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Auteur Brianne TOMASZEWSKI
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Documents disponibles écrits par cet auteur (16)
Faire une suggestion Affiner la rechercheAre the diagnostic rates of autistic females increasing? An examination of state-wide trends / Brianne TOMASZEWSKI ; Orla C. PUTNAM ; Claire B. KLEIN ; Elena LAMARCHE ; Laura G. KLINGER in Journal of Child Psychology and Psychiatry, 65-7 (July 2024)
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Titre : Are the diagnostic rates of autistic females increasing? An examination of state-wide trends Type de document : texte imprimé Auteurs : Brianne TOMASZEWSKI, Auteur ; Orla C. PUTNAM, Auteur ; Claire B. KLEIN, Auteur ; Elena LAMARCHE, Auteur ; Laura G. KLINGER, Auteur Article en page(s) : p.973-983 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Background Autism has been considered a 'male-dominant' condition. However, recent research suggests that autistic females are underdiagnosed, misdiagnosed, and later diagnosed. Females may also have different and more nuanced behavioral profiles. To examine diagnosis rates of females, we used 20 years of state-wide data to characterize historical trends in the diagnosis of autism in females to determine whether the proportion of females diagnosed with autism has changed over time. Methods Data were drawn from 10,247 participants (males = 8,319, females = 1928) who received an autism diagnosis between 2000 and 2021 from state-wide autism centers associated with the University of North Carolina TEACCH Autism Program. Results The rates of females diagnosed with autism increased at a greater rate compared with males. Age of diagnosis remained consistently higher for females. Late diagnosis (defined as 13+) increased over time across both males and females, however, was more commonly associated with females, particularly those with co-occurring intellectual disability. Conclusions Our results indicate that the proportion of females diagnosed with autism has increased steadily over a 20-year period, which likely reflects greater societal knowledge of how autism may manifest differentially in females. En ligne : https://doi.org/10.1111/jcpp.13939 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=532
in Journal of Child Psychology and Psychiatry > 65-7 (July 2024) . - p.973-983[article] Are the diagnostic rates of autistic females increasing? An examination of state-wide trends [texte imprimé] / Brianne TOMASZEWSKI, Auteur ; Orla C. PUTNAM, Auteur ; Claire B. KLEIN, Auteur ; Elena LAMARCHE, Auteur ; Laura G. KLINGER, Auteur . - p.973-983.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 65-7 (July 2024) . - p.973-983
Index. décimale : PER Périodiques Résumé : Background Autism has been considered a 'male-dominant' condition. However, recent research suggests that autistic females are underdiagnosed, misdiagnosed, and later diagnosed. Females may also have different and more nuanced behavioral profiles. To examine diagnosis rates of females, we used 20 years of state-wide data to characterize historical trends in the diagnosis of autism in females to determine whether the proportion of females diagnosed with autism has changed over time. Methods Data were drawn from 10,247 participants (males = 8,319, females = 1928) who received an autism diagnosis between 2000 and 2021 from state-wide autism centers associated with the University of North Carolina TEACCH Autism Program. Results The rates of females diagnosed with autism increased at a greater rate compared with males. Age of diagnosis remained consistently higher for females. Late diagnosis (defined as 13+) increased over time across both males and females, however, was more commonly associated with females, particularly those with co-occurring intellectual disability. Conclusions Our results indicate that the proportion of females diagnosed with autism has increased steadily over a 20-year period, which likely reflects greater societal knowledge of how autism may manifest differentially in females. En ligne : https://doi.org/10.1111/jcpp.13939 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=532
Titre : Behavioral and Educational Interventions Type de document : texte imprimé Auteurs : Samuel L. ODOM, Auteur ; Kristi L. MORIN, Auteur ; Melissa N. SAVAGE, Auteur ; Brianne TOMASZEWSKI, Auteur Année de publication : 2019 Importance : p.176-190 Langues : Anglais (eng) Index. décimale : AUT-B AUT-B - L'Autisme - Ouvrages généraux et scientifiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=400 Behavioral and Educational Interventions [texte imprimé] / Samuel L. ODOM, Auteur ; Kristi L. MORIN, Auteur ; Melissa N. SAVAGE, Auteur ; Brianne TOMASZEWSKI, Auteur . - 2019 . - p.176-190.
Langues : Anglais (eng)
Index. décimale : AUT-B AUT-B - L'Autisme - Ouvrages généraux et scientifiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=400 Exemplaires(0)
Disponibilité aucun exemplaire Correction to: Evidence-Based Practices for Children, Youth, and Young Adults with Autism: Third Generation / Kara HUME in Journal of Autism and Developmental Disorders, 53-1 (January 2023)
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Titre : Correction to: Evidence-Based Practices for Children, Youth, and Young Adults with Autism: Third Generation Type de document : texte imprimé Auteurs : Kara HUME, Auteur ; Jessica R. STEINBRENNER, Auteur ; Samuel L. ODOM, Auteur ; Kristi L. MORIN, Auteur ; Sallie W. NOWELL, Auteur ; Brianne TOMASZEWSKI, Auteur ; Susan SZENDREY, Auteur ; Nancy S. MCINTYRE, Auteur ; Serife YUCESOY-OZKAN, Auteur ; Melissa N. SAVAGE, Auteur Article en page(s) : p.514-514 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : https://doi.org/10.1007/s10803-022-05438-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=493
in Journal of Autism and Developmental Disorders > 53-1 (January 2023) . - p.514-514[article] Correction to: Evidence-Based Practices for Children, Youth, and Young Adults with Autism: Third Generation [texte imprimé] / Kara HUME, Auteur ; Jessica R. STEINBRENNER, Auteur ; Samuel L. ODOM, Auteur ; Kristi L. MORIN, Auteur ; Sallie W. NOWELL, Auteur ; Brianne TOMASZEWSKI, Auteur ; Susan SZENDREY, Auteur ; Nancy S. MCINTYRE, Auteur ; Serife YUCESOY-OZKAN, Auteur ; Melissa N. SAVAGE, Auteur . - p.514-514.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 53-1 (January 2023) . - p.514-514
Index. décimale : PER Périodiques En ligne : https://doi.org/10.1007/s10803-022-05438-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=493 Educational Interventions for Children and Youth with Autism: A 40-Year Perspective / Samuel L. ODOM in Journal of Autism and Developmental Disorders, 51-12 (December 2021)
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Titre : Educational Interventions for Children and Youth with Autism: A 40-Year Perspective Type de document : texte imprimé Auteurs : Samuel L. ODOM, Auteur ; Laura J. HALL, Auteur ; Kristi L. MORIN, Auteur ; Bonnie KRAEMER, Auteur ; Kara HUME, Auteur ; Nancy C. MCINTYRE, Auteur ; Sallie W. NOWELL, Auteur ; Jessica R. STEINBRENNER, Auteur ; Brianne TOMASZEWSKI, Auteur ; Ann M. SAM, Auteur ; Leann S. DAWALT, Auteur Article en page(s) : p.4354-4369 Langues : Anglais (eng) Mots-clés : Adolescent Autism Spectrum Disorder/diagnosis/therapy Autistic Disorder/therapy Child Humans Schools Educational Interventions Human Subjects Research committee was not required. The authors have no conflict of interests to disclose related to this paper. Index. décimale : PER Périodiques Résumé : Commemorating the 40 th anniversary of the Diagnostic and Statistical Manual (DSM) III, the purpose of this commentary is to describe school-based and school-relevant interventions and instructional approaches for children and youth with autism that have been developed and employed during that time period. The commentary begins with a brief description of foundational research that provides an historical context. Research themes shaped by science, ethics, social policy, and the changes in the DSM provide an organization for describing the evolution of intervention and instructional practices over the four previous decades. The commentary concludes with a discussion of school-contextual variables that influence implementation and the promise of the "iSciences" for closing the research to practice gap in the future. En ligne : http://dx.doi.org/10.1007/s10803-021-04990-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454
in Journal of Autism and Developmental Disorders > 51-12 (December 2021) . - p.4354-4369[article] Educational Interventions for Children and Youth with Autism: A 40-Year Perspective [texte imprimé] / Samuel L. ODOM, Auteur ; Laura J. HALL, Auteur ; Kristi L. MORIN, Auteur ; Bonnie KRAEMER, Auteur ; Kara HUME, Auteur ; Nancy C. MCINTYRE, Auteur ; Sallie W. NOWELL, Auteur ; Jessica R. STEINBRENNER, Auteur ; Brianne TOMASZEWSKI, Auteur ; Ann M. SAM, Auteur ; Leann S. DAWALT, Auteur . - p.4354-4369.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 51-12 (December 2021) . - p.4354-4369
Mots-clés : Adolescent Autism Spectrum Disorder/diagnosis/therapy Autistic Disorder/therapy Child Humans Schools Educational Interventions Human Subjects Research committee was not required. The authors have no conflict of interests to disclose related to this paper. Index. décimale : PER Périodiques Résumé : Commemorating the 40 th anniversary of the Diagnostic and Statistical Manual (DSM) III, the purpose of this commentary is to describe school-based and school-relevant interventions and instructional approaches for children and youth with autism that have been developed and employed during that time period. The commentary begins with a brief description of foundational research that provides an historical context. Research themes shaped by science, ethics, social policy, and the changes in the DSM provide an organization for describing the evolution of intervention and instructional practices over the four previous decades. The commentary concludes with a discussion of school-contextual variables that influence implementation and the promise of the "iSciences" for closing the research to practice gap in the future. En ligne : http://dx.doi.org/10.1007/s10803-021-04990-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454 Employing Evidence-Based Practices for Children with Autism in Elementary Schools / Ann M. SAM in Journal of Autism and Developmental Disorders, 51-7 (July 2021)
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Titre : Employing Evidence-Based Practices for Children with Autism in Elementary Schools Type de document : texte imprimé Auteurs : Ann M. SAM, Auteur ; Samuel L. ODOM, Auteur ; Brianne TOMASZEWSKI, Auteur ; Yolanda PERKINS, Auteur ; Ann W. COX, Auteur Article en page(s) : p.2308-2323 Langues : Anglais (eng) Mots-clés : Academic Performance/psychology/statistics & numerical data Autism Spectrum Disorder/psychology Child Education, Special/methods Evidence-Based Practice/methods Female Humans Male Program Evaluation Schools Students/psychology Autistic students Elementary schools Evidence-based practices Teacher implementation Index. décimale : PER Périodiques Résumé : The purpose of this study was to test the efficacy of a comprehensive program model originally developed by the National Professional Development Center on Autism Spectrum Disorder (NPDC). Sixty elementary schools with 486 participants were randomly assigned to an NPDC and services as usual condition (SAU). Significantly greater changes in program quality occurred in the inclusive NPDC programs as compared with the SAU schools. Teachers in NPDC schools reported using more evidence-based practices (EBPs) and implemented EBPs with significantly greater fidelity than teachers in SAU schools. Autistic students in NPDC schools had significantly higher total attainment of educational goals than students in SAU schools, and the two groups made equivalent progress on standardized assessment outcomes across the school year. En ligne : http://dx.doi.org/10.1007/s10803-020-04706-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452
in Journal of Autism and Developmental Disorders > 51-7 (July 2021) . - p.2308-2323[article] Employing Evidence-Based Practices for Children with Autism in Elementary Schools [texte imprimé] / Ann M. SAM, Auteur ; Samuel L. ODOM, Auteur ; Brianne TOMASZEWSKI, Auteur ; Yolanda PERKINS, Auteur ; Ann W. COX, Auteur . - p.2308-2323.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 51-7 (July 2021) . - p.2308-2323
Mots-clés : Academic Performance/psychology/statistics & numerical data Autism Spectrum Disorder/psychology Child Education, Special/methods Evidence-Based Practice/methods Female Humans Male Program Evaluation Schools Students/psychology Autistic students Elementary schools Evidence-based practices Teacher implementation Index. décimale : PER Périodiques Résumé : The purpose of this study was to test the efficacy of a comprehensive program model originally developed by the National Professional Development Center on Autism Spectrum Disorder (NPDC). Sixty elementary schools with 486 participants were randomly assigned to an NPDC and services as usual condition (SAU). Significantly greater changes in program quality occurred in the inclusive NPDC programs as compared with the SAU schools. Teachers in NPDC schools reported using more evidence-based practices (EBPs) and implemented EBPs with significantly greater fidelity than teachers in SAU schools. Autistic students in NPDC schools had significantly higher total attainment of educational goals than students in SAU schools, and the two groups made equivalent progress on standardized assessment outcomes across the school year. En ligne : http://dx.doi.org/10.1007/s10803-020-04706-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452 Evidence-Based Practices for Children, Youth, and Young Adults with Autism: Third Generation Review / Kara HUME in Journal of Autism and Developmental Disorders, 51-11 (November 2021)
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PermalinkExploratory factor analysis of the social skills improvement system (SSIS) for autistic children: Implications for use and educational placement / Danielle NADER in Research in Autism Spectrum Disorders, 104 (June 2023)
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PermalinkFactors associated with implementation of a school-based comprehensive program for students with autism / Samuel L. ODOM in Autism, 26-3 (April 2022)
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PermalinkGrowth mixture models of adaptive behavior in adolescents with autism spectrum disorder / Brianne TOMASZEWSKI in Autism, 23-6 (August 2019)
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PermalinkImplementation of a multi-family autism transition program in the high school setting / Jocelyn KUHN in Autism, 26-3 (April 2022)
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PermalinkQuality of high school programs for students with autism spectrum disorder / Bonnie KRAEMER in Autism, 24-3 (April 2020)
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PermalinkSelf-Determination in Autistic Transition-Aged Youth without Intellectual Disability / Brianne TOMASZEWSKI in Journal of Autism and Developmental Disorders, 52-9 (September 2022)
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PermalinkStep It Up: Increasing Physical Activity for Adults With Autism Spectrum Disorder and Intellectual Disability Using Supported Self-Management and Fitbit Technology / Melissa N. SAVAGE in Focus on Autism and Other Developmental Disabilities, 37-3 (September 2022)
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PermalinkStudent, Educator, and Parent Perspectives of Self-Determination in High School Students with Autism Spectrum Disorder / Brianne TOMASZEWSKI in Autism Research, 13-12 (December 2020)
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PermalinkSuicide risk in transition-aged autistic youth: The link among executive function, depression, and autistic traits / Brianne TOMASZEWSKI ; Elena LAMARCHE ; Karrah BOWMAN ; Claire B. KLEIN ; Sara STAHL ; Laura G. KLINGER in Autism, 28-9 (September 2024)
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