Health behaviors, psychosocial factors, and academic engagement in youth with autism spectrum disorder: A latent class analysis / Debbie L. HAHS-VAUGHN ; Riley SHURACK in Autism Research, 16-1 (January 2023)  

Public ISBD [article]  inAutism Research > 16-1 (January 2023) . - p.143-153 Titre : Health behaviors, psychosocial factors, and academic engagement in youth with autism spectrum disorder: A latent class analysis Type de document : Texte imprimé et/ou numérique Auteurs : Debbie L. HAHS-VAUGHN, Auteur ; Riley SHURACK, Auteur Article en page(s) : p.143-153 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Abstract The purpose of this study was to identify behavioral and health-related profiles of children with autism spectrum disorder (ASD), based on the 2016 National Survey of Children's Health. A sample of 894 children with ASD (weighted sample N = 768,181) were included in the analysis. All data were parent-reported and included measures on current diagnosis of ASD, general child health, weight status, physical activity (PA), screen time (ST), sleep duration, academic engagement, and social engagement. Latent class analysis, estimated with Mplus v. 8.4, was used to identify latent profiles of children with ASD. A three-profile solution was the best fitting model, per model fit criteria. Children in profile 1 had overall more positive attributes (better health and weight, PA, more engaged in school, little difficulty in making friends, and modest ST) relative to children in either profiles 2 or 3. Children in profile 2 had distinctly increased ST and more difficulty in making friends when compared with children in either other profile. A greater proportion of children in profiles 2 and 3 were receiving behavioral treatment compared to profile 1; however, no differences were observed among profiles according to ASD severity, medication status, or additional health conditions. Studies should examine causal mechanisms among health behaviors, academic achievement, and social engagement in youth with ASD. En ligne : https://doi.org/10.1002/aur.2843 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=492 [article] Health behaviors, psychosocial factors, and academic engagement in youth with autism spectrum disorder: A latent class analysis [Texte imprimé et/ou numérique] / Debbie L. HAHS-VAUGHN, Auteur ; Riley SHURACK, Auteur . - p.143-153. Langues : Anglais (eng) in Autism Research > 16-1 (January 2023) . - p.143-153 Index. décimale : PER Périodiques Résumé : Abstract The purpose of this study was to identify behavioral and health-related profiles of children with autism spectrum disorder (ASD), based on the 2016 National Survey of Children's Health. A sample of 894 children with ASD (weighted sample N = 768,181) were included in the analysis. All data were parent-reported and included measures on current diagnosis of ASD, general child health, weight status, physical activity (PA), screen time (ST), sleep duration, academic engagement, and social engagement. Latent class analysis, estimated with Mplus v. 8.4, was used to identify latent profiles of children with ASD. A three-profile solution was the best fitting model, per model fit criteria. Children in profile 1 had overall more positive attributes (better health and weight, PA, more engaged in school, little difficulty in making friends, and modest ST) relative to children in either profiles 2 or 3. Children in profile 2 had distinctly increased ST and more difficulty in making friends when compared with children in either other profile. A greater proportion of children in profiles 2 and 3 were receiving behavioral treatment compared to profile 1; however, no differences were observed among profiles according to ASD severity, medication status, or additional health conditions. Studies should examine causal mechanisms among health behaviors, academic achievement, and social engagement in youth with ASD. En ligne : https://doi.org/10.1002/aur.2843 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=492

Health Factors, Sociability, and Academic Outcomes of Typically Developing Youth and Youth with Autism Spectrum Disorder: A Latent Class Analysis Approach / Jeanette M. GARCIA in Journal of Autism and Developmental Disorders, 51-4 (April 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-4 (April 2021) . - p.1346-1352 Titre : Health Factors, Sociability, and Academic Outcomes of Typically Developing Youth and Youth with Autism Spectrum Disorder: A Latent Class Analysis Approach Type de document : Texte imprimé et/ou numérique Auteurs : Jeanette M. GARCIA, Auteur ; Debbie L. HAHS-VAUGHN, Auteur Article en page(s) : p.1346-1352 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Children  Health behaviors  Latent class analysis Index. décimale : PER Périodiques Résumé : To identify profiles of both typically developing (TD) children and children with autism spectrum disorder (ASD) based on health indicators, and academic/social engagement. Latent class analysis was conducted to identify profiles of children from the 2016 National Survey of Children's Health, based on physical activity, screen time, sleep, and academic/social engagement. A three-profile solution was the best fitting model, with children in profile 3 characterized as having excellent health, and academic/social outcomes, compared to profiles 1 and 2. Compared to TD youth, a greater percentage of youth with ASD fit into the poorer health profiles. Studies should examine whether health interventions for youth with ASD can improve factors, such as academic engagement and social interaction. En ligne : http://dx.doi.org/10.1007/s10803-020-04572-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 [article] Health Factors, Sociability, and Academic Outcomes of Typically Developing Youth and Youth with Autism Spectrum Disorder: A Latent Class Analysis Approach [Texte imprimé et/ou numérique] / Jeanette M. GARCIA, Auteur ; Debbie L. HAHS-VAUGHN, Auteur . - p.1346-1352. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-4 (April 2021) . - p.1346-1352 Mots-clés : Autism spectrum disorder  Children  Health behaviors  Latent class analysis Index. décimale : PER Périodiques Résumé : To identify profiles of both typically developing (TD) children and children with autism spectrum disorder (ASD) based on health indicators, and academic/social engagement. Latent class analysis was conducted to identify profiles of children from the 2016 National Survey of Children's Health, based on physical activity, screen time, sleep, and academic/social engagement. A three-profile solution was the best fitting model, with children in profile 3 characterized as having excellent health, and academic/social outcomes, compared to profiles 1 and 2. Compared to TD youth, a greater percentage of youth with ASD fit into the poorer health profiles. Studies should examine whether health interventions for youth with ASD can improve factors, such as academic engagement and social interaction. En ligne : http://dx.doi.org/10.1007/s10803-020-04572-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445

Parent couples' participation in speech-language therapy for school-age children with autism spectrum disorder in the United States / Michelle FLIPPIN in Autism, 24-2 (February 2020)  

Public ISBD [article]  inAutism > 24-2 (February 2020) . - p.321-337 Titre : Parent couples' participation in speech-language therapy for school-age children with autism spectrum disorder in the United States Type de document : Texte imprimé et/ou numérique Auteurs : Michelle FLIPPIN, Auteur ; Debbie L. HAHS-VAUGHN, Auteur Article en page(s) : p.321-337 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  communication  fathers  intervention  parents  speech-language therapy Index. décimale : PER Périodiques Résumé : This study examined parent couples' participation in and satisfaction with speech-language therapy for school-age children with autism spectrum disorder in the United States. Responses from 40 father-mother couples (n = 80 parents) were examined across therapy components (i.e. parent-therapist communication, assessment, planning, and intervention). Descriptive frequencies, chi-square tests, intraclass correlations, and dyadic multilevel modeling were used to examine participation across fathers and mothers and within parent couples. Compared to mothers, fathers communicated less with therapists and participated less in assessment and planning. Fathers also had lower satisfaction than mothers with parent-therapist communication and planning. Although few parents participated in school-based therapy sessions, 40% of fathers and 50% of mothers participated in homework. However, few parents received homework support from therapists. Results are discussed in terms of clinical implications for interventionists to more effectively engage both fathers and mothers in family-centered speech-language therapy for school-aged children with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361319862113 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=415 [article] Parent couples' participation in speech-language therapy for school-age children with autism spectrum disorder in the United States [Texte imprimé et/ou numérique] / Michelle FLIPPIN, Auteur ; Debbie L. HAHS-VAUGHN, Auteur . - p.321-337. Langues : Anglais (eng) in Autism > 24-2 (February 2020) . - p.321-337 Mots-clés : autism spectrum disorder  communication  fathers  intervention  parents  speech-language therapy Index. décimale : PER Périodiques Résumé : This study examined parent couples' participation in and satisfaction with speech-language therapy for school-age children with autism spectrum disorder in the United States. Responses from 40 father-mother couples (n = 80 parents) were examined across therapy components (i.e. parent-therapist communication, assessment, planning, and intervention). Descriptive frequencies, chi-square tests, intraclass correlations, and dyadic multilevel modeling were used to examine participation across fathers and mothers and within parent couples. Compared to mothers, fathers communicated less with therapists and participated less in assessment and planning. Fathers also had lower satisfaction than mothers with parent-therapist communication and planning. Although few parents participated in school-based therapy sessions, 40% of fathers and 50% of mothers participated in homework. However, few parents received homework support from therapists. Results are discussed in terms of clinical implications for interventionists to more effectively engage both fathers and mothers in family-centered speech-language therapy for school-aged children with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361319862113 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=415

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