Dépouillements

Outcomes in adolescents and adults with autism: A review of the literature / Alissa LEVY in Research in Autism Spectrum Disorders, 5-4 (October-December 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1271-1282 Titre : Outcomes in adolescents and adults with autism: A review of the literature Type de document : Texte imprimé et/ou numérique Auteurs : Alissa LEVY, Auteur ; Adrienne PERRY, Auteur Année de publication : 2011 Article en page(s) : p.1271-1282 Langues : Anglais (eng) Mots-clés : Autism  Developmental disabilities  Outcome  Adolescents  Adults Index. décimale : PER Périodiques Résumé : Since Kanner's first account of children with autism, there has been extensive research into the presentation of and interventions for Autistic Disorder. However, only a small proportion of this literature has focused on the progress of individuals with autism as they move from childhood and adolescence into adulthood. This paper is a critical review of the current empirical studies that have addressed prognosis in this population in terms of diagnostic severity, cognitive functioning, language, academic performance and social outcomes. The overall pattern of change is considered and factors that appear to influence or predict outcome in adulthood are reviewed. Limitations in this pool of literature and recommendations for future studies are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.01.023 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125 [article] Outcomes in adolescents and adults with autism: A review of the literature [Texte imprimé et/ou numérique] / Alissa LEVY, Auteur ; Adrienne PERRY, Auteur . - 2011 . - p.1271-1282. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1271-1282 Mots-clés : Autism  Developmental disabilities  Outcome  Adolescents  Adults Index. décimale : PER Périodiques Résumé : Since Kanner's first account of children with autism, there has been extensive research into the presentation of and interventions for Autistic Disorder. However, only a small proportion of this literature has focused on the progress of individuals with autism as they move from childhood and adolescence into adulthood. This paper is a critical review of the current empirical studies that have addressed prognosis in this population in terms of diagnostic severity, cognitive functioning, language, academic performance and social outcomes. The overall pattern of change is considered and factors that appear to influence or predict outcome in adulthood are reviewed. Limitations in this pool of literature and recommendations for future studies are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.01.023 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125

Best practices for teaching joint attention: A systematic review of the intervention literature / Pamela J. WHITE in Research in Autism Spectrum Disorders, 5-4 (October-December 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1283-1295 Titre : Best practices for teaching joint attention: A systematic review of the intervention literature Type de document : Texte imprimé et/ou numérique Auteurs : Pamela J. WHITE, Auteur ; Mark O'REILLY, Auteur ; William STREUSAND, Auteur ; Ann LEVINE, Auteur ; Jeff SIGAFOOS, Auteur ; Giulio E. LANCIONI, Auteur ; Christina FRAGALE, Auteur ; Nigel PIERCE, Auteur ; Jeannie M. AGUILAR, Auteur Année de publication : 2011 Article en page(s) : p.1283-1295 Langues : Anglais (eng) Mots-clés : Autism  Intervention  Joint attention  Systematic review Index. décimale : PER Périodiques Résumé : Joint attention is the act of sharing an experience of an object or event with another person. Individuals with autism often have deficits in this area. This review synthesizes 27 articles, involving interventions for individuals with autism, that measured joint attention as an outcome variable. Studies were analyzed and summarized in terms of: (a) joint attention as a collateral versus direct outcome, (b) participant characteristics, (c) study design, (d) intervention techniques, (e) types of joint attention measured, and (f) results. Interventions either directly targeted joint attention or measured joint attention as a collateral outcome. Most interventions used a combination of behavioral and developmental strategies. The results of these studies suggest that using play as a context, and training with natural communication partners may benefit generalization. Future research should address the relation between type of intervention and child characteristics, ensure that joint attention behaviors meet natural contingencies that serve the purpose of sharing attention, and continue to examine collateral outcomes of joint attention. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.02.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125 [article] Best practices for teaching joint attention: A systematic review of the intervention literature [Texte imprimé et/ou numérique] / Pamela J. WHITE, Auteur ; Mark O'REILLY, Auteur ; William STREUSAND, Auteur ; Ann LEVINE, Auteur ; Jeff SIGAFOOS, Auteur ; Giulio E. LANCIONI, Auteur ; Christina FRAGALE, Auteur ; Nigel PIERCE, Auteur ; Jeannie M. AGUILAR, Auteur . - 2011 . - p.1283-1295. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1283-1295 Mots-clés : Autism  Intervention  Joint attention  Systematic review Index. décimale : PER Périodiques Résumé : Joint attention is the act of sharing an experience of an object or event with another person. Individuals with autism often have deficits in this area. This review synthesizes 27 articles, involving interventions for individuals with autism, that measured joint attention as an outcome variable. Studies were analyzed and summarized in terms of: (a) joint attention as a collateral versus direct outcome, (b) participant characteristics, (c) study design, (d) intervention techniques, (e) types of joint attention measured, and (f) results. Interventions either directly targeted joint attention or measured joint attention as a collateral outcome. Most interventions used a combination of behavioral and developmental strategies. The results of these studies suggest that using play as a context, and training with natural communication partners may benefit generalization. Future research should address the relation between type of intervention and child characteristics, ensure that joint attention behaviors meet natural contingencies that serve the purpose of sharing attention, and continue to examine collateral outcomes of joint attention. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.02.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125

Use of school recess time in the education and treatment of children with autism spectrum disorders: A systematic review / Russell B. LANG in Research in Autism Spectrum Disorders, 5-4 (October-December 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1296-1305 Titre : Use of school recess time in the education and treatment of children with autism spectrum disorders: A systematic review Type de document : Texte imprimé et/ou numérique Auteurs : Russell B. LANG, Auteur ; Sarah KURIAKOSE, Auteur ; Gregory LYONS, Auteur ; Austin MULLOY, Auteur ; E. Amanda BOUTOT, Auteur ; Courtney BRITT, Auteur ; Stephanie CARUTHERS, Auteur ; Lilia ORTEGA, Auteur ; Mark O'REILLY, Auteur ; Giulio E. LANCIONI, Auteur Année de publication : 2011 Article en page(s) : p.1296-1305 Langues : Anglais (eng) Mots-clés : Autism  Recess  Play  Intervention  Review  Playground Index. décimale : PER Périodiques Résumé : School recess is an opportunity to include students with autism spectrum disorders (ASD) with their typically developing peers and is a setting in which instruction can occur. However, the educational opportunities for children with ASD within recess are often overlooked and recess time is being reduced or eliminated in the United States. This review involved a systematic search and analysis of 15 studies that utilized recess to implement academic, social, or behavioral interventions for students with ASD. Each identified study that met pre-determined inclusion criteria was analyzed and summarized in terms of: (a) participant characteristics, (b) intervention procedures, (c) dependent variables, and (d) intervention outcomes. This review has three main aims: (a) to evaluate and synthesize the evidence-base, (b) to inform and guide teachers interested in utilizing recess time for educational purposes, and (c) to stimulate and guide future research in this area. Results demonstrate that recess time can indeed be used to teach target behaviors to students with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.02.012 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125 [article] Use of school recess time in the education and treatment of children with autism spectrum disorders: A systematic review [Texte imprimé et/ou numérique] / Russell B. LANG, Auteur ; Sarah KURIAKOSE, Auteur ; Gregory LYONS, Auteur ; Austin MULLOY, Auteur ; E. Amanda BOUTOT, Auteur ; Courtney BRITT, Auteur ; Stephanie CARUTHERS, Auteur ; Lilia ORTEGA, Auteur ; Mark O'REILLY, Auteur ; Giulio E. LANCIONI, Auteur . - 2011 . - p.1296-1305. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1296-1305 Mots-clés : Autism  Recess  Play  Intervention  Review  Playground Index. décimale : PER Périodiques Résumé : School recess is an opportunity to include students with autism spectrum disorders (ASD) with their typically developing peers and is a setting in which instruction can occur. However, the educational opportunities for children with ASD within recess are often overlooked and recess time is being reduced or eliminated in the United States. This review involved a systematic search and analysis of 15 studies that utilized recess to implement academic, social, or behavioral interventions for students with ASD. Each identified study that met pre-determined inclusion criteria was analyzed and summarized in terms of: (a) participant characteristics, (b) intervention procedures, (c) dependent variables, and (d) intervention outcomes. This review has three main aims: (a) to evaluate and synthesize the evidence-base, (b) to inform and guide teachers interested in utilizing recess time for educational purposes, and (c) to stimulate and guide future research in this area. Results demonstrate that recess time can indeed be used to teach target behaviors to students with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.02.012 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125

Use of computer-based interventions to improve literacy skills in students with autism spectrum disorders: A systematic review / Sathiyaprakash RAMDOSS in Research in Autism Spectrum Disorders, 5-4 (October-December 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1306-1318 Titre : Use of computer-based interventions to improve literacy skills in students with autism spectrum disorders: A systematic review Type de document : Texte imprimé et/ou numérique Auteurs : Sathiyaprakash RAMDOSS, Auteur ; Austin MULLOY, Auteur ; Russell B. LANG, Auteur ; Mark O'REILLY, Auteur ; Jeff SIGAFOOS, Auteur ; Giulio E. LANCIONI, Auteur ; Robert DIDDEN, Auteur ; Farah EL ZEIN, Auteur Année de publication : 2011 Article en page(s) : p.1306-1318 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  Computer-based instruction  Literacy Index. décimale : PER Périodiques Résumé : The purpose of this review is to provide a systematic analysis of studies investigating computer-based interventions (CBI) to improve literacy skills (e.g., reading, writing, and vocabulary) in students with autism spectrum disorders (ASD). This review synthesizes intervention outcomes, appraises the certainty of evidence, and describes software features and system requirements for each CBI. Across studies, CBI's effect on literacy skills was inconsistent. Some studies reported significant results and large effect sizes and other studies reported no improvements. Given the heterogeneity of the participants and the wide variety of literacy skills targeted for instruction, it is not possible from the existing literature to determine the variables most likely to be associated with effective CBI. Future research addressing this area as well as the relative effectiveness of CBI versus person delivered literacy instruction is warranted. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.03.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125 [article] Use of computer-based interventions to improve literacy skills in students with autism spectrum disorders: A systematic review [Texte imprimé et/ou numérique] / Sathiyaprakash RAMDOSS, Auteur ; Austin MULLOY, Auteur ; Russell B. LANG, Auteur ; Mark O'REILLY, Auteur ; Jeff SIGAFOOS, Auteur ; Giulio E. LANCIONI, Auteur ; Robert DIDDEN, Auteur ; Farah EL ZEIN, Auteur . - 2011 . - p.1306-1318. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1306-1318 Mots-clés : Autism spectrum disorders  Computer-based instruction  Literacy Index. décimale : PER Périodiques Résumé : The purpose of this review is to provide a systematic analysis of studies investigating computer-based interventions (CBI) to improve literacy skills (e.g., reading, writing, and vocabulary) in students with autism spectrum disorders (ASD). This review synthesizes intervention outcomes, appraises the certainty of evidence, and describes software features and system requirements for each CBI. Across studies, CBI's effect on literacy skills was inconsistent. Some studies reported significant results and large effect sizes and other studies reported no improvements. Given the heterogeneity of the participants and the wide variety of literacy skills targeted for instruction, it is not possible from the existing literature to determine the variables most likely to be associated with effective CBI. Future research addressing this area as well as the relative effectiveness of CBI versus person delivered literacy instruction is warranted. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.03.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125

Additional considerations for the early detection and diagnosis of autism: Review of available instruments / Johnny L. MATSON in Research in Autism Spectrum Disorders, 5-4 (October-December 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1319-1326 Titre : Additional considerations for the early detection and diagnosis of autism: Review of available instruments Type de document : Texte imprimé et/ou numérique Auteurs : Johnny L. MATSON, Auteur ; Robert D. RIESKE, Auteur ; Kimberly TURECK, Auteur Année de publication : 2011 Article en page(s) : p.1319-1326 Langues : Anglais (eng) Mots-clés : Autism  BISCUIT  M-CHAT  Early identification Index. décimale : PER Périodiques Résumé : Once considered rare, autism is now viewed as a common and highly debilitating condition that has generated great interest among mental health professionals worldwide. The disorder is quite heterogeneous, can be very debilitating, and has a lifelong course. The general consensus among researchers, therefore, is that intervention should start at a very early age as a means of enhancing prognosis. The linchpin of early treatment is early detection and diagnosis. As a result of this recognized goal, psychiatrists and psychologists have been engaged in intensive efforts to develop methodologies and methods which will allow for the identification of autism at two years of age or younger. The current review focuses on research for early detection and diagnosis, relevant issues in identifying the disorder, and available assessment methods and instruments for making a diagnosis. Recommendations for future research are provided. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.03.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125 [article] Additional considerations for the early detection and diagnosis of autism: Review of available instruments [Texte imprimé et/ou numérique] / Johnny L. MATSON, Auteur ; Robert D. RIESKE, Auteur ; Kimberly TURECK, Auteur . - 2011 . - p.1319-1326. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1319-1326 Mots-clés : Autism  BISCUIT  M-CHAT  Early identification Index. décimale : PER Périodiques Résumé : Once considered rare, autism is now viewed as a common and highly debilitating condition that has generated great interest among mental health professionals worldwide. The disorder is quite heterogeneous, can be very debilitating, and has a lifelong course. The general consensus among researchers, therefore, is that intervention should start at a very early age as a means of enhancing prognosis. The linchpin of early treatment is early detection and diagnosis. As a result of this recognized goal, psychiatrists and psychologists have been engaged in intensive efforts to develop methodologies and methods which will allow for the identification of autism at two years of age or younger. The current review focuses on research for early detection and diagnosis, relevant issues in identifying the disorder, and available assessment methods and instruments for making a diagnosis. Recommendations for future research are provided. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.03.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125

Combining strengths and weaknesses in visual perception of children with an autism spectrum disorder: Perceptual matching of facial expressions / Kris EVERS in Research in Autism Spectrum Disorders, 5-4 (October-December 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1327-1342 Titre : Combining strengths and weaknesses in visual perception of children with an autism spectrum disorder: Perceptual matching of facial expressions Type de document : Texte imprimé et/ou numérique Auteurs : Kris EVERS, Auteur ; Ilse L.J. NOENS, Auteur ; Jean STEYAERT, Auteur ; Johan WAGEMANS, Auteur Année de publication : 2011 Article en page(s) : p.1327-1342 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder (ASD)  Matching  Facial emotional expressions  Compensation strategy  Weak central coherence  Enhanced perceptual functioning Index. décimale : PER Périodiques Résumé : Background Children with an autism spectrum disorder (ASD) are known to have an atypical visual perception, with deficits in automatic Gestalt formation and an enhanced processing of visual details. In addition, they are sometimes found to have difficulties in emotion processing. Methods In three experiments, we investigated whether 7-to-11-year old children with ASD were showing superiorities or deficits in matching tasks that required focusing on faces with an emotional expression. Throughout these experiments, we increased the complexity of the stimuli and tasks demands. Results and conclusions In matching faces with emotional expressions, children with ASD were not able to show superior processing of details in any of the three experiments. They were able to compensate their inferior processing of emotions in some of the experiments (e.g., by using a slower, more sequential processing style). However, when stimulus complexity (e.g., dynamic facial expressions) or task demands (e.g., extracting and remembering the relevant stimulus dimension) increased, they were no longer able to do so, and they did show performance deficits. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.01.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125 [article] Combining strengths and weaknesses in visual perception of children with an autism spectrum disorder: Perceptual matching of facial expressions [Texte imprimé et/ou numérique] / Kris EVERS, Auteur ; Ilse L.J. NOENS, Auteur ; Jean STEYAERT, Auteur ; Johan WAGEMANS, Auteur . - 2011 . - p.1327-1342. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1327-1342 Mots-clés : Autism spectrum disorder (ASD)  Matching  Facial emotional expressions  Compensation strategy  Weak central coherence  Enhanced perceptual functioning Index. décimale : PER Périodiques Résumé : Background Children with an autism spectrum disorder (ASD) are known to have an atypical visual perception, with deficits in automatic Gestalt formation and an enhanced processing of visual details. In addition, they are sometimes found to have difficulties in emotion processing. Methods In three experiments, we investigated whether 7-to-11-year old children with ASD were showing superiorities or deficits in matching tasks that required focusing on faces with an emotional expression. Throughout these experiments, we increased the complexity of the stimuli and tasks demands. Results and conclusions In matching faces with emotional expressions, children with ASD were not able to show superior processing of details in any of the three experiments. They were able to compensate their inferior processing of emotions in some of the experiments (e.g., by using a slower, more sequential processing style). However, when stimulus complexity (e.g., dynamic facial expressions) or task demands (e.g., extracting and remembering the relevant stimulus dimension) increased, they were no longer able to do so, and they did show performance deficits. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.01.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125

Sex differences in Arab children with Autism spectrum disorders / Mostafa AMR in Research in Autism Spectrum Disorders, 5-4 (October-December 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1343-1350 Titre : Sex differences in Arab children with Autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Mostafa AMR, Auteur ; Dahoud RADDAD, Auteur ; Fatima EL-MEHESH, Auteur ; Mahmoud EL-HASSANIN, Auteur ; Abdel-Hady EL-GILANY, Auteur Année de publication : 2011 Article en page(s) : p.1343-1350 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Sex differences  Children  Autistic symptoms  Behavior problems Index. décimale : PER Périodiques Résumé : Although autism spectrum disorders (ASD) prevalence is higher in males than females in Arab countries, few studies address sex differences in autistic symptoms and coexiting behavioral problems. A total of 37 boys and 23 girls recruited from three Arab countries (Egypt, Saudi Arabia, Jordan) matched for age and IQ. They were compared using Indian Scale for Assessment of Autism (ISAA) and the Child Behavior Checklist (CBCL). The boys had poor emotional responsiveness and the girls had more cognitive problems. With regard to coexisting psychopathology boys exhibited significantly more delinquent behavior problems. Longitudinal, representative studies are needed to elucidate etiological significance of the observed sex differences. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.01.015 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125 [article] Sex differences in Arab children with Autism spectrum disorders [Texte imprimé et/ou numérique] / Mostafa AMR, Auteur ; Dahoud RADDAD, Auteur ; Fatima EL-MEHESH, Auteur ; Mahmoud EL-HASSANIN, Auteur ; Abdel-Hady EL-GILANY, Auteur . - 2011 . - p.1343-1350. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1343-1350 Mots-clés : Autism spectrum disorder  Sex differences  Children  Autistic symptoms  Behavior problems Index. décimale : PER Périodiques Résumé : Although autism spectrum disorders (ASD) prevalence is higher in males than females in Arab countries, few studies address sex differences in autistic symptoms and coexiting behavioral problems. A total of 37 boys and 23 girls recruited from three Arab countries (Egypt, Saudi Arabia, Jordan) matched for age and IQ. They were compared using Indian Scale for Assessment of Autism (ISAA) and the Child Behavior Checklist (CBCL). The boys had poor emotional responsiveness and the girls had more cognitive problems. With regard to coexisting psychopathology boys exhibited significantly more delinquent behavior problems. Longitudinal, representative studies are needed to elucidate etiological significance of the observed sex differences. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.01.015 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125

Increasing independence in self-care tasks for children with autism using self-operated auditory prompts / Nicole MCGAHA MAYS in Research in Autism Spectrum Disorders, 5-4 (October-December 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1351-1357 Titre : Increasing independence in self-care tasks for children with autism using self-operated auditory prompts Type de document : Texte imprimé et/ou numérique Auteurs : Nicole MCGAHA MAYS, Auteur ; L. Juane HEFLIN, Auteur Année de publication : 2011 Article en page(s) : p.1351-1357 Langues : Anglais (eng) Mots-clés : Autism  Self-operated auditory prompts  Self-help skills  Independence Index. décimale : PER Périodiques Résumé : This study was conducted to determine the effects of self-operated auditory prompting systems (SOAPs) on independent self-care task completion of elementary-school-aged children with autism and intellectual disabilities. Prerecorded verbal prompts on a student-operated tape recorder were employed to facilitate independence in washing hands and brushing teeth. The participants were three students enrolled in a self-contained class for students with autism eligibilities in an elementary school. All students showed marked improvement in their performance of each task immediately following implementation of SOAPs. These results can be interpreted to confirm and extend previous research on self-operated auditory prompting systems in adolescents and adults with moderate intellectual disabilities and provides support for the idea that this intervention may be appropriate for younger students as well as those with autism. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.01.017 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125 [article] Increasing independence in self-care tasks for children with autism using self-operated auditory prompts [Texte imprimé et/ou numérique] / Nicole MCGAHA MAYS, Auteur ; L. Juane HEFLIN, Auteur . - 2011 . - p.1351-1357. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1351-1357 Mots-clés : Autism  Self-operated auditory prompts  Self-help skills  Independence Index. décimale : PER Périodiques Résumé : This study was conducted to determine the effects of self-operated auditory prompting systems (SOAPs) on independent self-care task completion of elementary-school-aged children with autism and intellectual disabilities. Prerecorded verbal prompts on a student-operated tape recorder were employed to facilitate independence in washing hands and brushing teeth. The participants were three students enrolled in a self-contained class for students with autism eligibilities in an elementary school. All students showed marked improvement in their performance of each task immediately following implementation of SOAPs. These results can be interpreted to confirm and extend previous research on self-operated auditory prompting systems in adolescents and adults with moderate intellectual disabilities and provides support for the idea that this intervention may be appropriate for younger students as well as those with autism. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.01.017 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125

Effects of varied levels of treatment integrity on appropriate toy manipulation in children with autism / Nicole C. GROSKREUTZ in Research in Autism Spectrum Disorders, 5-4 (October-December 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1358-1369 Titre : Effects of varied levels of treatment integrity on appropriate toy manipulation in children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Nicole C. GROSKREUTZ, Auteur ; Mark P. GROSKREUTZ, Auteur ; Thomas S. HIGBEE, Auteur Année de publication : 2011 Article en page(s) : p.1358-1369 Langues : Anglais (eng) Mots-clés : Treatment integrity  Autism  Play skills  Toy manipulation Index. décimale : PER Périodiques Résumé : We assessed the effects of varying the treatment integrity of a prompting procedure on appropriate toy manipulation in two preschool-aged children with autism. Following an assessment to identify toys with high levels of inappropriate toy manipulation, each of three toys was associated with implementation of the prompting procedure at a different integrity level (10%, 50%, or 100%). For one participant, only the 100% integrity condition produced increases in appropriate toy manipulation. For the second participant, both the 50% and 100% integrity conditions produced increases in appropriate toy manipulation. These results suggest that integrity errors negatively impacted the acquisition of appropriate toy manipulation in children with autism, although the necessary level of treatment integrity varied across participants. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.01.018 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125 [article] Effects of varied levels of treatment integrity on appropriate toy manipulation in children with autism [Texte imprimé et/ou numérique] / Nicole C. GROSKREUTZ, Auteur ; Mark P. GROSKREUTZ, Auteur ; Thomas S. HIGBEE, Auteur . - 2011 . - p.1358-1369. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1358-1369 Mots-clés : Treatment integrity  Autism  Play skills  Toy manipulation Index. décimale : PER Périodiques Résumé : We assessed the effects of varying the treatment integrity of a prompting procedure on appropriate toy manipulation in two preschool-aged children with autism. Following an assessment to identify toys with high levels of inappropriate toy manipulation, each of three toys was associated with implementation of the prompting procedure at a different integrity level (10%, 50%, or 100%). For one participant, only the 100% integrity condition produced increases in appropriate toy manipulation. For the second participant, both the 50% and 100% integrity conditions produced increases in appropriate toy manipulation. These results suggest that integrity errors negatively impacted the acquisition of appropriate toy manipulation in children with autism, although the necessary level of treatment integrity varied across participants. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.01.018 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125

Does mastery of ABLA Level 6 make it easier for children with autism to learn to name objects? / Jonathan VIEL in Research in Autism Spectrum Disorders, 5-4 (October-December 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1370-1377 Titre : Does mastery of ABLA Level 6 make it easier for children with autism to learn to name objects? Type de document : Texte imprimé et/ou numérique Auteurs : Jonathan VIEL, Auteur ; Jade WIGHTMAN, Auteur ; Carole MARION, Auteur ; Brigitte JEANSON, Auteur ; Garry L. MARTIN, Auteur ; Dickie C.T. YU, Auteur ; A. AYNSLEY-GREEN, Auteur Année de publication : 2011 Article en page(s) : p.1370-1377 Langues : Anglais (eng) Mots-clés : ABLA  Autism  Tacts  Language development Index. décimale : PER Périodiques Résumé : The Assessment of Basic Learning Abilities (ABLA) was developed to assess the ease or difficulty with which individuals with intellectual disabilities are able to learn an imitation task and five 2-choice discriminations, called levels. Level 6 is an auditory–visual discrimination. We examined whether children with autism who passed ABLA Level 6 (Group 1) would more readily learn to name objects than children with autism who failed Level 6 (Group 2). The 2 groups were matched on the communication subscale of the Vineland Adaptive Behavior Scale. Group 1 learned more object names, and in significantly fewer trials, than Group 2. The implications for language training are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.01.019 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125 [article] Does mastery of ABLA Level 6 make it easier for children with autism to learn to name objects? [Texte imprimé et/ou numérique] / Jonathan VIEL, Auteur ; Jade WIGHTMAN, Auteur ; Carole MARION, Auteur ; Brigitte JEANSON, Auteur ; Garry L. MARTIN, Auteur ; Dickie C.T. YU, Auteur ; A. AYNSLEY-GREEN, Auteur . - 2011 . - p.1370-1377. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1370-1377 Mots-clés : ABLA  Autism  Tacts  Language development Index. décimale : PER Périodiques Résumé : The Assessment of Basic Learning Abilities (ABLA) was developed to assess the ease or difficulty with which individuals with intellectual disabilities are able to learn an imitation task and five 2-choice discriminations, called levels. Level 6 is an auditory–visual discrimination. We examined whether children with autism who passed ABLA Level 6 (Group 1) would more readily learn to name objects than children with autism who failed Level 6 (Group 2). The 2 groups were matched on the communication subscale of the Vineland Adaptive Behavior Scale. Group 1 learned more object names, and in significantly fewer trials, than Group 2. The implications for language training are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.01.019 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125

Hope and worry in mothers of children with an autism spectrum disorder or Down syndrome / Paula L. OGSTON in Research in Autism Spectrum Disorders, 5-4 (October-December 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1378-1384 Titre : Hope and worry in mothers of children with an autism spectrum disorder or Down syndrome Type de document : Texte imprimé et/ou numérique Auteurs : Paula L. OGSTON, Auteur ; Virginia H. MACKINTOSH, Auteur ; Barbara J. MYERS, Auteur Année de publication : 2011 Article en page(s) : p.1378-1384 Langues : Anglais (eng) Mots-clés : Hope  Worry  Mothers  Autism spectrum disorder  Down syndrome Index. décimale : PER Périodiques Résumé : Mothers of children with an autism spectrum disorder (n = 199) or Down syndrome (n = 60) responded to an online questionnaire that assessed their hope and worry. Findings support previous research suggesting that hope is a protective factor against psychological distress: mothers with higher hope reported lower worry. Mothers who reported lower worry had more education and older children or children who were higher functioning. Those whose children had Down syndrome reported lower future-related worry and higher hope. In response to an open-ended question regarding what they worried about when they woke up at night, mothers’ responses resulted in themes related to themselves as well as to their children and families. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.01.020 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125 [article] Hope and worry in mothers of children with an autism spectrum disorder or Down syndrome [Texte imprimé et/ou numérique] / Paula L. OGSTON, Auteur ; Virginia H. MACKINTOSH, Auteur ; Barbara J. MYERS, Auteur . - 2011 . - p.1378-1384. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1378-1384 Mots-clés : Hope  Worry  Mothers  Autism spectrum disorder  Down syndrome Index. décimale : PER Périodiques Résumé : Mothers of children with an autism spectrum disorder (n = 199) or Down syndrome (n = 60) responded to an online questionnaire that assessed their hope and worry. Findings support previous research suggesting that hope is a protective factor against psychological distress: mothers with higher hope reported lower worry. Mothers who reported lower worry had more education and older children or children who were higher functioning. Those whose children had Down syndrome reported lower future-related worry and higher hope. In response to an open-ended question regarding what they worried about when they woke up at night, mothers’ responses resulted in themes related to themselves as well as to their children and families. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.01.020 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125

Autism-risk screening in the first 3 years of life in Taiwan Birth Cohort Pilot Study / For-Wey LUNG in Research in Autism Spectrum Disorders, 5-4 (October-December 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1385-1389 Titre : Autism-risk screening in the first 3 years of life in Taiwan Birth Cohort Pilot Study Type de document : Texte imprimé et/ou numérique Auteurs : For-Wey LUNG, Auteur ; Tung-Liang CHIANG, Auteur ; Shio-Jean LIN, Auteur ; Bih-Ching SHU, Auteur Année de publication : 2011 Article en page(s) : p.1385-1389 Langues : Anglais (eng) Mots-clés : M-CHAT  TBCS developmental instrument  Autism spectrum disorder  Community-based Index. décimale : PER Périodiques Résumé : To increase public awareness and sensitivity, a two-stage screening with a community-based approach is proposed, with the use of the broadband Taiwan Birth Cohort Study (TBCS) developmental instrument in the first stage and the narrowband Modified Checklist of Autism in Toddlers (M-CHAT) in the second stage. Thus, the purpose of this study was to use the M-CHAT as the lead criteria in the investigation of whether the TBCS developmental instrument can be used in first-stage detection of autism spectrum disorder (ASD) at 6, 18, and 36 months. The TBCS dataset, which included 1783 children in the first stage, 1620 in the second stage, and 1630 in the third stage was used for this study. The M-CHAT and the TBCS 6, 18 and 36 months’ developmental scales were collected. Using the M-CHAT, 292 (18.0%) children were screened out as being at high risk for ASD; using this as the lead criteria, the cutoff points of 65/66 for the 6 months’ scale, 42/43 for the 18 months’ scale and 51/52 for the 36 months’ scale, with negative predictive values of 83.44%, 84.21% and 85.35%, respectively, were established. With the cutoff points, TBCS developmental instrument can be used as a community-based first-stage screening instrument at 6, 18, and 36 months. Early diagnosis and intervention optimizes the long-term prognosis of ASD and also decreases family stress. Follow-up of these children and further evaluation using standard diagnostic assessments will help us in understanding the accuracy of the TBCS developmental instrument and M-CHAT use in the community. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.01.024 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125 [article] Autism-risk screening in the first 3 years of life in Taiwan Birth Cohort Pilot Study [Texte imprimé et/ou numérique] / For-Wey LUNG, Auteur ; Tung-Liang CHIANG, Auteur ; Shio-Jean LIN, Auteur ; Bih-Ching SHU, Auteur . - 2011 . - p.1385-1389. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1385-1389 Mots-clés : M-CHAT  TBCS developmental instrument  Autism spectrum disorder  Community-based Index. décimale : PER Périodiques Résumé : To increase public awareness and sensitivity, a two-stage screening with a community-based approach is proposed, with the use of the broadband Taiwan Birth Cohort Study (TBCS) developmental instrument in the first stage and the narrowband Modified Checklist of Autism in Toddlers (M-CHAT) in the second stage. Thus, the purpose of this study was to use the M-CHAT as the lead criteria in the investigation of whether the TBCS developmental instrument can be used in first-stage detection of autism spectrum disorder (ASD) at 6, 18, and 36 months. The TBCS dataset, which included 1783 children in the first stage, 1620 in the second stage, and 1630 in the third stage was used for this study. The M-CHAT and the TBCS 6, 18 and 36 months’ developmental scales were collected. Using the M-CHAT, 292 (18.0%) children were screened out as being at high risk for ASD; using this as the lead criteria, the cutoff points of 65/66 for the 6 months’ scale, 42/43 for the 18 months’ scale and 51/52 for the 36 months’ scale, with negative predictive values of 83.44%, 84.21% and 85.35%, respectively, were established. With the cutoff points, TBCS developmental instrument can be used as a community-based first-stage screening instrument at 6, 18, and 36 months. Early diagnosis and intervention optimizes the long-term prognosis of ASD and also decreases family stress. Follow-up of these children and further evaluation using standard diagnostic assessments will help us in understanding the accuracy of the TBCS developmental instrument and M-CHAT use in the community. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.01.024 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125

Cognitive flexibility in autism spectrum disorder: Explaining the inconsistencies? / Lien VAN EYLEN in Research in Autism Spectrum Disorders, 5-4 (October-December 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1390-1401 Titre : Cognitive flexibility in autism spectrum disorder: Explaining the inconsistencies? Type de document : Texte imprimé et/ou numérique Auteurs : Lien VAN EYLEN, Auteur ; Bart BOETS, Auteur ; Jean STEYAERT, Auteur ; Kris EVERS, Auteur ; Johan WAGEMANS, Auteur ; Ilse L.J. NOENS, Auteur Année de publication : 2011 Article en page(s) : p.1390-1401 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  Cognitive flexibility  Task-switching  Wisconsin Card Sorting Task  Disengagement  Task instructions Index. décimale : PER Périodiques Résumé : The Wisconsin Card Sorting Task (WCST) is the only cognitive flexibility task that has consistently shown deficits in individuals with an autism spectrum disorder (ASD). As this is the only task characterized by limited explicit task instructions and a high degree of disengagement required to perform the switch, we hypothesized that cognitive flexibility deficits of individuals with ASD might only become apparent in situations fulfilling these requirements. However, the WCST involves various additional cognitive processes besides switching, making it uncertain whether difficulties are indeed due to cognitive flexibility impairments. The aim of this study was to investigate whether individuals with ASD show cognitive flexibility impairments on a more controlled task-switching variant of the WCST, still fulfilling both requirements. We therefore developed such a task and administered it to 40 high-functioning children with ASD and 40 age- and IQ- matched typically developing controls. As predicted, individuals with ASD made more perseveration errors and had a significantly higher switch cost than typically developing controls, but they performed equally well on the control measures. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.01.025 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125 [article] Cognitive flexibility in autism spectrum disorder: Explaining the inconsistencies? [Texte imprimé et/ou numérique] / Lien VAN EYLEN, Auteur ; Bart BOETS, Auteur ; Jean STEYAERT, Auteur ; Kris EVERS, Auteur ; Johan WAGEMANS, Auteur ; Ilse L.J. NOENS, Auteur . - 2011 . - p.1390-1401. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1390-1401 Mots-clés : Autism spectrum disorders  Cognitive flexibility  Task-switching  Wisconsin Card Sorting Task  Disengagement  Task instructions Index. décimale : PER Périodiques Résumé : The Wisconsin Card Sorting Task (WCST) is the only cognitive flexibility task that has consistently shown deficits in individuals with an autism spectrum disorder (ASD). As this is the only task characterized by limited explicit task instructions and a high degree of disengagement required to perform the switch, we hypothesized that cognitive flexibility deficits of individuals with ASD might only become apparent in situations fulfilling these requirements. However, the WCST involves various additional cognitive processes besides switching, making it uncertain whether difficulties are indeed due to cognitive flexibility impairments. The aim of this study was to investigate whether individuals with ASD show cognitive flexibility impairments on a more controlled task-switching variant of the WCST, still fulfilling both requirements. We therefore developed such a task and administered it to 40 high-functioning children with ASD and 40 age- and IQ- matched typically developing controls. As predicted, individuals with ASD made more perseveration errors and had a significantly higher switch cost than typically developing controls, but they performed equally well on the control measures. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.01.025 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125

Differential language markers of pathology in Autism, Pervasive Developmental Disorder Not Otherwise Specified and Specific Language Impairment / Julie DEMOUY in Research in Autism Spectrum Disorders, 5-4 (October-December 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1402-1412 Titre : Differential language markers of pathology in Autism, Pervasive Developmental Disorder Not Otherwise Specified and Specific Language Impairment Type de document : Texte imprimé et/ou numérique Auteurs : Julie DEMOUY, Auteur ; Monique PLAZA, Auteur ; Jean XAVIER, Auteur ; Fabien RINGEVAL, Auteur ; Mohamed CHETOUANI, Auteur ; Didier PERISSE, Auteur ; Dominique CHAUVIN, Auteur ; Sylvie VIAUX, Auteur ; Bernard GOLSE, Auteur ; David COHEN, Auteur ; Laurence ROBEL, Auteur Année de publication : 2011 Article en page(s) : p.1402-1412 Langues : Anglais (eng) Mots-clés : Autism  Specific Language Impairment  Pervasive Developmental Disorder Not Otherwise Specified  Language  Prosody Index. décimale : PER Périodiques Résumé : Language impairment is a common core feature in Pervasive Developmental Disorders (PDD) and Specific Language Impairment (SLI). Many studies have tried to define the specific language profiles of these disorders, some claiming the existence of overlaps, and others conceiving of them as separate categories. Fewer have sought to determine whether and how PDD-NOS language profile, including prosody, differs from those of Autistic Disorder (AD) and SLI. Here, 12 children with AD (mean age 9.75; sd 3.5), 10 with PDD-NOS (mean age 9.83; sd 2.17), and 13 children with SLI (mean age 9.17; sd 3.9) matched for age, sex and academic skills were explored for both receptive and expressive language skills. Prosody was also assessed with an intonation imitation task analyzed through automatic speech processing and compared to 70 typical developing controls matched for age and sex. A similar delay in phonology and vocabulary was observed in the three groups as were significant but variable differences between the groups in syntax, pragmatics and prosody. SLI showed correlations between chronological age and raw scores in all language tasks, while AD and PDD-NOS did not. Furthermore, SLI showed correlation within all raw scores in language tasks. Most of those correlations were also found in PDD-NOS but not in AD. In conclusion, these findings support the hypothesis that language skills in AD and SLI rely on different mechanisms, while PDD-NOS show an intermediate profile sharing some characteristics of both AD and SLI. They also suggest that expressive syntax, pragmatic skills and some intonation features could be considered as language differential markers of pathology, challenging the DSM-V proposal of broad criteria. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.01.026 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125 [article] Differential language markers of pathology in Autism, Pervasive Developmental Disorder Not Otherwise Specified and Specific Language Impairment [Texte imprimé et/ou numérique] / Julie DEMOUY, Auteur ; Monique PLAZA, Auteur ; Jean XAVIER, Auteur ; Fabien RINGEVAL, Auteur ; Mohamed CHETOUANI, Auteur ; Didier PERISSE, Auteur ; Dominique CHAUVIN, Auteur ; Sylvie VIAUX, Auteur ; Bernard GOLSE, Auteur ; David COHEN, Auteur ; Laurence ROBEL, Auteur . - 2011 . - p.1402-1412. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1402-1412 Mots-clés : Autism  Specific Language Impairment  Pervasive Developmental Disorder Not Otherwise Specified  Language  Prosody Index. décimale : PER Périodiques Résumé : Language impairment is a common core feature in Pervasive Developmental Disorders (PDD) and Specific Language Impairment (SLI). Many studies have tried to define the specific language profiles of these disorders, some claiming the existence of overlaps, and others conceiving of them as separate categories. Fewer have sought to determine whether and how PDD-NOS language profile, including prosody, differs from those of Autistic Disorder (AD) and SLI. Here, 12 children with AD (mean age 9.75; sd 3.5), 10 with PDD-NOS (mean age 9.83; sd 2.17), and 13 children with SLI (mean age 9.17; sd 3.9) matched for age, sex and academic skills were explored for both receptive and expressive language skills. Prosody was also assessed with an intonation imitation task analyzed through automatic speech processing and compared to 70 typical developing controls matched for age and sex. A similar delay in phonology and vocabulary was observed in the three groups as were significant but variable differences between the groups in syntax, pragmatics and prosody. SLI showed correlations between chronological age and raw scores in all language tasks, while AD and PDD-NOS did not. Furthermore, SLI showed correlation within all raw scores in language tasks. Most of those correlations were also found in PDD-NOS but not in AD. In conclusion, these findings support the hypothesis that language skills in AD and SLI rely on different mechanisms, while PDD-NOS show an intermediate profile sharing some characteristics of both AD and SLI. They also suggest that expressive syntax, pragmatic skills and some intonation features could be considered as language differential markers of pathology, challenging the DSM-V proposal of broad criteria. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.01.026 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125

Factors influencing adjustment in siblings of children with autism spectrum disorders / Katherine MEYER in Research in Autism Spectrum Disorders, 5-4 (October-December 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1413-1420 Titre : Factors influencing adjustment in siblings of children with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Katherine MEYER, Auteur ; Brooke R. INGERSOLL, Auteur ; David Z. HAMBRICK, Auteur Année de publication : 2011 Article en page(s) : p.1413-1420 Langues : Anglais (eng) Mots-clés : Autism  Sibling adjustment  Broader autism phenotype Index. décimale : PER Périodiques Résumé : Siblings of children with autism spectrum disorders (ASD) may be at an increased risk of adjustment problems. To examine possible predictors of adjustment difficulties in siblings, 70 mothers with at least one child with ASD and one typical child completed surveys of symptom severity in the child with ASD, impact of the child with ASD on the sibling, maternal depression, and broader autism phenotype (BAP) and behavioral adjustment in the typical sibling. A path analysis indicated that symptom severity in the children with ASD was positively associated with adjustment difficulties in the typical siblings; this relationship was mediated by maternal depression, but not sibling impact. Further, greater expression of the BAP in the siblings was associated with more adjustment difficulties, and this relationship was moderated by autism severity in the children with ASD, such that the relationship was stronger at high levels of ASD severity than at lower levels. These findings highlight the importance of assessing functioning of all family members when working with individuals with ASD and their families. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.01.027 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125 [article] Factors influencing adjustment in siblings of children with autism spectrum disorders [Texte imprimé et/ou numérique] / Katherine MEYER, Auteur ; Brooke R. INGERSOLL, Auteur ; David Z. HAMBRICK, Auteur . - 2011 . - p.1413-1420. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1413-1420 Mots-clés : Autism  Sibling adjustment  Broader autism phenotype Index. décimale : PER Périodiques Résumé : Siblings of children with autism spectrum disorders (ASD) may be at an increased risk of adjustment problems. To examine possible predictors of adjustment difficulties in siblings, 70 mothers with at least one child with ASD and one typical child completed surveys of symptom severity in the child with ASD, impact of the child with ASD on the sibling, maternal depression, and broader autism phenotype (BAP) and behavioral adjustment in the typical sibling. A path analysis indicated that symptom severity in the children with ASD was positively associated with adjustment difficulties in the typical siblings; this relationship was mediated by maternal depression, but not sibling impact. Further, greater expression of the BAP in the siblings was associated with more adjustment difficulties, and this relationship was moderated by autism severity in the children with ASD, such that the relationship was stronger at high levels of ASD severity than at lower levels. These findings highlight the importance of assessing functioning of all family members when working with individuals with ASD and their families. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.01.027 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125

Informing children about their sibling's diagnosis of autism spectrum disorder: An initial investigation into current practices / Kyoko TANAKA in Research in Autism Spectrum Disorders, 5-4 (October-December 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1421-1429 Titre : Informing children about their sibling's diagnosis of autism spectrum disorder: An initial investigation into current practices Type de document : Texte imprimé et/ou numérique Auteurs : Kyoko TANAKA, Auteur ; Tokio UCHIYAMA, Auteur ; Fumio ENDO, Auteur Année de publication : 2011 Article en page(s) : p.1421-1429 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Sibling  Diagnosis  Parent Index. décimale : PER Périodiques Résumé : The manner in which typically developing (TD) children were informed about their sibling's diagnosis of autism spectrum disorders (ASDs) was examined in Japan. Seventy-seven parents, each with a child with ASD and a TD child, participated in a questionnaire survey. From the data obtained, it was revealed that parents informed 66.7% (72/108) TD children about their sibling's diagnosis, and usually informed them when they were around 9 years of age. Birth order, age spacing and type of ASD affected the parents’ decision about whether or not to inform them, and type of ASD, sex, age spacing and total number of children affected the timing of when parents informed them. TD children whose sibling had high-functioning ASD were informed less often and later. The most common question asked by TD children concerned communication problems, and parents often informed them of symptoms and difficulties of ASD as well as the diagnosis. Before receiving an explanation, 77.9% (53/68) of TD children had guessed the diagnosis or noticed something different about their sibling with ASD and 77.3% (51/66) of them reacted moderately to the parent's explanation. The influence of the parent's explanation on TD children's understanding of ASD warrants further research. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.02.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125 [article] Informing children about their sibling's diagnosis of autism spectrum disorder: An initial investigation into current practices [Texte imprimé et/ou numérique] / Kyoko TANAKA, Auteur ; Tokio UCHIYAMA, Auteur ; Fumio ENDO, Auteur . - 2011 . - p.1421-1429. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1421-1429 Mots-clés : Autism spectrum disorder  Sibling  Diagnosis  Parent Index. décimale : PER Périodiques Résumé : The manner in which typically developing (TD) children were informed about their sibling's diagnosis of autism spectrum disorders (ASDs) was examined in Japan. Seventy-seven parents, each with a child with ASD and a TD child, participated in a questionnaire survey. From the data obtained, it was revealed that parents informed 66.7% (72/108) TD children about their sibling's diagnosis, and usually informed them when they were around 9 years of age. Birth order, age spacing and type of ASD affected the parents’ decision about whether or not to inform them, and type of ASD, sex, age spacing and total number of children affected the timing of when parents informed them. TD children whose sibling had high-functioning ASD were informed less often and later. The most common question asked by TD children concerned communication problems, and parents often informed them of symptoms and difficulties of ASD as well as the diagnosis. Before receiving an explanation, 77.9% (53/68) of TD children had guessed the diagnosis or noticed something different about their sibling with ASD and 77.3% (51/66) of them reacted moderately to the parent's explanation. The influence of the parent's explanation on TD children's understanding of ASD warrants further research. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.02.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125

Assessing implementation of comprehensive treatment models for young children with ASD: Reliability and validity of two measures / Kara HUME in Research in Autism Spectrum Disorders, 5-4 (October-December 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1430-1440 Titre : Assessing implementation of comprehensive treatment models for young children with ASD: Reliability and validity of two measures Type de document : Texte imprimé et/ou numérique Auteurs : Kara HUME, Auteur ; Brian A. BOYD, Auteur ; Matt MCBEE, Auteur ; Drew C. COMAN, Auteur ; Anibal Jr GUTIERREZ, Auteur ; Evelyn SHAW, Auteur ; Laurie SPERRY, Auteur ; Michael ALESSANDRI, Auteur ; Samuel L ODOM, Auteur Année de publication : 2011 Article en page(s) : p.1430-1440 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Comprehensive treatment models  Treatment implementation  Treatment integrity Index. décimale : PER Périodiques Résumé : Treatment implementation is an under-studied and under-reported aspect of intervention studies involving individuals with autism spectrum disorder (ASD). One primary area of concern is the lack of reliable and valid implementation measures, which allows a conclusive association to be drawn between the intervention and participant outcomes. This study examined the psychometric properties of two implementation measures developed for comprehensive treatment models serving preschoolers with ASD (i.e., LEAP and TEACCH). Both of the measures were completed in classrooms using LEAP or TEACCH instructional approaches as well as in classrooms in which a business-as-usual or non-model specific treatment approach was used. Across four months of one school year, a maximum of 4 observations were conducted in each of the 34 classrooms involved in the study. Results indicated that both implementation tools are reliable and valid, and that particular subscales of these measures allowed for discrimination of the three types of classrooms from each other. This step of psychometrically validating implementation measures as part of conducting efficacy studies may yield more robust associations between implementation and intervention effects. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.02.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125 [article] Assessing implementation of comprehensive treatment models for young children with ASD: Reliability and validity of two measures [Texte imprimé et/ou numérique] / Kara HUME, Auteur ; Brian A. BOYD, Auteur ; Matt MCBEE, Auteur ; Drew C. COMAN, Auteur ; Anibal Jr GUTIERREZ, Auteur ; Evelyn SHAW, Auteur ; Laurie SPERRY, Auteur ; Michael ALESSANDRI, Auteur ; Samuel L ODOM, Auteur . - 2011 . - p.1430-1440. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1430-1440 Mots-clés : Autism spectrum disorder  Comprehensive treatment models  Treatment implementation  Treatment integrity Index. décimale : PER Périodiques Résumé : Treatment implementation is an under-studied and under-reported aspect of intervention studies involving individuals with autism spectrum disorder (ASD). One primary area of concern is the lack of reliable and valid implementation measures, which allows a conclusive association to be drawn between the intervention and participant outcomes. This study examined the psychometric properties of two implementation measures developed for comprehensive treatment models serving preschoolers with ASD (i.e., LEAP and TEACCH). Both of the measures were completed in classrooms using LEAP or TEACCH instructional approaches as well as in classrooms in which a business-as-usual or non-model specific treatment approach was used. Across four months of one school year, a maximum of 4 observations were conducted in each of the 34 classrooms involved in the study. Results indicated that both implementation tools are reliable and valid, and that particular subscales of these measures allowed for discrimination of the three types of classrooms from each other. This step of psychometrically validating implementation measures as part of conducting efficacy studies may yield more robust associations between implementation and intervention effects. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.02.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125

Emotional and behavioral problems in preschool children with autism: Relationship with sensory processing dysfunction / Mei-Hui TSENG in Research in Autism Spectrum Disorders, 5-4 (October-December 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1441-1450 Titre : Emotional and behavioral problems in preschool children with autism: Relationship with sensory processing dysfunction Type de document : Texte imprimé et/ou numérique Auteurs : Mei-Hui TSENG, Auteur ; Chung-Pei FU, Auteur ; Sharon A. CERMAK, Auteur ; Lu LU, Auteur ; Jeng-Yi SHIEH, Auteur Année de publication : 2011 Article en page(s) : p.1441-1450 Langues : Anglais (eng) Mots-clés : Sensory processing patterns  Internalizing problems  Externalizing problems  Preschool children with autism Index. décimale : PER Périodiques Résumé : This study aimed to investigate the sensory processing (SP) dysfunction and emotional and behavioral problems in preschool children with autism and then examine the relationship between the SP dysfunction and emotional and behavioral problems. The parents of 112 children aged 48–84 months (67 with autism; 45 age-matched typically developing) completed a demographic questionnaire, the Child Behavior Checklist-Chinese version (CBCL-C), and the Sensory Profile-Chinese version (SP-C). We found that 95.8% of children with autism who showed significant internalizing problems had at least one SP quadrant in the definite difference range, while 81.8% with significant externalizing problems had at least one SP quadrant in the definite difference range. Typically developing children showed lower percentages of 66.7% and 40.0%. Stepwise linear regression analysis revealed that in children with autism, avoiding and male gender were significant predictors of internalizing problems and sensitivity was a significant predictor of externalizing problems. In contrast, in typically developing children, avoiding was a significant predictor of internalizing problems and seeking was a significant predictor of externalizing problems. This study provided further understanding of the factors influencing emotional and behavioral problems in autism. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.02.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125 [article] Emotional and behavioral problems in preschool children with autism: Relationship with sensory processing dysfunction [Texte imprimé et/ou numérique] / Mei-Hui TSENG, Auteur ; Chung-Pei FU, Auteur ; Sharon A. CERMAK, Auteur ; Lu LU, Auteur ; Jeng-Yi SHIEH, Auteur . - 2011 . - p.1441-1450. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1441-1450 Mots-clés : Sensory processing patterns  Internalizing problems  Externalizing problems  Preschool children with autism Index. décimale : PER Périodiques Résumé : This study aimed to investigate the sensory processing (SP) dysfunction and emotional and behavioral problems in preschool children with autism and then examine the relationship between the SP dysfunction and emotional and behavioral problems. The parents of 112 children aged 48–84 months (67 with autism; 45 age-matched typically developing) completed a demographic questionnaire, the Child Behavior Checklist-Chinese version (CBCL-C), and the Sensory Profile-Chinese version (SP-C). We found that 95.8% of children with autism who showed significant internalizing problems had at least one SP quadrant in the definite difference range, while 81.8% with significant externalizing problems had at least one SP quadrant in the definite difference range. Typically developing children showed lower percentages of 66.7% and 40.0%. Stepwise linear regression analysis revealed that in children with autism, avoiding and male gender were significant predictors of internalizing problems and sensitivity was a significant predictor of externalizing problems. In contrast, in typically developing children, avoiding was a significant predictor of internalizing problems and seeking was a significant predictor of externalizing problems. This study provided further understanding of the factors influencing emotional and behavioral problems in autism. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.02.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125

Clinical characterization of adults with Asperger's syndrome assessed by self-report questionnaires based on depression, anxiety, and personality / Chieko KANAI in Research in Autism Spectrum Disorders, 5-4 (October-December 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1451-1458 Titre : Clinical characterization of adults with Asperger's syndrome assessed by self-report questionnaires based on depression, anxiety, and personality Type de document : Texte imprimé et/ou numérique Auteurs : Chieko KANAI, Auteur ; Akira IWANAMI, Auteur ; Ryuichiro HASHIMORO, Auteur ; Haruhisa OTA, Auteur ; Masayuki TANI, Auteur ; Takashi YAMADA, Auteur ; Nobumasa KATO, Auteur Année de publication : 2011 Article en page(s) : p.1451-1458 Langues : Anglais (eng) Mots-clés : Asperger's syndrome  Clinical characterization  Autism-Spectrum Quotient (AQ)  Hospital Anxiety and Depression Scale (HADS)  Liebowitz Social Anxiety Scale (L-SAS)  NEO Five-Factor Inventory (NEO-FFI) Index. décimale : PER Périodiques Résumé : Diagnosing Asperger's syndrome (AS) in adults is difficult and efficient indicators for a precise diagnosis are important in the clinical setting. We examined the clinical characteristics of AS in 129 adults (median age, 32.0 years [range, 19–57]; 102 men and 27 women; AS group (n = 64; median age, 32.0 years [range, 19–50]; 50 men and 14 women), control group (n = 65; median age, 32.0 years [range, 19–57]; 52 men and 13 women) through administration of the Japanese version of the Autism-Spectrum Quotient (AQ) and the Japanese version of the Hospital Anxiety and Depression Scale (HADS), the Liebowitz Social Anxiety Scale (L-SAS), and the NEO Five-Factor Inventory (NEO-FFI). AQ, HADS, and L-SAS scores, and the ‘Neuroticism’ scores of the NEO-FFI were significantly higher in adults with AS than in controls. The ‘Extraversion’, ‘Agreeableness’, and ‘Conscientiousness’ scores of the NEO-FFI were significantly lower in adults with AS than in controls. Total score of the AQ correlated with the ‘Anxiety’ subscale score of the HADS and the ‘Extraversion’, ‘Openness’, and ‘Conscientiousness’ subscale scores of the NEO-FFI in adults with AS, but not in controls. The findings demonstrated that the AQ and other scales could be used to elucidate the clinical characteristics of AS in adults. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.02.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125 [article] Clinical characterization of adults with Asperger's syndrome assessed by self-report questionnaires based on depression, anxiety, and personality [Texte imprimé et/ou numérique] / Chieko KANAI, Auteur ; Akira IWANAMI, Auteur ; Ryuichiro HASHIMORO, Auteur ; Haruhisa OTA, Auteur ; Masayuki TANI, Auteur ; Takashi YAMADA, Auteur ; Nobumasa KATO, Auteur . - 2011 . - p.1451-1458. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1451-1458 Mots-clés : Asperger's syndrome  Clinical characterization  Autism-Spectrum Quotient (AQ)  Hospital Anxiety and Depression Scale (HADS)  Liebowitz Social Anxiety Scale (L-SAS)  NEO Five-Factor Inventory (NEO-FFI) Index. décimale : PER Périodiques Résumé : Diagnosing Asperger's syndrome (AS) in adults is difficult and efficient indicators for a precise diagnosis are important in the clinical setting. We examined the clinical characteristics of AS in 129 adults (median age, 32.0 years [range, 19–57]; 102 men and 27 women; AS group (n = 64; median age, 32.0 years [range, 19–50]; 50 men and 14 women), control group (n = 65; median age, 32.0 years [range, 19–57]; 52 men and 13 women) through administration of the Japanese version of the Autism-Spectrum Quotient (AQ) and the Japanese version of the Hospital Anxiety and Depression Scale (HADS), the Liebowitz Social Anxiety Scale (L-SAS), and the NEO Five-Factor Inventory (NEO-FFI). AQ, HADS, and L-SAS scores, and the ‘Neuroticism’ scores of the NEO-FFI were significantly higher in adults with AS than in controls. The ‘Extraversion’, ‘Agreeableness’, and ‘Conscientiousness’ scores of the NEO-FFI were significantly lower in adults with AS than in controls. Total score of the AQ correlated with the ‘Anxiety’ subscale score of the HADS and the ‘Extraversion’, ‘Openness’, and ‘Conscientiousness’ subscale scores of the NEO-FFI in adults with AS, but not in controls. The findings demonstrated that the AQ and other scales could be used to elucidate the clinical characteristics of AS in adults. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.02.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125

Pica in persons with developmental disabilities: Characteristics, diagnosis, and assessment / Johnny L. MATSON in Research in Autism Spectrum Disorders, 5-4 (October-December 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1459-1464 Titre : Pica in persons with developmental disabilities: Characteristics, diagnosis, and assessment Type de document : Texte imprimé et/ou numérique Auteurs : Johnny L. MATSON, Auteur ; Brian C. BELVA, Auteur ; Megan A. HATTIER, Auteur ; Michael L. MATSON, Auteur Année de publication : 2011 Article en page(s) : p.1459-1464 Langues : Anglais (eng) Mots-clés : Pica  Autism  Assessment  Diagnosis  Intellectual disability Index. décimale : PER Périodiques Résumé : Pica is a very serious and often life threatening problem which occurs largely in persons with developmental disabilities. The topic has received sporadic attention from researchers for several decades. This paper reviews definitions, diagnostic implications, causes, prevalence, and assessment methods that have been described in the research literature. A review of available studies is presented and the current state of our knowledge with respect to these areas is covered. The implication of these findings and future areas of research are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.02.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=126 [article] Pica in persons with developmental disabilities: Characteristics, diagnosis, and assessment [Texte imprimé et/ou numérique] / Johnny L. MATSON, Auteur ; Brian C. BELVA, Auteur ; Megan A. HATTIER, Auteur ; Michael L. MATSON, Auteur . - 2011 . - p.1459-1464. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1459-1464 Mots-clés : Pica  Autism  Assessment  Diagnosis  Intellectual disability Index. décimale : PER Périodiques Résumé : Pica is a very serious and often life threatening problem which occurs largely in persons with developmental disabilities. The topic has received sporadic attention from researchers for several decades. This paper reviews definitions, diagnostic implications, causes, prevalence, and assessment methods that have been described in the research literature. A review of available studies is presented and the current state of our knowledge with respect to these areas is covered. The implication of these findings and future areas of research are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.02.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=126

Gender differences in symptoms of Autism Spectrum Disorders in toddlers / Megan SIPES in Research in Autism Spectrum Disorders, 5-4 (October-December 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1465-1470 Titre : Gender differences in symptoms of Autism Spectrum Disorders in toddlers Type de document : Texte imprimé et/ou numérique Auteurs : Megan SIPES, Auteur ; Johnny L. MATSON, Auteur ; Julie A. WORLEY, Auteur ; Alison M. KOZLOWSKI, Auteur Année de publication : 2011 Article en page(s) : p.1465-1470 Langues : Anglais (eng) Mots-clés : ASD  Gender differences  Toddlers  BISCUIT Index. décimale : PER Périodiques Résumé : Gender differences in symptoms representing the triad of impairments of Autism Spectrum Disorders remain unclear. To date, the majority of research conducted on this topic has utilized samples of older children. Thus, the purpose of the current study was to utilize a sample of toddlers to investigate gender differences in symptom endorsements of ASD. Also, deficits in areas such as cognition have been shown to affect gender in this same population (i.e., gender ratios). Therefore, each toddler's level of developmental ability was accounted for in the current study. In this sample of toddlers, gender differences were only found in regards to the restricted interests and repetitive behavior domain, with females with an average Developmental Quotient having significantly fewer endorsements on items related to restrictive and repetitive behaviors. Implications of the findings are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.02.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=126 [article] Gender differences in symptoms of Autism Spectrum Disorders in toddlers [Texte imprimé et/ou numérique] / Megan SIPES, Auteur ; Johnny L. MATSON, Auteur ; Julie A. WORLEY, Auteur ; Alison M. KOZLOWSKI, Auteur . - 2011 . - p.1465-1470. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1465-1470 Mots-clés : ASD  Gender differences  Toddlers  BISCUIT Index. décimale : PER Périodiques Résumé : Gender differences in symptoms representing the triad of impairments of Autism Spectrum Disorders remain unclear. To date, the majority of research conducted on this topic has utilized samples of older children. Thus, the purpose of the current study was to utilize a sample of toddlers to investigate gender differences in symptom endorsements of ASD. Also, deficits in areas such as cognition have been shown to affect gender in this same population (i.e., gender ratios). Therefore, each toddler's level of developmental ability was accounted for in the current study. In this sample of toddlers, gender differences were only found in regards to the restricted interests and repetitive behavior domain, with females with an average Developmental Quotient having significantly fewer endorsements on items related to restrictive and repetitive behaviors. Implications of the findings are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.02.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=126

A dyadic analysis of the effects of setting and communication partner on elicited and spontaneous communication of children with Autism Spectrum Disorder and typically developing children / Ita FORDE in Research in Autism Spectrum Disorders, 5-4 (October-December 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1471-1478 Titre : A dyadic analysis of the effects of setting and communication partner on elicited and spontaneous communication of children with Autism Spectrum Disorder and typically developing children Type de document : Texte imprimé et/ou numérique Auteurs : Ita FORDE, Auteur ; Jennifer HOLLOWAY, Auteur ; Olive HEALY, Auteur ; Julie BROSNAN, Auteur Année de publication : 2011 Article en page(s) : p.1471-1478 Langues : Anglais (eng) Mots-clés : Elicited communication  Spontaneous communication  Autism Spectrum Disorder  Verbal behaviour Index. décimale : PER Périodiques Résumé : The study examined the effects of condition and communication partner on spontaneous and elicited communication in children with Autism Spectrum Disorder (ASD) in comparison to age matched typically developing children. Eighteen children participated in the study (nine children diagnosed with ASD and nine typically developing children). Each participant was video recorded for 2 h 15 min periods across two conditions (academic activity and free-time). The two conditions represented a naturalistic view of the children's environment. Spontaneous and elicited communication were further analysed in terms of verbal behavior functions including requests, mands for information, mands for attention, greetings, terminating an activity, comments/tacts, language of negotiation, specifying using autoclitics and reject. Communication partner was further analysed at two levels, peer and adult. There was no difference between the frequency of functions of communication emitted and diagnosis of the participant. There was a significant difference for communication partner, whereby the main communicative partner for children with ASD was an adult in contrast to typically developing children who spoke more to their peers. Typically developing children engaged in more spontaneous communication than children diagnosed with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.02.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=126 [article] A dyadic analysis of the effects of setting and communication partner on elicited and spontaneous communication of children with Autism Spectrum Disorder and typically developing children [Texte imprimé et/ou numérique] / Ita FORDE, Auteur ; Jennifer HOLLOWAY, Auteur ; Olive HEALY, Auteur ; Julie BROSNAN, Auteur . - 2011 . - p.1471-1478. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1471-1478 Mots-clés : Elicited communication  Spontaneous communication  Autism Spectrum Disorder  Verbal behaviour Index. décimale : PER Périodiques Résumé : The study examined the effects of condition and communication partner on spontaneous and elicited communication in children with Autism Spectrum Disorder (ASD) in comparison to age matched typically developing children. Eighteen children participated in the study (nine children diagnosed with ASD and nine typically developing children). Each participant was video recorded for 2 h 15 min periods across two conditions (academic activity and free-time). The two conditions represented a naturalistic view of the children's environment. Spontaneous and elicited communication were further analysed in terms of verbal behavior functions including requests, mands for information, mands for attention, greetings, terminating an activity, comments/tacts, language of negotiation, specifying using autoclitics and reject. Communication partner was further analysed at two levels, peer and adult. There was no difference between the frequency of functions of communication emitted and diagnosis of the participant. There was a significant difference for communication partner, whereby the main communicative partner for children with ASD was an adult in contrast to typically developing children who spoke more to their peers. Typically developing children engaged in more spontaneous communication than children diagnosed with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.02.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=126

The effectiveness of a cross-setting complementary staff- and parent-mediated early intensive behavioral intervention for young children with ASD / Leonardo FAVA in Research in Autism Spectrum Disorders, 5-4 (October-December 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1479-1492 Titre : The effectiveness of a cross-setting complementary staff- and parent-mediated early intensive behavioral intervention for young children with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Leonardo FAVA, Auteur ; Kristin STRAUSS, Auteur ; Giovanni VALERI, Auteur ; Lidia D’ELIA, Auteur ; Serena ARIMA, Auteur ; Stefano VICARI, Auteur Année de publication : 2011 Article en page(s) : p.1479-1492 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Parent training  Treatment fidelity  Early intensive behavioral intervention  Treatment progress Index. décimale : PER Périodiques Résumé : We compared the effects of Early Intensive Behavioral Intervention (EIBI) and eclectic intervention in children with ASD on autism severity, developmental performance, adaptive behavior, language skills and challenging behaviors. Twelve children received cross-setting staff- and parent-mediated EIBI of centre-based one-to-one and play sessions as well as home-based sessions, including continuous parent training and supervision. A comparison group of 10 children received eclectic intervention. Standardized tests were carried out independent examiners at intake and after 6 months. The groups were equivalent on key variables at intake. The intervention group outperformed the eclectic group in measures of autism severity, developmental and language skills. Scores on adaptive behaviors revealed comparable changes in both treatment groups. Furthermore, the intervention group reduced challenging behaviors, a progress facilitated by parents that achieved treatment fidelity and gained competence to manage challenging behavior functions. Descriptive data of treatment progress showed that parental treatment provision and treatment fidelity gains indicated differential child progress in outcomes and skill mastery in learning environments. Our results show the effectiveness of a staff- and parent-mediated EIBI program for children with ASD. These findings highlight the importance of generalization across settings and persons for improving functional behavior in various learning environments that result in reduced problem behaviors and increased language and communication skills. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.02.009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=126 [article] The effectiveness of a cross-setting complementary staff- and parent-mediated early intensive behavioral intervention for young children with ASD [Texte imprimé et/ou numérique] / Leonardo FAVA, Auteur ; Kristin STRAUSS, Auteur ; Giovanni VALERI, Auteur ; Lidia D’ELIA, Auteur ; Serena ARIMA, Auteur ; Stefano VICARI, Auteur . - 2011 . - p.1479-1492. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1479-1492 Mots-clés : Autism spectrum disorder  Parent training  Treatment fidelity  Early intensive behavioral intervention  Treatment progress Index. décimale : PER Périodiques Résumé : We compared the effects of Early Intensive Behavioral Intervention (EIBI) and eclectic intervention in children with ASD on autism severity, developmental performance, adaptive behavior, language skills and challenging behaviors. Twelve children received cross-setting staff- and parent-mediated EIBI of centre-based one-to-one and play sessions as well as home-based sessions, including continuous parent training and supervision. A comparison group of 10 children received eclectic intervention. Standardized tests were carried out independent examiners at intake and after 6 months. The groups were equivalent on key variables at intake. The intervention group outperformed the eclectic group in measures of autism severity, developmental and language skills. Scores on adaptive behaviors revealed comparable changes in both treatment groups. Furthermore, the intervention group reduced challenging behaviors, a progress facilitated by parents that achieved treatment fidelity and gained competence to manage challenging behavior functions. Descriptive data of treatment progress showed that parental treatment provision and treatment fidelity gains indicated differential child progress in outcomes and skill mastery in learning environments. Our results show the effectiveness of a staff- and parent-mediated EIBI program for children with ASD. These findings highlight the importance of generalization across settings and persons for improving functional behavior in various learning environments that result in reduced problem behaviors and increased language and communication skills. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.02.009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=126

Reliability and diagnostic efficiency of the Diagnostic Inventory for Disharmony (DID) in youths with Pervasive Developmental Disorder and Multiple Complex Developmental Disorder / Jean XAVIER in Research in Autism Spectrum Disorders, 5-4 (October-December 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1493-1499 Titre : Reliability and diagnostic efficiency of the Diagnostic Inventory for Disharmony (DID) in youths with Pervasive Developmental Disorder and Multiple Complex Developmental Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Jean XAVIER, Auteur ; Léonard VANNETZEL, Auteur ; Sylvie VIAUX, Auteur ; Arthur LEROY, Auteur ; Monique PLAZA, Auteur ; Sylvie TORDJMAN, Auteur ; Christian MILLE, Auteur ; Claude BURSZTEJN, Auteur ; David COHEN, Auteur ; Jean-Marc GUILE, Auteur Année de publication : 2011 Article en page(s) : p.1493-1499 Langues : Anglais (eng) Mots-clés : PDD-NOS  Multiple Complex Developmental Disorder  Disharmony  Concordance  Validity Index. décimale : PER Périodiques Résumé : The Pervasive Developmental Disorder-Not Otherwise Specified (PDD-NOS) category is a psychopathological entity few have described and is poorly, and mainly negatively, defined by autism exclusion. In order to limit PDD-NOS heterogeneity, alternative clinical constructs have been developed. This study explored the reliability and the diagnostic efficiency of the Diagnostic Inventory for Disharmony (DID); its concurrent validity with the Vineland Adaptive Behavior Scales (VBAS); and its concordance with Multiplex Complex Developmental Disorder (MCDD) and PDD-NOS. Mean DID interrater reliabilities and internal consistency were good (.58 and .75, respectively). DID diagnostic efficiency yielded by the ROC analysis was very promising using a cut-off score of 12/36 (AUC = .97, sensitivity = .93, specificity = .91). Spearman correlations between the DID total score and the three subscales in the VABS socialization domain were significantly negative, thus confirming an association between Disharmony and impairments in socialization. However, no correlation was found between Disharmony and community daily living skills, likely reflecting a better autonomy in daily activities. Disharmony phenomenology overlapped with Autism Spectrum Disorders (DID and PDD concordance: kappa: .41; p < .01). Nevertheless, the Disharmony construct seemed to differ from PDD-NOS and be closer to MCDD. We conclude that Disharmony and MCDD constitute complementary views on the same group of severely impaired children. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.02.010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=126 [article] Reliability and diagnostic efficiency of the Diagnostic Inventory for Disharmony (DID) in youths with Pervasive Developmental Disorder and Multiple Complex Developmental Disorder [Texte imprimé et/ou numérique] / Jean XAVIER, Auteur ; Léonard VANNETZEL, Auteur ; Sylvie VIAUX, Auteur ; Arthur LEROY, Auteur ; Monique PLAZA, Auteur ; Sylvie TORDJMAN, Auteur ; Christian MILLE, Auteur ; Claude BURSZTEJN, Auteur ; David COHEN, Auteur ; Jean-Marc GUILE, Auteur . - 2011 . - p.1493-1499. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1493-1499 Mots-clés : PDD-NOS  Multiple Complex Developmental Disorder  Disharmony  Concordance  Validity Index. décimale : PER Périodiques Résumé : The Pervasive Developmental Disorder-Not Otherwise Specified (PDD-NOS) category is a psychopathological entity few have described and is poorly, and mainly negatively, defined by autism exclusion. In order to limit PDD-NOS heterogeneity, alternative clinical constructs have been developed. This study explored the reliability and the diagnostic efficiency of the Diagnostic Inventory for Disharmony (DID); its concurrent validity with the Vineland Adaptive Behavior Scales (VBAS); and its concordance with Multiplex Complex Developmental Disorder (MCDD) and PDD-NOS. Mean DID interrater reliabilities and internal consistency were good (.58 and .75, respectively). DID diagnostic efficiency yielded by the ROC analysis was very promising using a cut-off score of 12/36 (AUC = .97, sensitivity = .93, specificity = .91). Spearman correlations between the DID total score and the three subscales in the VABS socialization domain were significantly negative, thus confirming an association between Disharmony and impairments in socialization. However, no correlation was found between Disharmony and community daily living skills, likely reflecting a better autonomy in daily activities. Disharmony phenomenology overlapped with Autism Spectrum Disorders (DID and PDD concordance: kappa: .41; p < .01). Nevertheless, the Disharmony construct seemed to differ from PDD-NOS and be closer to MCDD. We conclude that Disharmony and MCDD constitute complementary views on the same group of severely impaired children. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.02.010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=126

An aggregate study of single-case research involving aided AAC: Participant characteristics of individuals with autism spectrum disorders / Jennifer B. GANZ in Research in Autism Spectrum Disorders, 5-4 (October-December 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1500-1509 Titre : An aggregate study of single-case research involving aided AAC: Participant characteristics of individuals with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Jennifer B. GANZ, Auteur ; Theresa L. EARLES-VOLLRATH, Auteur ; Rose A. MASON, Auteur ; Mandy RISPOLI, Auteur ; Amy K. HEATH, Auteur ; Richard I. PARKER, Auteur Année de publication : 2011 Article en page(s) : p.1500-1509 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  Augmentative and alternative communication  Participant characteristics  Interventions  Research review Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorders (ASD) who cannot speak at all or not intelligibly are frequently taught to use aided augmentative and alternative communication (AAC). The majority of the research on the use of AAC with individuals with ASD has been single-case research studies. This investigation involved a meta-analysis of the single-case research on the use of aided AAC with individuals with autism spectrum disorders (ASD), investigating the differential impacts of AAC by participant characteristics. An effect size measure, the Improvement Rate Difference (IRD) was used to analyze 24 single-case studies. Two research questions were investigated concerning (a) the impact of AAC interventions on individuals diagnosed with subcategories of ASD and co-morbid conditions, and (b) the effects of AAC interventions on individuals in different age groups. Results indicated that participants with ASD and no additional diagnoses had better outcomes than others and that participants with ASD and developmental disabilities outperformed participants with ASD and multiple disabilities. Further, preschool-aged participants had better outcomes than elementary-aged and secondary-aged participants. Participants in all diagnostic categories and age ranges had moderate or better effects. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.02.011 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=126 [article] An aggregate study of single-case research involving aided AAC: Participant characteristics of individuals with autism spectrum disorders [Texte imprimé et/ou numérique] / Jennifer B. GANZ, Auteur ; Theresa L. EARLES-VOLLRATH, Auteur ; Rose A. MASON, Auteur ; Mandy RISPOLI, Auteur ; Amy K. HEATH, Auteur ; Richard I. PARKER, Auteur . - 2011 . - p.1500-1509. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1500-1509 Mots-clés : Autism spectrum disorders  Augmentative and alternative communication  Participant characteristics  Interventions  Research review Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorders (ASD) who cannot speak at all or not intelligibly are frequently taught to use aided augmentative and alternative communication (AAC). The majority of the research on the use of AAC with individuals with ASD has been single-case research studies. This investigation involved a meta-analysis of the single-case research on the use of aided AAC with individuals with autism spectrum disorders (ASD), investigating the differential impacts of AAC by participant characteristics. An effect size measure, the Improvement Rate Difference (IRD) was used to analyze 24 single-case studies. Two research questions were investigated concerning (a) the impact of AAC interventions on individuals diagnosed with subcategories of ASD and co-morbid conditions, and (b) the effects of AAC interventions on individuals in different age groups. Results indicated that participants with ASD and no additional diagnoses had better outcomes than others and that participants with ASD and developmental disabilities outperformed participants with ASD and multiple disabilities. Further, preschool-aged participants had better outcomes than elementary-aged and secondary-aged participants. Participants in all diagnostic categories and age ranges had moderate or better effects. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.02.011 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=126

Assessment of distress in young children: A comparison of autistic disorder, developmental delay, and typical development / Gianluca ESPOSITO in Research in Autism Spectrum Disorders, 5-4 (October-December 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1510-1516 Titre : Assessment of distress in young children: A comparison of autistic disorder, developmental delay, and typical development Type de document : Texte imprimé et/ou numérique Auteurs : Gianluca ESPOSITO, Auteur ; Paola VENUTI, Auteur ; Marc H. BORNSTEIN, Auteur Année de publication : 2011 Article en page(s) : p.1510-1516 Langues : Anglais (eng) Mots-clés : Autism  Expression of distress  Cry Index. décimale : PER Périodiques Résumé : Distress emotions in very young children are manifest in vocal, facial, and bodily cues. Moreover, children with different developmental conditions (i.e. autistic disorder, AD; developmental delay, DD; typically developing, TD) appear to manifest their distress emotions via different channels. To decompose channel of emotional distress display by group, we conducted a study in which video clips of crying of 18 children 18 months of age belonging to three groups (AD, DD, TD) were modified to isolate vocal, facial, or bodily cues, and 42 female adults were asked to judge the distress and typicality (expected normality) of the different stimuli. We find variation in adult judgements of distress and typicality by child group (AD, DD, TD) and by isolated cues (vocal, facial, or body). Although there is some overlap between responses to episodes of crying of children with AD and those with DD, the different cues of crying of children with AD tend to be considered more atypical and distressed than those of the other two groups (DD and TD). Early assessment of different cues of the expression of distress, and more generally of emotional expressivity in a child, may provide useful information for pediatricians and practitioners who are in contact with young children and must make clinical screening decisions. The findings also alert parents of children with AD to important aspects of their cries. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.02.013 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=126 [article] Assessment of distress in young children: A comparison of autistic disorder, developmental delay, and typical development [Texte imprimé et/ou numérique] / Gianluca ESPOSITO, Auteur ; Paola VENUTI, Auteur ; Marc H. BORNSTEIN, Auteur . - 2011 . - p.1510-1516. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1510-1516 Mots-clés : Autism  Expression of distress  Cry Index. décimale : PER Périodiques Résumé : Distress emotions in very young children are manifest in vocal, facial, and bodily cues. Moreover, children with different developmental conditions (i.e. autistic disorder, AD; developmental delay, DD; typically developing, TD) appear to manifest their distress emotions via different channels. To decompose channel of emotional distress display by group, we conducted a study in which video clips of crying of 18 children 18 months of age belonging to three groups (AD, DD, TD) were modified to isolate vocal, facial, or bodily cues, and 42 female adults were asked to judge the distress and typicality (expected normality) of the different stimuli. We find variation in adult judgements of distress and typicality by child group (AD, DD, TD) and by isolated cues (vocal, facial, or body). Although there is some overlap between responses to episodes of crying of children with AD and those with DD, the different cues of crying of children with AD tend to be considered more atypical and distressed than those of the other two groups (DD and TD). Early assessment of different cues of the expression of distress, and more generally of emotional expressivity in a child, may provide useful information for pediatricians and practitioners who are in contact with young children and must make clinical screening decisions. The findings also alert parents of children with AD to important aspects of their cries. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.02.013 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=126

Mental development and autistic behavior in children with pervasive developmental disorders / Mayo SUZUKI in Research in Autism Spectrum Disorders, 5-4 (October-December 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1517-1525 Titre : Mental development and autistic behavior in children with pervasive developmental disorders Type de document : Texte imprimé et/ou numérique Auteurs : Mayo SUZUKI, Auteur Année de publication : 2011 Article en page(s) : p.1517-1525 Langues : Anglais (eng) Mots-clés : Pervasive developmental disorder  Mental development  Autistic behavior Index. décimale : PER Périodiques Résumé : The aim of this study was to clarify the features of mental development and autistic behavior in children with pervasive developmental disorders (PDD) from the viewpoint of remedial therapy. The Tokyo Child Development Schedule (TCDS) and the Tokyo Autistic Behavior Scale (TABS), designed to be completed by children's caregivers, were used. A comparison was made of 36 children with PDD, 36 children with AD/HD, and 36 children with other diagnoses (OTHERS), who were matched about IQ and age. Although there were no significant differences between the three groups in terms of their overall scores on the TCDS and TABS, there were significant differences in specific areas on the tests. On the TCDS, the PDD group scored significantly lower than the AH/HD group and OTHERS group in Area V (Socialization). The PDD group also scored significantly lower than the AD/HD group in Area VII (Comprehension/Cognition). On the TABS, the PDD group had significantly higher scores than the AH/HD group in Area 2 (Language-Communication) and Area 3 (Habits-Mannerisms), and displayed significantly more autistic behavior. These findings suggest that children with PDD not only suffer from impairments in “qualitative impairment in social interaction” and “adapting to change,” but also have underdeveloped use of pointing, and impairments in “joint visual attention,” conceptualizing spatial relationships and language functions. They also suggest that in addition to general evaluations of development and autistic behavior, remedial therapies need to include more detailed assessments of children with PDD. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.02.014 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=126 [article] Mental development and autistic behavior in children with pervasive developmental disorders [Texte imprimé et/ou numérique] / Mayo SUZUKI, Auteur . - 2011 . - p.1517-1525. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1517-1525 Mots-clés : Pervasive developmental disorder  Mental development  Autistic behavior Index. décimale : PER Périodiques Résumé : The aim of this study was to clarify the features of mental development and autistic behavior in children with pervasive developmental disorders (PDD) from the viewpoint of remedial therapy. The Tokyo Child Development Schedule (TCDS) and the Tokyo Autistic Behavior Scale (TABS), designed to be completed by children's caregivers, were used. A comparison was made of 36 children with PDD, 36 children with AD/HD, and 36 children with other diagnoses (OTHERS), who were matched about IQ and age. Although there were no significant differences between the three groups in terms of their overall scores on the TCDS and TABS, there were significant differences in specific areas on the tests. On the TCDS, the PDD group scored significantly lower than the AH/HD group and OTHERS group in Area V (Socialization). The PDD group also scored significantly lower than the AD/HD group in Area VII (Comprehension/Cognition). On the TABS, the PDD group had significantly higher scores than the AH/HD group in Area 2 (Language-Communication) and Area 3 (Habits-Mannerisms), and displayed significantly more autistic behavior. These findings suggest that children with PDD not only suffer from impairments in “qualitative impairment in social interaction” and “adapting to change,” but also have underdeveloped use of pointing, and impairments in “joint visual attention,” conceptualizing spatial relationships and language functions. They also suggest that in addition to general evaluations of development and autistic behavior, remedial therapies need to include more detailed assessments of children with PDD. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.02.014 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=126

Internal model deficits impair joint action in children and adolescents with autism spectrum disorders / Astrid M.B. STOIT in Research in Autism Spectrum Disorders, 5-4 (October-December 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1526-1537 Titre : Internal model deficits impair joint action in children and adolescents with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Astrid M.B. STOIT, Auteur ; Hein T. VAN SCHIE, Auteur ; Madelon RIEM, Auteur ; Ruud G.J. MEULENBROEK, Auteur ; Roger D. NEWMAN-NORLUND, Auteur ; Dorine I.E. SLAATS–WILLEMSE, Auteur ; Harold BEKKERING, Auteur ; Jan K. BUITELAAR, Auteur Année de publication : 2011 Article en page(s) : p.1526-1537 Langues : Anglais (eng) Mots-clés : Autism  Joint action  Internal models  Agency  Self-other differentiation Index. décimale : PER Périodiques Résumé : Qualitative differences in social interaction and communication are diagnostic hallmarks in autism spectrum disorders (ASD). The present study investigated the hypothesis that impaired social interaction in ASD reflects a deficit to internally model the behavior of a co-actor. Children and adolescents with ASD and matched controls performed a computerized bar-balancing task in a solo condition (S), and together with another individual in two joint action conditions (J2 and J4) in which they used either two or four hands to control the bar lift. Consistent with predictions derived from the ‘internal modelling hypothesis’, results from the J2 task indicated that ASD dyads were impaired in predicting the occurrence of their partner's response and failed to coordinate their actions in time. Furthermore, results from the J4 task showed that ASD participants used an adaptive strategy to disambiguate their responses from their partner's by regulating opposite sides of the bar during lifting. These findings provide empirical support of theories positing the existence of an internal modelling deficit in ASD. In addition, our findings suggest that impaired social reciprocal behavior and joint cooperative play exhibited by individuals with ASD may reflect behavioral adaptations to evade conflicting or ambiguous information in social settings. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.02.016 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=126 [article] Internal model deficits impair joint action in children and adolescents with autism spectrum disorders [Texte imprimé et/ou numérique] / Astrid M.B. STOIT, Auteur ; Hein T. VAN SCHIE, Auteur ; Madelon RIEM, Auteur ; Ruud G.J. MEULENBROEK, Auteur ; Roger D. NEWMAN-NORLUND, Auteur ; Dorine I.E. SLAATS–WILLEMSE, Auteur ; Harold BEKKERING, Auteur ; Jan K. BUITELAAR, Auteur . - 2011 . - p.1526-1537. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1526-1537 Mots-clés : Autism  Joint action  Internal models  Agency  Self-other differentiation Index. décimale : PER Périodiques Résumé : Qualitative differences in social interaction and communication are diagnostic hallmarks in autism spectrum disorders (ASD). The present study investigated the hypothesis that impaired social interaction in ASD reflects a deficit to internally model the behavior of a co-actor. Children and adolescents with ASD and matched controls performed a computerized bar-balancing task in a solo condition (S), and together with another individual in two joint action conditions (J2 and J4) in which they used either two or four hands to control the bar lift. Consistent with predictions derived from the ‘internal modelling hypothesis’, results from the J2 task indicated that ASD dyads were impaired in predicting the occurrence of their partner's response and failed to coordinate their actions in time. Furthermore, results from the J4 task showed that ASD participants used an adaptive strategy to disambiguate their responses from their partner's by regulating opposite sides of the bar during lifting. These findings provide empirical support of theories positing the existence of an internal modelling deficit in ASD. In addition, our findings suggest that impaired social reciprocal behavior and joint cooperative play exhibited by individuals with ASD may reflect behavioral adaptations to evade conflicting or ambiguous information in social settings. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.02.016 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=126

Social attribution in children with high functioning autism and Asperger syndrome: An exploratory study in the Chinese setting / Raymond C. K. CHAN in Research in Autism Spectrum Disorders, 5-4 (October-December 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1538-1548 Titre : Social attribution in children with high functioning autism and Asperger syndrome: An exploratory study in the Chinese setting Type de document : Texte imprimé et/ou numérique Auteurs : Raymond C. K. CHAN, Auteur ; Zhou-yi HU, Auteur ; Jifang CUI, Auteur ; Ya WANG, Auteur ; Gráinne M. MCALONAN, Auteur Année de publication : 2011 Article en page(s) : p.1538-1548 Langues : Anglais (eng) Mots-clés : Social attribution  Social cognition  Autistic spectrum disorders  Chinese Index. décimale : PER Périodiques Résumé : The present study aimed to examine social attribution in children with high-functioning autism (HFA) and Asperger's syndrome (AS). A sample of 20 boys (9 with HFA and 11 with AS) and 20 age-matched controls were recruited for this study. All participated in two tasks measuring social attribution ability, the conventional Social Attribution Task (SAT) and a modified version with animals rather than shapes (mSAT). They also completed a battery of neuropsychological tests. Compared to typically developing controls, children with autism spectrum disorders were impaired on some measures in both SATs. However, group differences in ‘theory-of-mind’ indices were only significant in the mSAT, with the ASD group performing more poorly than controls. In addition, the scores in person index of both versions of the SAT correlated with executive function in children with HFA/AS. The current study found the mSAT paradigm was especially sensitive to ToM difficulties in young Chinese children with HFA/AS. Social attribution in children with HFA/AS, unlike neurotypical children, was related to executive function ability, suggesting these psychological domains are not distinct in children with autism spectrum disorders. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.02.017 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=126 [article] Social attribution in children with high functioning autism and Asperger syndrome: An exploratory study in the Chinese setting [Texte imprimé et/ou numérique] / Raymond C. K. CHAN, Auteur ; Zhou-yi HU, Auteur ; Jifang CUI, Auteur ; Ya WANG, Auteur ; Gráinne M. MCALONAN, Auteur . - 2011 . - p.1538-1548. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1538-1548 Mots-clés : Social attribution  Social cognition  Autistic spectrum disorders  Chinese Index. décimale : PER Périodiques Résumé : The present study aimed to examine social attribution in children with high-functioning autism (HFA) and Asperger's syndrome (AS). A sample of 20 boys (9 with HFA and 11 with AS) and 20 age-matched controls were recruited for this study. All participated in two tasks measuring social attribution ability, the conventional Social Attribution Task (SAT) and a modified version with animals rather than shapes (mSAT). They also completed a battery of neuropsychological tests. Compared to typically developing controls, children with autism spectrum disorders were impaired on some measures in both SATs. However, group differences in ‘theory-of-mind’ indices were only significant in the mSAT, with the ASD group performing more poorly than controls. In addition, the scores in person index of both versions of the SAT correlated with executive function in children with HFA/AS. The current study found the mSAT paradigm was especially sensitive to ToM difficulties in young Chinese children with HFA/AS. Social attribution in children with HFA/AS, unlike neurotypical children, was related to executive function ability, suggesting these psychological domains are not distinct in children with autism spectrum disorders. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.02.017 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=126

Malnutrition among preschool-aged autistic children in Oman / Yahya M. AL-FARSI in Research in Autism Spectrum Disorders, 5-4 (October-December 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1549-1552 Titre : Malnutrition among preschool-aged autistic children in Oman Type de document : Texte imprimé et/ou numérique Auteurs : Yahya M. AL-FARSI, Auteur ; Marwan M. AL-SHARBATI, Auteur ; Mostafa WALY, Auteur ; Omar A. AL-FARSI, Auteur ; Mohammed A. AL SHAFAEE, Auteur ; Richard DETH, Auteur Année de publication : 2011 Article en page(s) : p.1549-1552 Langues : Anglais (eng) Mots-clés : Malnutrition  Stunting  Underweight  Wasting  Autism  Oman Index. décimale : PER Périodiques Résumé : To assess prevalence of malnutrition indicators among preschool children with autism spectrum disorder (ASD) a cross-sectional study was conducted among 128 Omani autistic children 3–5 years of age. Based on standardized z-scores, the overall prevalence of malnutrition was 9.2 per 100 preschool ASD children (95% CI 4.1, 11.6). The most common type of malnutrition was underweight (3.9; 95% CI 0.5, 7.3), followed by wasting (3.1; 95% CI 0.1, 6.1) and stunting (2.3; 95% CI 0.3, 5.0). Among boys, underweight and stunting were significantly higher than in girls, while wasting was more prevalent among girls. None of the participants showed evidence of overweight or obesity. The study indicates an overall tendency among autistic Omani children towards being malnourished. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.02.018 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=126 [article] Malnutrition among preschool-aged autistic children in Oman [Texte imprimé et/ou numérique] / Yahya M. AL-FARSI, Auteur ; Marwan M. AL-SHARBATI, Auteur ; Mostafa WALY, Auteur ; Omar A. AL-FARSI, Auteur ; Mohammed A. AL SHAFAEE, Auteur ; Richard DETH, Auteur . - 2011 . - p.1549-1552. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1549-1552 Mots-clés : Malnutrition  Stunting  Underweight  Wasting  Autism  Oman Index. décimale : PER Périodiques Résumé : To assess prevalence of malnutrition indicators among preschool children with autism spectrum disorder (ASD) a cross-sectional study was conducted among 128 Omani autistic children 3–5 years of age. Based on standardized z-scores, the overall prevalence of malnutrition was 9.2 per 100 preschool ASD children (95% CI 4.1, 11.6). The most common type of malnutrition was underweight (3.9; 95% CI 0.5, 7.3), followed by wasting (3.1; 95% CI 0.1, 6.1) and stunting (2.3; 95% CI 0.3, 5.0). Among boys, underweight and stunting were significantly higher than in girls, while wasting was more prevalent among girls. None of the participants showed evidence of overweight or obesity. The study indicates an overall tendency among autistic Omani children towards being malnourished. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.02.018 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=126

A randomised controlled trial of two early intervention programs for young children with autism: Centre-based with parent program and home-based / Jacqueline ROBERTS in Research in Autism Spectrum Disorders, 5-4 (October-December 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1553-1566 Titre : A randomised controlled trial of two early intervention programs for young children with autism: Centre-based with parent program and home-based Type de document : Texte imprimé et/ou numérique Auteurs : Jacqueline ROBERTS, Auteur ; Katrina WILLIAMS, Auteur ; Mark CARTER, Auteur ; David EVANS, Auteur ; Trevor R. PARMENTER, Auteur ; Natalie SILOVE, Auteur ; Trevor CLARK, Auteur ; Anthony WARREN, Auteur Année de publication : 2011 Article en page(s) : p.1553-1566 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  Early-intervention  Home-based  Centre-based  Parent programs Index. décimale : PER Périodiques Résumé : This study compares outcomes of early intervention programs for young children with autism; an individualised home-based program (HB), a small group centre-based program for children combined with a parent training and support group (CB) and a non-treatment comparison group (WL). Outcome measures of interest include social and communication skill development in children, quality of life and stress for parents. Eligible (diagnosed ASD, preschool age) participants were randomised into 2 groups HB (n = 28) and CB (n = 28). A WL (n = 29) comparison group was also recruited. HB and CB groups had 12-month programs. Pre and post assessments were conducted using formal and informal measures. Children in the CB group improved significantly more than HB and WL groups on some social and communication measures. On parent measures outcomes varied with CB group parents making the most gains in perception of competence and quality of life. The small group centre-based program combined with parent program resulted in the best most cost effective outcomes for children and families however this is not an option for all. The CB program did not suit some children and families. The heterogeneity of the autism population indicates that a range of intervention options is necessary to meet the needs of children with autism and their families. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.03.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=126 [article] A randomised controlled trial of two early intervention programs for young children with autism: Centre-based with parent program and home-based [Texte imprimé et/ou numérique] / Jacqueline ROBERTS, Auteur ; Katrina WILLIAMS, Auteur ; Mark CARTER, Auteur ; David EVANS, Auteur ; Trevor R. PARMENTER, Auteur ; Natalie SILOVE, Auteur ; Trevor CLARK, Auteur ; Anthony WARREN, Auteur . - 2011 . - p.1553-1566. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1553-1566 Mots-clés : Autism spectrum disorders  Early-intervention  Home-based  Centre-based  Parent programs Index. décimale : PER Périodiques Résumé : This study compares outcomes of early intervention programs for young children with autism; an individualised home-based program (HB), a small group centre-based program for children combined with a parent training and support group (CB) and a non-treatment comparison group (WL). Outcome measures of interest include social and communication skill development in children, quality of life and stress for parents. Eligible (diagnosed ASD, preschool age) participants were randomised into 2 groups HB (n = 28) and CB (n = 28). A WL (n = 29) comparison group was also recruited. HB and CB groups had 12-month programs. Pre and post assessments were conducted using formal and informal measures. Children in the CB group improved significantly more than HB and WL groups on some social and communication measures. On parent measures outcomes varied with CB group parents making the most gains in perception of competence and quality of life. The small group centre-based program combined with parent program resulted in the best most cost effective outcomes for children and families however this is not an option for all. The CB program did not suit some children and families. The heterogeneity of the autism population indicates that a range of intervention options is necessary to meet the needs of children with autism and their families. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.03.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=126

Vocal emotion perception in pseudo-sentences by secondary-school children with Autism Spectrum Disorder / Richard BRENNAND in Research in Autism Spectrum Disorders, 5-4 (October-December 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1567-1573 Titre : Vocal emotion perception in pseudo-sentences by secondary-school children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Richard BRENNAND, Auteur ; Astrid SCHEPMAN, Auteur ; Paul RODWAY, Auteur Année de publication : 2011 Article en page(s) : p.1567-1573 Langues : Anglais (eng) Mots-clés : Vocal emotion  Prosody  Autism Spectrum Disorder  Asperger syndrome  Pseudo-sentences  Amygdala theory Index. décimale : PER Périodiques Résumé : There have been inconsistent findings regarding emotion identification abilities in people with Autism Spectrum Disorder (ASD). Some researchers have found global or emotion-specific impairments, while others have not. The present work reports findings from an experiment testing the ability of children with ASD (primarily Asperger syndrome) to identify basic vocal emotions. Participants identified the emotion present in pseudo-sentences spoken with affective prosody (anger, fear, happiness, sadness). Participants with ASD, at secondary school, showed a modest, non-significant performance deficit compared to typically developing controls. This minor deficit was dependent on a difference in verbal ability. There was no evidence that children with ASD had emotion-specific or valence-specific deficits. By-items correlations showed that stimuli whose emotions were difficult to identify for children with ASD were also difficult to identify for controls, while confusion matrices showed similar error patterns across groups. The results are discussed in relation to the amygdala theory of autism. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.03.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=126 [article] Vocal emotion perception in pseudo-sentences by secondary-school children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Richard BRENNAND, Auteur ; Astrid SCHEPMAN, Auteur ; Paul RODWAY, Auteur . - 2011 . - p.1567-1573. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1567-1573 Mots-clés : Vocal emotion  Prosody  Autism Spectrum Disorder  Asperger syndrome  Pseudo-sentences  Amygdala theory Index. décimale : PER Périodiques Résumé : There have been inconsistent findings regarding emotion identification abilities in people with Autism Spectrum Disorder (ASD). Some researchers have found global or emotion-specific impairments, while others have not. The present work reports findings from an experiment testing the ability of children with ASD (primarily Asperger syndrome) to identify basic vocal emotions. Participants identified the emotion present in pseudo-sentences spoken with affective prosody (anger, fear, happiness, sadness). Participants with ASD, at secondary school, showed a modest, non-significant performance deficit compared to typically developing controls. This minor deficit was dependent on a difference in verbal ability. There was no evidence that children with ASD had emotion-specific or valence-specific deficits. By-items correlations showed that stimuli whose emotions were difficult to identify for children with ASD were also difficult to identify for controls, while confusion matrices showed similar error patterns across groups. The results are discussed in relation to the amygdala theory of autism. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.03.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=126

An evaluation of strategies for training staff to implement the picture exchange communication system / Clarissa S. BARNES in Research in Autism Spectrum Disorders, 5-4 (October-December 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1574-1583 Titre : An evaluation of strategies for training staff to implement the picture exchange communication system Type de document : Texte imprimé et/ou numérique Auteurs : Clarissa S. BARNES, Auteur ; Johnna L. DUNNING, Auteur ; Ruth Anne REHFELDT, Auteur Année de publication : 2011 Article en page(s) : p.1574-1583 Langues : Anglais (eng) Mots-clés : Staff training  Picture exchange communication system  Autism Index. décimale : PER Périodiques Résumé : The picture exchange communication system (PECS) is a functional communication system frequently used with individuals diagnosed with autism spectrum disorders who experience severe language delays (Frost & Bondy, 2002). Few empirical investigations have evaluated strategies for training direct care staff how to effectively implement PECS with clients. Using a multiple probe design, the current investigation evaluated staff training procedures for teaching three direct care staff to implement phases 1–3 of PECS for 3 adults with autism. Training with verbal instructions and an instructional video resulted in little improvement from pretest scores, underscoring the limited utility of workshops and instructional videos alone in teaching paraprofessional staff important clinical skills. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.03.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=126 [article] An evaluation of strategies for training staff to implement the picture exchange communication system [Texte imprimé et/ou numérique] / Clarissa S. BARNES, Auteur ; Johnna L. DUNNING, Auteur ; Ruth Anne REHFELDT, Auteur . - 2011 . - p.1574-1583. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1574-1583 Mots-clés : Staff training  Picture exchange communication system  Autism Index. décimale : PER Périodiques Résumé : The picture exchange communication system (PECS) is a functional communication system frequently used with individuals diagnosed with autism spectrum disorders who experience severe language delays (Frost & Bondy, 2002). Few empirical investigations have evaluated strategies for training direct care staff how to effectively implement PECS with clients. Using a multiple probe design, the current investigation evaluated staff training procedures for teaching three direct care staff to implement phases 1–3 of PECS for 3 adults with autism. Training with verbal instructions and an instructional video resulted in little improvement from pretest scores, underscoring the limited utility of workshops and instructional videos alone in teaching paraprofessional staff important clinical skills. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.03.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=126

Teaching children with Autism Spectrum Disorder to mand “What is it?” / Carole MARION in Research in Autism Spectrum Disorders, 5-4 (October-December 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1584-1597 Titre : Teaching children with Autism Spectrum Disorder to mand “What is it?” Type de document : Texte imprimé et/ou numérique Auteurs : Carole MARION, Auteur ; Garry L. MARTIN, Auteur ; C.T. YU, Auteur ; Charissa BUHLER, Auteur Année de publication : 2011 Article en page(s) : p.1584-1597 Langues : Anglais (eng) Mots-clés : Mand for information  Autism  Verbal behaviour  Motivating operation establishing operation Index. décimale : PER Périodiques Résumé : In general terms a mand is a requesting response. Teaching children with autism to mand for information is often a difficult task given their language deficits. The present study examined a procedure consisting of contrived motivating operations, prompt fading, manded consequences, error correction, and a brief preference assessment for teaching the mand “What is it?” A modified multiple-baseline design across situations was used to evaluate the teaching procedure. Each of three children with Autism Spectrum Disorder learned the mands and generalized to situations, activities, scripts, the natural environment, and over time. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.03.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=126 [article] Teaching children with Autism Spectrum Disorder to mand “What is it?” [Texte imprimé et/ou numérique] / Carole MARION, Auteur ; Garry L. MARTIN, Auteur ; C.T. YU, Auteur ; Charissa BUHLER, Auteur . - 2011 . - p.1584-1597. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1584-1597 Mots-clés : Mand for information  Autism  Verbal behaviour  Motivating operation establishing operation Index. décimale : PER Périodiques Résumé : In general terms a mand is a requesting response. Teaching children with autism to mand for information is often a difficult task given their language deficits. The present study examined a procedure consisting of contrived motivating operations, prompt fading, manded consequences, error correction, and a brief preference assessment for teaching the mand “What is it?” A modified multiple-baseline design across situations was used to evaluate the teaching procedure. Each of three children with Autism Spectrum Disorder learned the mands and generalized to situations, activities, scripts, the natural environment, and over time. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.03.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=126

A multinational study examining the cross cultural differences in reported symptoms of autism spectrum disorders: Israel, South Korea, the United Kingdom, and the United States of America / Johnny L. MATSON in Research in Autism Spectrum Disorders, 5-4 (October-December 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1598-1604 Titre : A multinational study examining the cross cultural differences in reported symptoms of autism spectrum disorders: Israel, South Korea, the United Kingdom, and the United States of America Type de document : Texte imprimé et/ou numérique Auteurs : Johnny L. MATSON, Auteur ; Julie A. WORLEY, Auteur ; Jill C. FODSTAD, Auteur ; Kyong-Mee CHUNG, Auteur ; Dongsoo SUH, Auteur ; Hea Kyung JHIN, Auteur ; Esther BEN-ITZCHAK, Auteur ; Ditza A. ZACHOR, Auteur ; Frederick FURNISS, Auteur Année de publication : 2011 Article en page(s) : p.1598-1604 Langues : Anglais (eng) Mots-clés : Autism  ASD  Culture  International study  Symptoms Index. décimale : PER Périodiques Résumé : Purportedly, there is a worldwide acceptance of diagnostic criteria for Autism Spectrum Disorders (ASD); however, cultural differences in regards to what is considered normal development may affect the diagnosis despite the biological basis for the condition. The aim of the current study was to examine the differences in reports of symptoms of ASD across cultures. The Autism Spectrum Disorders-Diagnostic for Children (ASD-DC) was utilized to examine symptoms of ASD between children from Israel, South Korea, the United Kingdom, and the United States. Symptom expression differences were found on nonverbal communication/socialization, verbal communication, and insistence of sameness and restricted interests. However, no significant differences emerged between participants on the domain of social relationships. The implications of these results are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.03.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=126 [article] A multinational study examining the cross cultural differences in reported symptoms of autism spectrum disorders: Israel, South Korea, the United Kingdom, and the United States of America [Texte imprimé et/ou numérique] / Johnny L. MATSON, Auteur ; Julie A. WORLEY, Auteur ; Jill C. FODSTAD, Auteur ; Kyong-Mee CHUNG, Auteur ; Dongsoo SUH, Auteur ; Hea Kyung JHIN, Auteur ; Esther BEN-ITZCHAK, Auteur ; Ditza A. ZACHOR, Auteur ; Frederick FURNISS, Auteur . - 2011 . - p.1598-1604. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1598-1604 Mots-clés : Autism  ASD  Culture  International study  Symptoms Index. décimale : PER Périodiques Résumé : Purportedly, there is a worldwide acceptance of diagnostic criteria for Autism Spectrum Disorders (ASD); however, cultural differences in regards to what is considered normal development may affect the diagnosis despite the biological basis for the condition. The aim of the current study was to examine the differences in reports of symptoms of ASD across cultures. The Autism Spectrum Disorders-Diagnostic for Children (ASD-DC) was utilized to examine symptoms of ASD between children from Israel, South Korea, the United Kingdom, and the United States. Symptom expression differences were found on nonverbal communication/socialization, verbal communication, and insistence of sameness and restricted interests. However, no significant differences emerged between participants on the domain of social relationships. The implications of these results are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.03.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=126