Assessing global developmental delay across instruments in minimally verbal preschool autistic children: The importance of a multi-method and multi-informant approach / D. GIRARD in Autism Research, 15-1 (January 2022)  

Public ISBD [article]  inAutism Research > 15-1 (January 2022) . - p.103-116 Titre : Assessing global developmental delay across instruments in minimally verbal preschool autistic children: The importance of a multi-method and multi-informant approach Type de document : Texte imprimé et/ou numérique Auteurs : D. GIRARD, Auteur ; V. COURCHESNE, Auteur ; Janie DEGRE-PELLETIER, Auteur ; C. LETENDRE, Auteur ; I. SOULIERES, Auteur Article en page(s) : p.103-116 Langues : Anglais (eng) Mots-clés : Aptitude  Autism Spectrum Disorder/complications  Autistic Disorder  Child, Preschool  Cognition  Humans  Language Development Disorders  Mullen Scales of Early Learning  Vineland Adaptive Behavior Scale  adaptive functioning  autism  intelligence  minimally verbal  nonverbal skills Index. décimale : PER Périodiques Résumé : Intellectual assessment in preschool autistic children bears many challenges, particularly for those who have lower language and/or cognitive abilities. These challenges often result in underestimation of their potential or exclusion from research studies. Understanding how different instruments and definitions used to identify autistic preschool children with global developmental delay (GDD) affect sample composition is critical to advance research on this understudied clinical population. This study set out to examine the extent to which using different instruments to define GDD affects sample composition and whether different definitions affect resultant cognitive and adaptive profiles. Data from the Mullen Scales of Early Learning and the Vineland Adaptive Behavior Scales-Second Edition, a parent-report tool, were analyzed in a sample of 64 autistic and 73 neurotypical children (28-69?months). Our results highlight that cognitive assessment alone should not be used in clinical or research practices to infer a comorbid diagnosis of GDD, as it might lead to underestimating autistic children's potential. Instead, using both adaptive and cognitive levels as a stratification method to create subgroups of children with and without GDD might be a promising approach to adequately differentiate them, with less risk of underestimating them. En ligne : http://dx.doi.org/10.1002/aur.2630 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=450 [article] Assessing global developmental delay across instruments in minimally verbal preschool autistic children: The importance of a multi-method and multi-informant approach [Texte imprimé et/ou numérique] / D. GIRARD, Auteur ; V. COURCHESNE, Auteur ; Janie DEGRE-PELLETIER, Auteur ; C. LETENDRE, Auteur ; I. SOULIERES, Auteur . - p.103-116. Langues : Anglais (eng) in Autism Research > 15-1 (January 2022) . - p.103-116 Mots-clés : Aptitude  Autism Spectrum Disorder/complications  Autistic Disorder  Child, Preschool  Cognition  Humans  Language Development Disorders  Mullen Scales of Early Learning  Vineland Adaptive Behavior Scale  adaptive functioning  autism  intelligence  minimally verbal  nonverbal skills Index. décimale : PER Périodiques Résumé : Intellectual assessment in preschool autistic children bears many challenges, particularly for those who have lower language and/or cognitive abilities. These challenges often result in underestimation of their potential or exclusion from research studies. Understanding how different instruments and definitions used to identify autistic preschool children with global developmental delay (GDD) affect sample composition is critical to advance research on this understudied clinical population. This study set out to examine the extent to which using different instruments to define GDD affects sample composition and whether different definitions affect resultant cognitive and adaptive profiles. Data from the Mullen Scales of Early Learning and the Vineland Adaptive Behavior Scales-Second Edition, a parent-report tool, were analyzed in a sample of 64 autistic and 73 neurotypical children (28-69?months). Our results highlight that cognitive assessment alone should not be used in clinical or research practices to infer a comorbid diagnosis of GDD, as it might lead to underestimating autistic children's potential. Instead, using both adaptive and cognitive levels as a stratification method to create subgroups of children with and without GDD might be a promising approach to adequately differentiate them, with less risk of underestimating them. En ligne : http://dx.doi.org/10.1002/aur.2630 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=450

Assessing intelligence at autism diagnosis: mission impossible? Testability and cognitive profile of autistic preschoolers / V. COURCHESNE in Journal of Autism and Developmental Disorders, 49-3 (March 2019)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 49-3 (March 2019) . - p.845-856 Titre : Assessing intelligence at autism diagnosis: mission impossible? Testability and cognitive profile of autistic preschoolers Type de document : Texte imprimé et/ou numérique Auteurs : V. COURCHESNE, Auteur ; D. GIRARD, Auteur ; C. JACQUES, Auteur ; I. SOULIERES, Auteur Article en page(s) : p.845-856 Langues : Anglais (eng) Mots-clés : Assessment  Autism  Cognition  Flexible testing  Intelligence  Minimally verbal  Perception  Preschool  Testability Index. décimale : PER Périodiques Résumé : Intelligence in minimally verbal children on the autism spectrum (AS) is at risk of being underestimated. The present study investigated testability and cognitive profile of preschool autistic children using conventional tools and strength-informed tools. Fifty-two AS children and fifty-four typical children matched on age (31-77 months) were assessed. Testability increased with age in both groups, was generally lower in AS children, but not related to their test performance. Typical children performed significantly better than AS children on conventional tools, but performance of both groups was similar on strength-informed tools. Differences of performance across tests were much greater in the AS group. These results emphasize the heterogenous, yet characteristic, cognitive profile in preschool children, and introduce the usefulness of flexible testing. En ligne : http://dx.doi.org/10.1007/s10803-018-3786-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=386 [article] Assessing intelligence at autism diagnosis: mission impossible? Testability and cognitive profile of autistic preschoolers [Texte imprimé et/ou numérique] / V. COURCHESNE, Auteur ; D. GIRARD, Auteur ; C. JACQUES, Auteur ; I. SOULIERES, Auteur . - p.845-856. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-3 (March 2019) . - p.845-856 Mots-clés : Assessment  Autism  Cognition  Flexible testing  Intelligence  Minimally verbal  Perception  Preschool  Testability Index. décimale : PER Périodiques Résumé : Intelligence in minimally verbal children on the autism spectrum (AS) is at risk of being underestimated. The present study investigated testability and cognitive profile of preschool autistic children using conventional tools and strength-informed tools. Fifty-two AS children and fifty-four typical children matched on age (31-77 months) were assessed. Testability increased with age in both groups, was generally lower in AS children, but not related to their test performance. Typical children performed significantly better than AS children on conventional tools, but performance of both groups was similar on strength-informed tools. Differences of performance across tests were much greater in the AS group. These results emphasize the heterogenous, yet characteristic, cognitive profile in preschool children, and introduce the usefulness of flexible testing. En ligne : http://dx.doi.org/10.1007/s10803-018-3786-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=386

Assuming ability of youth with autism: Synthesis of methods capturing the first-person perspectives of children and youth with disabilities / R. TESFAYE in Autism, 23-8 (November 2019)  

Public ISBD [article]  inAutism > 23-8 (November 2019) . - p.1882-1896 Titre : Assuming ability of youth with autism: Synthesis of methods capturing the first-person perspectives of children and youth with disabilities Type de document : Texte imprimé et/ou numérique Auteurs : R. TESFAYE, Auteur ; V. COURCHESNE, Auteur ; A. YUSUF, Auteur ; T. SAVION-LEMIEUX, Auteur ; I. SINGH, Auteur ; K. SHIKAKO-THOMAS, Auteur ; P. MIRENDA, Auteur ; C. WADDELL, Auteur ; I. M. SMITH, Auteur ; David B NICHOLAS, Auteur ; P. SZATMARI, Auteur ; Teresa BENNETT, Auteur ; E. DUKU, Auteur ; S. GEORGIADES, Auteur ; Connor M. KERNS, Auteur ; T. VAILLANCOURT, Auteur ; A. ZAIDMAN-ZAIT, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; M. ELSABBAGH, Auteur Article en page(s) : p.1882-1896 Langues : Anglais (eng) Mots-clés : Autism  disabilities  first-person perspective  inclusion  lived experience  participatory research Index. décimale : PER Périodiques Résumé : Most research regarding youth with autism spectrum disorder has not focused on their first-person perspectives providing limited insight into methodologies best suited to eliciting their voices. We conducted a synthesis of methods previously used to obtain the first-person perspectives of youth with various disabilities, which may be applicable to youth with autism spectrum disorder. Two-hundred and eighty-four articles met the inclusion criteria of our scoping review. We identified six distinct primary methods (questionnaires, interviews, group discussion, narratives, diaries, and art) expressed through four communication output modalities (language, sign language and gestures, writing, and images). A group of parents who have children with autism spectrum disorder were then presented with a synthesis of results. This parent consultation was used to build on approaches identified in the literature. Parents identified barriers that may be encountered during participant engagement and provided insights on how best to conduct first-person research with youth with autism spectrum disorder. Based on our findings, we present a novel methodological framework to capture the perspectives of youth with various communication and cognitive abilities, while highlighting family, youth, and expert contributions. En ligne : http://dx.doi.org/10.1177/1362361319831487 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=407 [article] Assuming ability of youth with autism: Synthesis of methods capturing the first-person perspectives of children and youth with disabilities [Texte imprimé et/ou numérique] / R. TESFAYE, Auteur ; V. COURCHESNE, Auteur ; A. YUSUF, Auteur ; T. SAVION-LEMIEUX, Auteur ; I. SINGH, Auteur ; K. SHIKAKO-THOMAS, Auteur ; P. MIRENDA, Auteur ; C. WADDELL, Auteur ; I. M. SMITH, Auteur ; David B NICHOLAS, Auteur ; P. SZATMARI, Auteur ; Teresa BENNETT, Auteur ; E. DUKU, Auteur ; S. GEORGIADES, Auteur ; Connor M. KERNS, Auteur ; T. VAILLANCOURT, Auteur ; A. ZAIDMAN-ZAIT, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; M. ELSABBAGH, Auteur . - p.1882-1896. Langues : Anglais (eng) in Autism > 23-8 (November 2019) . - p.1882-1896 Mots-clés : Autism  disabilities  first-person perspective  inclusion  lived experience  participatory research Index. décimale : PER Périodiques Résumé : Most research regarding youth with autism spectrum disorder has not focused on their first-person perspectives providing limited insight into methodologies best suited to eliciting their voices. We conducted a synthesis of methods previously used to obtain the first-person perspectives of youth with various disabilities, which may be applicable to youth with autism spectrum disorder. Two-hundred and eighty-four articles met the inclusion criteria of our scoping review. We identified six distinct primary methods (questionnaires, interviews, group discussion, narratives, diaries, and art) expressed through four communication output modalities (language, sign language and gestures, writing, and images). A group of parents who have children with autism spectrum disorder were then presented with a synthesis of results. This parent consultation was used to build on approaches identified in the literature. Parents identified barriers that may be encountered during participant engagement and provided insights on how best to conduct first-person research with youth with autism spectrum disorder. Based on our findings, we present a novel methodological framework to capture the perspectives of youth with various communication and cognitive abilities, while highlighting family, youth, and expert contributions. En ligne : http://dx.doi.org/10.1177/1362361319831487 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=407

Bayonet-shaped language development in autism with regression: a retrospective study / D. GAGNON in Molecular Autism, 12 (2021)  

Public ISBD [article]  inMolecular Autism > 12 (2021) . - 35 p. Titre : Bayonet-shaped language development in autism with regression: a retrospective study Type de document : Texte imprimé et/ou numérique Auteurs : D. GAGNON, Auteur ; A. ZERIBI, Auteur ; É DOUARD, Auteur ; V. COURCHESNE, Auteur ; B. RODRÍGUEZ-HERREROS, Auteur ; G. HUGUET, Auteur ; S. JACQUEMONT, Auteur ; M. A. LOUM, Auteur ; L. MOTTRON, Auteur Article en page(s) : 35 p. Langues : Anglais (eng) Mots-clés : Autism  Heterogeneity  Language  Regression  Speech Index. décimale : PER Périodiques Résumé : BACKGROUND: Language delay is one of the major referral criteria for an autism evaluation. Once an autism spectrum diagnosis is established, the language prognosis is among the main parental concerns. Early language regression (ELR) is observed by 10-50% of parents but its relevance to late language level and socio-communicative ability is uncertain. This study aimed to establish the predictive value of ELR on the progression of language development and socio-communicative outcomes to guide clinicians in addressing parents' concerns at the time of diagnosis. METHODS: We used socio-communicative, language, and cognitive data of 2,047 autism spectrum participants from the Simons Simplex Collection, aged 4-18 years (mean?=?9 years; SD?=?3.6). Cox proportional hazard and logistic regression models were used to evaluate the effect of ELR on language milestones and the probability of using complex and flexible language, as defined by the choice of ADOS module at enrollment. Linear models were then used to evaluate the relationship of ELR and non-verbal IQ with socio-communicative and language levels. RESULTS: ELR is associated with earlier language milestones but delayed attainment of fluent, complex, and flexible language. However, this language outcome can be expected for almost all autistic children without intellectual disability at 18 years of age. It is mostly influenced by non-verbal IQ, not ELR. The language and socio-communicative level of participants with flexible language, as measured by the Vineland and ADOS socio-communicative subscales, was not affected by ELR. LIMITATIONS: This study is based on a relatively coarse measure of ultimate language level and relies on retrospective reporting of early language milestones and ELR. It does not prospectively document the age at which language catches up, the relationship between ELR and other behavioral areas of regression, nor the effects of intervention. CONCLUSIONS: For autistic individuals with ELR and a normal level of non-verbal intelligence, language development follows a "bayonet shape" trajectory: early first words followed by regression, a plateau with limited progress, and then language catch up. En ligne : http://dx.doi.org/10.1186/s13229-021-00444-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=459 [article] Bayonet-shaped language development in autism with regression: a retrospective study [Texte imprimé et/ou numérique] / D. GAGNON, Auteur ; A. ZERIBI, Auteur ; É DOUARD, Auteur ; V. COURCHESNE, Auteur ; B. RODRÍGUEZ-HERREROS, Auteur ; G. HUGUET, Auteur ; S. JACQUEMONT, Auteur ; M. A. LOUM, Auteur ; L. MOTTRON, Auteur . - 35 p. Langues : Anglais (eng) in Molecular Autism > 12 (2021) . - 35 p. Mots-clés : Autism  Heterogeneity  Language  Regression  Speech Index. décimale : PER Périodiques Résumé : BACKGROUND: Language delay is one of the major referral criteria for an autism evaluation. Once an autism spectrum diagnosis is established, the language prognosis is among the main parental concerns. Early language regression (ELR) is observed by 10-50% of parents but its relevance to late language level and socio-communicative ability is uncertain. This study aimed to establish the predictive value of ELR on the progression of language development and socio-communicative outcomes to guide clinicians in addressing parents' concerns at the time of diagnosis. METHODS: We used socio-communicative, language, and cognitive data of 2,047 autism spectrum participants from the Simons Simplex Collection, aged 4-18 years (mean?=?9 years; SD?=?3.6). Cox proportional hazard and logistic regression models were used to evaluate the effect of ELR on language milestones and the probability of using complex and flexible language, as defined by the choice of ADOS module at enrollment. Linear models were then used to evaluate the relationship of ELR and non-verbal IQ with socio-communicative and language levels. RESULTS: ELR is associated with earlier language milestones but delayed attainment of fluent, complex, and flexible language. However, this language outcome can be expected for almost all autistic children without intellectual disability at 18 years of age. It is mostly influenced by non-verbal IQ, not ELR. The language and socio-communicative level of participants with flexible language, as measured by the Vineland and ADOS socio-communicative subscales, was not affected by ELR. LIMITATIONS: This study is based on a relatively coarse measure of ultimate language level and relies on retrospective reporting of early language milestones and ELR. It does not prospectively document the age at which language catches up, the relationship between ELR and other behavioral areas of regression, nor the effects of intervention. CONCLUSIONS: For autistic individuals with ELR and a normal level of non-verbal intelligence, language development follows a "bayonet shape" trajectory: early first words followed by regression, a plateau with limited progress, and then language catch up. En ligne : http://dx.doi.org/10.1186/s13229-021-00444-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=459

Non-verbal IQ and change in restricted and repetitive behavior throughout childhood in autism: a longitudinal study using the Autism Diagnostic Interview-Revised / V. COURCHESNE in Molecular Autism, 12 (2021)  

Public ISBD [article]  inMolecular Autism > 12 (2021) . - 57 p. Titre : Non-verbal IQ and change in restricted and repetitive behavior throughout childhood in autism: a longitudinal study using the Autism Diagnostic Interview-Revised Type de document : Texte imprimé et/ou numérique Auteurs : V. COURCHESNE, Auteur ; Rachael BEDFORD, Auteur ; A. PICKLES, Auteur ; E. DUKU, Auteur ; Connor M. KERNS, Auteur ; P. MIRENDA, Auteur ; Teresa BENNETT, Auteur ; S. GEORGIADES, Auteur ; I. M. SMITH, Auteur ; W. J. UNGAR, Auteur ; T. VAILLANCOURT, Auteur ; A. ZAIDMAN-ZAIT, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; P. SZATMARI, Auteur ; M. ELSABBAGH, Auteur Article en page(s) : 57 p. Langues : Anglais (eng) Mots-clés : Adi-r  Autism  Behaviors  Intelligence  Interest  Longitudinal  Repetitive  Restricted  Wechsler Index. décimale : PER Périodiques Résumé : BACKGROUND: Restricted and repetitive behavior (RRB) is one of the characteristic features of Autism Spectrum Disorder. This domain of symptoms includes a broad range of behaviors. There is a need to study each behavior individually to better understand the role of each in the development of autistic children. Moreover, there are currently no longitudinal studies investigating change in these behaviors over development. METHODS: The goal of the present study was to explore the association between age and non-verbal IQ (NVIQ) on 15 RRB symptoms included in the Autism Diagnostic Interview-Revised (ADI-R) over time. A total of 205 children with ASD were assessed using the ADI-R at time of diagnosis, at age 6 years, and at age 11 years, and with the Wechsler Intelligence Scales for Children-Fourth Edition (WISC-IV) at age 8 years. RESULTS: The proportion of children showing each RRB tended to diminish with increasing age, except for sensitivity to noise and circumscribed interests, where the proportion increased over time. Although there was no significant main effect of NVIQ, there was a significant interaction between age and NVIQ. This was mainly driven by Difficulties with change in routine, for which higher NVIQ was associated with the behavior remaining relatively stable with age, while lower NVIQ was associated with the behavior becoming more prevalent with age. LIMITATIONS: The study focused on the presence/absence of each RRB but did not account for potential changes in frequency or severity of the behaviors over development. Furthermore, some limitations are inherent to the measures used. The ADI-R relies on parent report and hence has some level of subjectivity, while the Wechsler intelligence scales can underestimate the intellectual abilities of some autistic children. CONCLUSIONS: These results confirm that specific RRB are differentially linked to age and NVIQ. Studying RRB individually is a promising approach to better understanding how RRB change over the development of autistic children and are linked to other developmental domains. En ligne : http://dx.doi.org/10.1186/s13229-021-00461-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=459 [article] Non-verbal IQ and change in restricted and repetitive behavior throughout childhood in autism: a longitudinal study using the Autism Diagnostic Interview-Revised [Texte imprimé et/ou numérique] / V. COURCHESNE, Auteur ; Rachael BEDFORD, Auteur ; A. PICKLES, Auteur ; E. DUKU, Auteur ; Connor M. KERNS, Auteur ; P. MIRENDA, Auteur ; Teresa BENNETT, Auteur ; S. GEORGIADES, Auteur ; I. M. SMITH, Auteur ; W. J. UNGAR, Auteur ; T. VAILLANCOURT, Auteur ; A. ZAIDMAN-ZAIT, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; P. SZATMARI, Auteur ; M. ELSABBAGH, Auteur . - 57 p. Langues : Anglais (eng) in Molecular Autism > 12 (2021) . - 57 p. Mots-clés : Adi-r  Autism  Behaviors  Intelligence  Interest  Longitudinal  Repetitive  Restricted  Wechsler Index. décimale : PER Périodiques Résumé : BACKGROUND: Restricted and repetitive behavior (RRB) is one of the characteristic features of Autism Spectrum Disorder. This domain of symptoms includes a broad range of behaviors. There is a need to study each behavior individually to better understand the role of each in the development of autistic children. Moreover, there are currently no longitudinal studies investigating change in these behaviors over development. METHODS: The goal of the present study was to explore the association between age and non-verbal IQ (NVIQ) on 15 RRB symptoms included in the Autism Diagnostic Interview-Revised (ADI-R) over time. A total of 205 children with ASD were assessed using the ADI-R at time of diagnosis, at age 6 years, and at age 11 years, and with the Wechsler Intelligence Scales for Children-Fourth Edition (WISC-IV) at age 8 years. RESULTS: The proportion of children showing each RRB tended to diminish with increasing age, except for sensitivity to noise and circumscribed interests, where the proportion increased over time. Although there was no significant main effect of NVIQ, there was a significant interaction between age and NVIQ. This was mainly driven by Difficulties with change in routine, for which higher NVIQ was associated with the behavior remaining relatively stable with age, while lower NVIQ was associated with the behavior becoming more prevalent with age. LIMITATIONS: The study focused on the presence/absence of each RRB but did not account for potential changes in frequency or severity of the behaviors over development. Furthermore, some limitations are inherent to the measures used. The ADI-R relies on parent report and hence has some level of subjectivity, while the Wechsler intelligence scales can underestimate the intellectual abilities of some autistic children. CONCLUSIONS: These results confirm that specific RRB are differentially linked to age and NVIQ. Studying RRB individually is a promising approach to better understanding how RRB change over the development of autistic children and are linked to other developmental domains. En ligne : http://dx.doi.org/10.1186/s13229-021-00461-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=459

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