Assessment of Sesame Street online autism resources: Impacts on parental implicit and explicit attitudes toward children with autism / Cheryl L. DICKTER in Autism, 25-1 (January 2021)  

Public ISBD [article]  inAutism > 25-1 (January 2021) . - p.114-124 Titre : Assessment of Sesame Street online autism resources: Impacts on parental implicit and explicit attitudes toward children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Cheryl L. DICKTER, Auteur ; Joshua A. BURK, Auteur ; Laura G. ANTHONY, Auteur ; Hillary A. ROBERTSON, Auteur ; Alyssa VERBALIS, Auteur ; Sydney SEESE, Auteur ; Yetta MYRICK, Auteur ; Bruno J. ANTHONY, Auteur Article en page(s) : p.114-124 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  social cognition and social behavior Index. décimale : PER Périodiques Résumé : The current study sought to characterize implicit bias toward children with autism and examine whether viewing educational materials about autism would change attitudes toward children with autism. A website developed by Sesame Street containing information about autism and resources for families was distributed to parents of children with autism (n?=?473) and parents of children without autism (n?=?707). Pre- and post-test measures of implicit bias toward children with autism; explicit attitudes and knowledge about autism; and parenting confidence, strain, and stigma were completed before and after the website was presented. Results indicated that parents of children with autism showed less implicit bias compared with those of non-autistic children during the pre-test, but the groups did not differ at the post-test. Parents without autistic children and those with more negative explicit attitudes showed a greater reduction in implicit bias from the pre- to the post-test. In addition, for parents of children with autism, a more positive change in explicit attitudes and increased knowledge from the pre- to the post-test was associated with more empowerment at the post-test. Together, our findings suggest that the online educational resources can reduce implicit bias against children with autism and help mitigate some of the psychological issues associated with parenting children with autism. En ligne : http://dx.doi.org/10.1177/1362361320949346 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437 [article] Assessment of Sesame Street online autism resources: Impacts on parental implicit and explicit attitudes toward children with autism [Texte imprimé et/ou numérique] / Cheryl L. DICKTER, Auteur ; Joshua A. BURK, Auteur ; Laura G. ANTHONY, Auteur ; Hillary A. ROBERTSON, Auteur ; Alyssa VERBALIS, Auteur ; Sydney SEESE, Auteur ; Yetta MYRICK, Auteur ; Bruno J. ANTHONY, Auteur . - p.114-124. Langues : Anglais (eng) in Autism > 25-1 (January 2021) . - p.114-124 Mots-clés : autism spectrum disorders  social cognition and social behavior Index. décimale : PER Périodiques Résumé : The current study sought to characterize implicit bias toward children with autism and examine whether viewing educational materials about autism would change attitudes toward children with autism. A website developed by Sesame Street containing information about autism and resources for families was distributed to parents of children with autism (n?=?473) and parents of children without autism (n?=?707). Pre- and post-test measures of implicit bias toward children with autism; explicit attitudes and knowledge about autism; and parenting confidence, strain, and stigma were completed before and after the website was presented. Results indicated that parents of children with autism showed less implicit bias compared with those of non-autistic children during the pre-test, but the groups did not differ at the post-test. Parents without autistic children and those with more negative explicit attitudes showed a greater reduction in implicit bias from the pre- to the post-test. In addition, for parents of children with autism, a more positive change in explicit attitudes and increased knowledge from the pre- to the post-test was associated with more empowerment at the post-test. Together, our findings suggest that the online educational resources can reduce implicit bias against children with autism and help mitigate some of the psychological issues associated with parenting children with autism. En ligne : http://dx.doi.org/10.1177/1362361320949346 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437

Identifying comorbid ADHD in autism: Attending to the inattentive presentation / Srishti RAU in Research in Autism Spectrum Disorders, 69 (January 2020)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 69 (January 2020) . - p.101468 Titre : Identifying comorbid ADHD in autism: Attending to the inattentive presentation Type de document : Texte imprimé et/ou numérique Auteurs : Srishti RAU, Auteur ; Mary F. SKAPEK, Auteur ; Kaitlyn TIPLADY, Auteur ; Sydney SEESE, Auteur ; Alison BURNS, Auteur ; Anna Chelsea ARMOUR, Auteur ; Lauren KENWORTHY, Auteur Article en page(s) : p.101468 Langues : Anglais (eng) Mots-clés : ASD  ADHD  Comorbidity  Assessment Index. décimale : PER Périodiques Résumé : Background There are high rates of comorbidity between ADHD and ASD; however, there has been limited work parsing rates by ADHD presentation. In addition, commonly used questionnaires have demonstrated reduced utility in capturing ADHD symptoms in individuals with ASD. We examined the prevalence of comorbid Attention-Deficit/Hyperactivity Disorder (ADHD) parsed by DSM-5 presentation in clinic-referred youth with Autism Spectrum Disorder (ASD) without intellectual disability (ID). We compared common rating scales to determine which most effectively identified comorbid ADHD. Method We examined comorbid ADHD diagnoses from archival assessment data for 419 youth with ASD without ID. We examined diagnostic discriminability of the parent and teacher ADHD Rating Scale (ADHD R-S), and Attention and ADH Problems Scales of the Child Behavior Checklist and Teacher Report Form using receiver operating characteristic (ROC) curves. Hierarchical logistic regression was used to examine measures’ unique contribution to ADHD diagnosis. Results Sixty-one percent of the study sample met DSM-5 criteria for an attention disorder. ADHD, Combined (ADHD-C) represented the largest proportion of ADHD diagnoses (76.8%), followed by Inattentive (ADHD-I;19.7%), Hyperactive/Impulsive (.02%), and Un-/Other Specified (.02%). Measures provided greater diagnostic discriminability in identifying ADHD-C relative to ADHD-I. The ADHD R-S inattentive symptom count provided the greatest discriminability for both subtypes and was the only scale that provided clinically meaningful differentiation between those with ASD only and ASD?+?ADHD-I. Conclusions These results support using the ADHD R-S to capture comorbid ADHD symptoms in ASD. The findings underscore the need for more thorough examination of inattentive symptoms to rule out ADHD-I. En ligne : https://doi.org/10.1016/j.rasd.2019.101468 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=412 [article] Identifying comorbid ADHD in autism: Attending to the inattentive presentation [Texte imprimé et/ou numérique] / Srishti RAU, Auteur ; Mary F. SKAPEK, Auteur ; Kaitlyn TIPLADY, Auteur ; Sydney SEESE, Auteur ; Alison BURNS, Auteur ; Anna Chelsea ARMOUR, Auteur ; Lauren KENWORTHY, Auteur . - p.101468. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 69 (January 2020) . - p.101468 Mots-clés : ASD  ADHD  Comorbidity  Assessment Index. décimale : PER Périodiques Résumé : Background There are high rates of comorbidity between ADHD and ASD; however, there has been limited work parsing rates by ADHD presentation. In addition, commonly used questionnaires have demonstrated reduced utility in capturing ADHD symptoms in individuals with ASD. We examined the prevalence of comorbid Attention-Deficit/Hyperactivity Disorder (ADHD) parsed by DSM-5 presentation in clinic-referred youth with Autism Spectrum Disorder (ASD) without intellectual disability (ID). We compared common rating scales to determine which most effectively identified comorbid ADHD. Method We examined comorbid ADHD diagnoses from archival assessment data for 419 youth with ASD without ID. We examined diagnostic discriminability of the parent and teacher ADHD Rating Scale (ADHD R-S), and Attention and ADH Problems Scales of the Child Behavior Checklist and Teacher Report Form using receiver operating characteristic (ROC) curves. Hierarchical logistic regression was used to examine measures’ unique contribution to ADHD diagnosis. Results Sixty-one percent of the study sample met DSM-5 criteria for an attention disorder. ADHD, Combined (ADHD-C) represented the largest proportion of ADHD diagnoses (76.8%), followed by Inattentive (ADHD-I;19.7%), Hyperactive/Impulsive (.02%), and Un-/Other Specified (.02%). Measures provided greater diagnostic discriminability in identifying ADHD-C relative to ADHD-I. The ADHD R-S inattentive symptom count provided the greatest discriminability for both subtypes and was the only scale that provided clinically meaningful differentiation between those with ASD only and ASD?+?ADHD-I. Conclusions These results support using the ADHD R-S to capture comorbid ADHD symptoms in ASD. The findings underscore the need for more thorough examination of inattentive symptoms to rule out ADHD-I. En ligne : https://doi.org/10.1016/j.rasd.2019.101468 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=412

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