Genetic Testing Experiences Among Parents of Children with Autism Spectrum Disorder in the United States / Shixi ZHAO in Journal of Autism and Developmental Disorders, 49-12 (December 2019)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 49-12 (December 2019) . - p.4821-4833 Titre : Genetic Testing Experiences Among Parents of Children with Autism Spectrum Disorder in the United States Type de document : texte imprimé Auteurs : Shixi ZHAO, Auteur ; Wei-Ju CHEN, Auteur ; Shweta U. DHAR, Auteur ; Tanya N. EBLE, Auteur ; Oi-Man KWOK, Auteur ; Lei-Shih CHEN, Auteur Article en page(s) : p.4821-4833 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Experience  Genetic testing  Parents  Utilization Index. décimale : PER Périodiques Résumé : This study examined the experiences of Autism Spectrum Disorder (ASD) genetic testing among parents of children with ASD. A nationwide sample of 552 parents of children with ASD completed an online survey. Nearly one-quarter (22.5%) of the parents reported that their affected children had undergone ASD genetic testing. The testing utilization was associated with awareness of ASD genetic testing and whether information was received from healthcare providers. Among parents whose children with ASD were tested, 37.6% had negative experiences, which mainly due to lack of perceived testing benefits to their affected children and unpleasant testing experiences with healthcare providers. To provide better healthcare services, it is critical to ensure parents understand the purposes, benefits, and results of ASD genetic testing. En ligne : http://dx.doi.org/10.1007/s10803-019-04200-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=411 [article] Genetic Testing Experiences Among Parents of Children with Autism Spectrum Disorder in the United States [texte imprimé] / Shixi ZHAO, Auteur ; Wei-Ju CHEN, Auteur ; Shweta U. DHAR, Auteur ; Tanya N. EBLE, Auteur ; Oi-Man KWOK, Auteur ; Lei-Shih CHEN, Auteur . - p.4821-4833. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-12 (December 2019) . - p.4821-4833 Mots-clés : Autism spectrum disorder  Experience  Genetic testing  Parents  Utilization Index. décimale : PER Périodiques Résumé : This study examined the experiences of Autism Spectrum Disorder (ASD) genetic testing among parents of children with ASD. A nationwide sample of 552 parents of children with ASD completed an online survey. Nearly one-quarter (22.5%) of the parents reported that their affected children had undergone ASD genetic testing. The testing utilization was associated with awareness of ASD genetic testing and whether information was received from healthcare providers. Among parents whose children with ASD were tested, 37.6% had negative experiences, which mainly due to lack of perceived testing benefits to their affected children and unpleasant testing experiences with healthcare providers. To provide better healthcare services, it is critical to ensure parents understand the purposes, benefits, and results of ASD genetic testing. En ligne : http://dx.doi.org/10.1007/s10803-019-04200-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=411

Links between preschool inhibitory control and working memory and elementary school adjustment / Jeffrey R. GAGNE in Development and Psychopathology, 37-5 (December 2025)  

Public ISBD [article]  inDevelopment and Psychopathology > 37-5 (December 2025) . - p.2327-2338 Titre : Links between preschool inhibitory control and working memory and elementary school adjustment Type de document : texte imprimé Auteurs : Jeffrey R. GAGNE, Auteur ; Chi-Ning CHANG, Auteur ; Fanyi YU, Auteur ; Oi-Man KWOK, Auteur Article en page(s) : p.2327-2338 Langues : Anglais (eng) Mots-clés : Cognitive development  emotional development  externalizing  school transition  self-regulation Index. décimale : PER Périodiques Résumé : The development of inhibitory control (IC) and working memory (WM) in preschool is linked to a multitude of cognitive, emotional, and social outcomes, including elementary school adjustment. Furthermore, there are both cognitive and socioemotional domains of IC and it is unclear if both are related to these outcomes in the same manner. Using a family study design, the present investigation examined preschoolers' IC, WM and externalizing behavior problems, maternal depression and anxiety measured when the children were in preschool, and elementary school externalizing behaviors and child and family functioning. Families with two children between 2.5 and 5.5 years of age (n = 198; mean age = 3.88, SD = 1.04) completed online surveys and laboratory visits, as well as another online survey after the children entered elementary school. Both cognitive and emotional domains of preschool IC significantly predicted the externalizing and functioning aspects of adjustment in elementary school (but WM did not predict either). In addition, child age predicted functioning in elementary school, and maternal depression predicted externalizing in elementary school. These longitudinal results indicate that supporting both cognitive and emotional aspects of preschool IC can benefit adjustment in elementary school. En ligne : https://dx.doi.org/10.1017/S0954579424001895 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=572 [article] Links between preschool inhibitory control and working memory and elementary school adjustment [texte imprimé] / Jeffrey R. GAGNE, Auteur ; Chi-Ning CHANG, Auteur ; Fanyi YU, Auteur ; Oi-Man KWOK, Auteur . - p.2327-2338. Langues : Anglais (eng) in Development and Psychopathology > 37-5 (December 2025) . - p.2327-2338 Mots-clés : Cognitive development  emotional development  externalizing  school transition  self-regulation Index. décimale : PER Périodiques Résumé : The development of inhibitory control (IC) and working memory (WM) in preschool is linked to a multitude of cognitive, emotional, and social outcomes, including elementary school adjustment. Furthermore, there are both cognitive and socioemotional domains of IC and it is unclear if both are related to these outcomes in the same manner. Using a family study design, the present investigation examined preschoolers' IC, WM and externalizing behavior problems, maternal depression and anxiety measured when the children were in preschool, and elementary school externalizing behaviors and child and family functioning. Families with two children between 2.5 and 5.5 years of age (n = 198; mean age = 3.88, SD = 1.04) completed online surveys and laboratory visits, as well as another online survey after the children entered elementary school. Both cognitive and emotional domains of preschool IC significantly predicted the externalizing and functioning aspects of adjustment in elementary school (but WM did not predict either). In addition, child age predicted functioning in elementary school, and maternal depression predicted externalizing in elementary school. These longitudinal results indicate that supporting both cognitive and emotional aspects of preschool IC can benefit adjustment in elementary school. En ligne : https://dx.doi.org/10.1017/S0954579424001895 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=572

Needs assessment in genetic testing education: A survey of parents of children with autism spectrum disorder in the united states / Shixi ZHAO in Autism Research, 12-8 (August 2019)  

Public ISBD [article]  inAutism Research > 12-8 (August 2019) . - p.1162-1170 Titre : Needs assessment in genetic testing education: A survey of parents of children with autism spectrum disorder in the united states Type de document : texte imprimé Auteurs : Shixi ZHAO, Auteur ; Wei-Ju CHEN, Auteur ; Shweta U. DHAR, Auteur ; Tanya N. EBLE, Auteur ; Oi-Man KWOK, Auteur ; Lei-Shih CHEN, Auteur Article en page(s) : p.1162-1170 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  genetic testing  health education  needs assessment  parents Index. décimale : PER Périodiques Résumé : Understanding parents' educational needs concerning genetic testing for their children with autism spectrum disorder (ASD) is important in developing tailored, evidence-based health education materials for clinical use. Since research is lacking in this area, to bridge the gap, we examined genetic testing education needs using a nationwide sample of parents of biological children with ASD in the United States. Prospective participants were recruited from the interactive autism network, and 552 parents of biological children with ASD completed the online survey. Most participants (73.7%) were interested in receiving health education about genetic testing. Yet, the majority of them (64.7%) reported that they did not receive the information needed from physicians. Parents who identified as racial/ethnic minorities (P = 0.029), who had an education degree below college (P = 0.002), or displayed low/no awareness of genetic testing (P = 0.003) were more interested in receiving health education regarding genetic testing. Parents' most desired topics for health education include the accuracy of genetic testing (88.4%), cost (85.9%), relevant benefits of such testing (83.8%), testing procedure (77.8%), eligibility to undergo genetic testing for their children with ASD (62.4%), potential harms caused by genetic testing (56.1%), previous use and experience among individuals affected by ASD (50.8%), and confidentiality issues (48.0%). Furthermore, web-based education was the preferable approach (85.4%). Our findings can help develop health education programs and/or materials regarding genetic testing for parents and physicians to facilitate better physician-parent communication and assist parents in making informed medical decisions regarding genetic testing. Autism Res 2019, 12: 1162-1170. (c) 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: This study examined educational needs on genetic testing among 552 American parents of children with autism spectrum disorder (ASD). Results showed that most parents expressed interests in receiving health education regarding genetic testing (73.7%) and favored online education resources (85.4%). Preferred topics included accuracy, cost, and testing benefits. Our findings can help develop genetic testing related health education programs and materials for parents of children with ASD. En ligne : http://dx.doi.org/10.1002/aur.2152 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=405 [article] Needs assessment in genetic testing education: A survey of parents of children with autism spectrum disorder in the united states [texte imprimé] / Shixi ZHAO, Auteur ; Wei-Ju CHEN, Auteur ; Shweta U. DHAR, Auteur ; Tanya N. EBLE, Auteur ; Oi-Man KWOK, Auteur ; Lei-Shih CHEN, Auteur . - p.1162-1170. Langues : Anglais (eng) in Autism Research > 12-8 (August 2019) . - p.1162-1170 Mots-clés : autism spectrum disorder  genetic testing  health education  needs assessment  parents Index. décimale : PER Périodiques Résumé : Understanding parents' educational needs concerning genetic testing for their children with autism spectrum disorder (ASD) is important in developing tailored, evidence-based health education materials for clinical use. Since research is lacking in this area, to bridge the gap, we examined genetic testing education needs using a nationwide sample of parents of biological children with ASD in the United States. Prospective participants were recruited from the interactive autism network, and 552 parents of biological children with ASD completed the online survey. Most participants (73.7%) were interested in receiving health education about genetic testing. Yet, the majority of them (64.7%) reported that they did not receive the information needed from physicians. Parents who identified as racial/ethnic minorities (P = 0.029), who had an education degree below college (P = 0.002), or displayed low/no awareness of genetic testing (P = 0.003) were more interested in receiving health education regarding genetic testing. Parents' most desired topics for health education include the accuracy of genetic testing (88.4%), cost (85.9%), relevant benefits of such testing (83.8%), testing procedure (77.8%), eligibility to undergo genetic testing for their children with ASD (62.4%), potential harms caused by genetic testing (56.1%), previous use and experience among individuals affected by ASD (50.8%), and confidentiality issues (48.0%). Furthermore, web-based education was the preferable approach (85.4%). Our findings can help develop health education programs and/or materials regarding genetic testing for parents and physicians to facilitate better physician-parent communication and assist parents in making informed medical decisions regarding genetic testing. Autism Res 2019, 12: 1162-1170. (c) 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: This study examined educational needs on genetic testing among 552 American parents of children with autism spectrum disorder (ASD). Results showed that most parents expressed interests in receiving health education regarding genetic testing (73.7%) and favored online education resources (85.4%). Preferred topics included accuracy, cost, and testing benefits. Our findings can help develop genetic testing related health education programs and materials for parents of children with ASD. En ligne : http://dx.doi.org/10.1002/aur.2152 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=405

---

1 (1 - 3 / 3) Par page : 25 50 100 200