots-clés : autism  caregiver–child interaction  follow-in talk  joint engagement  language  responsivity  vocabulary Index. décimale : PER Périodiques Résumé : In this study, we used a cross-lagged panel analysis to examine correlations over time between two types of engagement between children and their parents and children's later expressive and receptive vocabularies. This kind of design can help researchers understand which early developmental achievements "drive" later developmental achievements. It is important for intervention researchers to know which developmental achievements happen first, so that they can set intervention goals appropriately. The two joint engagement variables we examined were (a) higher order supported joint engagement, which occurs when caregivers influence their child's play with toys and the child reciprocally responds to the caregiver, but does not manage the interaction by shifting gaze between the toys and the caregiver, and (b) higher order supported joint engagement that co-occurs with caregiver's follow-in talk (higher order supported joint engagement?+?follow-in). Follow-in talk occurs when the caregiver talks about objects and events that the child is focused on. Ninety-one autistic children (n?=?91) with language delay (mean chronological age?=?39?months) participated, along with their primary caregivers. Each of the four variables was measured twice, 8?months apart. Our statistical procedures showed that early higher order supported joint engagement and early higher order supported joint engagement?+?follow-in were significantly associated with later expressive and receptive vocabulary. In contrast, associations between early vocabulary variables and later joint engagement variables were not significant. Our results suggest that higher order supported joint engagement and higher order supported joint engagement?+?follow-in may be useful initial intervention targets, for developmental interventions aimed at promoting language development in autistic children who are initially language delayed. En ligne : http://dx.doi.org/10.1177/1362361320968641 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=442

Diagnostic validity of Autism Diagnostic Observation Schedule, second edition (K-ADOS-2) in the Korean population / So Yoon KIM in Molecular Autism, 13 (2022)  

Public ISBD [article]  inMolecular Autism > 13 (2022) . - 30 p. Titre : Diagnostic validity of Autism Diagnostic Observation Schedule, second edition (K-ADOS-2) in the Korean population Type de document : Texte imprimé et/ou numérique Auteurs : So Yoon KIM, Auteur ; Miae OH, Auteur ; Guiyoung BONG, Auteur ; Da-Yea SONG, Auteur ; Nan-He YOON, Auteur ; Joo Hyun KIM, Auteur ; Hee Jeong YOO, Auteur Article en page(s) : 30 p. Langues : Anglais (eng) Mots-clés : Adolescent  Adult  Asian People  Autism Spectrum Disorder/diagnosis  Autistic Disorder  Child  Female  Humans  Male  ROC Curve  Reproducibility of Results  Ados-2  Autism  Diagnosis  Validity Index. décimale : PER Périodiques Résumé : BACKGROUND: Although the Korean version of the Autism Diagnostic Observation Schedule-2 (K-ADOS-2) is widely being used to diagnose autism spectrum disorder (ASD) in South Korea, no previous study has examined the validity and reliability of all modules of K-ADOS-2 across a wide age range, particularly older children, adolescents, and adults. METHOD: Data from 2,158 participants were included (mean age=79.7 months; 73.6% male): 1473 participants with ASD and 685 participants without ASD (Toddler Module, n=289; Module 1, n=642; Module 2 n=574; Module 3 n=411; Module 4, n=242). Participants completed a battery of tests, including the K-ADOS or K-ADOS-2 and other existing diagnostic instruments. Sensitivity, specificity, area under the receiver operating characteristic (ROC) curve, positive predictive value (PPV), negative predictive value (NPV), Cohen's kappa (k), and agreement with existing diagnostic instruments were computed. Cronbach's Î+ values were also calculated. RESULTS: All developmental cells of the K-ADOS-2 showed sufficient ranges of sensitivity 85.4-100.0%; specificity, 80.4-96.8%; area under the ROC curve, .90-.97; PPV, 77.8-99.3%; NPV, 80.6-100.0%; and k values, .83-.92. The kappa agreements of developmental cells with existing diagnostic instruments ranged from .20 to .90. Cronbach's Î+ values ranged from .82 to .91 across all developmental cells. LIMITATION: The best-estimate clinical diagnoses made in this study were not independent of the K-ADOS-2 scores. Some modules did not include balanced numbers of participants in terms of gender and diagnostic status. CONCLUSION: The K-ADOS-2 is a valid and reliable instrument in diagnosing ASD in South Korea. Future studies exploring the effectiveness of the K-ADOS-2 in capturing restricted, repetitive behaviors and differentiating ASD from other developmental disabilities are needed. En ligne : http://dx.doi.org/10.1186/s13229-022-00506-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491 [article] Diagnostic validity of Autism Diagnostic Observation Schedule, second edition (K-ADOS-2) in the Korean population [Texte imprimé et/ou numérique] / So Yoon KIM, Auteur ; Miae OH, Auteur ; Guiyoung BONG, Auteur ; Da-Yea SONG, Auteur ; Nan-He YOON, Auteur ; Joo Hyun KIM, Auteur ; Hee Jeong YOO, Auteur . - 30 p. Langues : Anglais (eng) in Molecular Autism > 13 (2022) . - 30 p. Mots-clés : Adolescent  Adult  Asian People  Autism Spectrum Disorder/diagnosis  Autistic Disorder  Child  Female  Humans  Male  ROC Curve  Reproducibility of Results  Ados-2  Autism  Diagnosis  Validity Index. décimale : PER Périodiques Résumé : BACKGROUND: Although the Korean version of the Autism Diagnostic Observation Schedule-2 (K-ADOS-2) is widely being used to diagnose autism spectrum disorder (ASD) in South Korea, no previous study has examined the validity and reliability of all modules of K-ADOS-2 across a wide age range, particularly older children, adolescents, and adults. METHOD: Data from 2,158 participants were included (mean age=79.7 months; 73.6% male): 1473 participants with ASD and 685 participants without ASD (Toddler Module, n=289; Module 1, n=642; Module 2 n=574; Module 3 n=411; Module 4, n=242). Participants completed a battery of tests, including the K-ADOS or K-ADOS-2 and other existing diagnostic instruments. Sensitivity, specificity, area under the receiver operating characteristic (ROC) curve, positive predictive value (PPV), negative predictive value (NPV), Cohen's kappa (k), and agreement with existing diagnostic instruments were computed. Cronbach's Î+ values were also calculated. RESULTS: All developmental cells of the K-ADOS-2 showed sufficient ranges of sensitivity 85.4-100.0%; specificity, 80.4-96.8%; area under the ROC curve, .90-.97; PPV, 77.8-99.3%; NPV, 80.6-100.0%; and k values, .83-.92. The kappa agreements of developmental cells with existing diagnostic instruments ranged from .20 to .90. Cronbach's Î+ values ranged from .82 to .91 across all developmental cells. LIMITATION: The best-estimate clinical diagnoses made in this study were not independent of the K-ADOS-2 scores. Some modules did not include balanced numbers of participants in terms of gender and diagnostic status. CONCLUSION: The K-ADOS-2 is a valid and reliable instrument in diagnosing ASD in South Korea. Future studies exploring the effectiveness of the K-ADOS-2 in capturing restricted, repetitive behaviors and differentiating ASD from other developmental disabilities are needed. En ligne : http://dx.doi.org/10.1186/s13229-022-00506-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491

Do Autistic People?s Support Needs and Non-Autistic People?s Support for the Neurodiversity Movement Contribute to Heightened Autism Stigma in South Korea vs. the US? / So Yoon KIM in Journal of Autism and Developmental Disorders, 53-11 (November 2023)  

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Explicit stigma and implicit biases toward autism in South Korea versus the United States / So Yoon KIM in Autism, 27-5 (July 2023)  

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Exploring sex differences in the manifestation of autistic traits in young children / Da-Yea SONG in Research in Autism Spectrum Disorders, 88 (October 2021)  

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High School Experiences and Support Recommendations of Autistic Youth / Kristen BOTTEMA-BEUTEL in Journal of Autism and Developmental Disorders, 50-9 (September 2020)  

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A meta regression analysis of quality of life correlates in adults with ASD / So Yoon KIM in Research in Autism Spectrum Disorders, 63 (July 2019)  

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A pilot mixed-methods evaluation of an intervention to reduce Korean undergraduates' stigma toward autistic people / So Yoon KIM in Research in Autism Spectrum Disorders, 113 (May 2024)  

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Problems with "problem behavior": A secondary systematic review of intervention research on transition-age autistic youth / Rachael MCKINNON ; Sarah MOHIUDDIN ; Shannon Crowley LAPOINT ; So Yoon KIM in Autism, 28-8 (August 2024)  

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A Systematic Literature Review of Autism Research on Caregiver Talk / Kristen BOTTEMA-BEUTEL in Autism Research, 14-3 (March 2021)  

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The experiences of adults with autism spectrum disorder: Self-determination and quality of life / So Yoon KIM in Research in Autism Spectrum Disorders, 60 (April 2019)  

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Time to level up: A systematic review of interventions aiming to reduce stigma toward autistic people / So Yoon KIM in Autism, 28-4 (April 2024)  

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