Adaptation, Content Validity and Reliability of the Autism Classification System of Functioning for Social Communication: From Toddlerhood to Adolescent-Aged Children with Autism / Briano DI REZZE in Journal of Autism and Developmental Disorders, 52-12 (December 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-12 (December 2022) . - p.5150-5161 Titre : Adaptation, Content Validity and Reliability of the Autism Classification System of Functioning for Social Communication: From Toddlerhood to Adolescent-Aged Children with Autism Type de document : texte imprimé Auteurs : Briano DI REZZE, Auteur ; Stephen J. GENTLES, Auteur ; Mary Jo Cooley HIDECKER, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Peter L. ROSENBAUM, Auteur ; Eric DUKU, Auteur ; Stelios GEORGIADES, Auteur ; Caroline RONCADIN, Auteur ; Hanna FANG, Auteur ; Diana J. TAJIK-PARVINCHI, Auteur ; Helena VIVEIROS, Auteur Année de publication : 2022 Article en page(s) : p.5150-5161 Langues : Anglais (eng) Mots-clés : Child  Adolescent  Humans  Aged  Child, Preschool  Autism Spectrum Disorder  Autistic Disorder/diagnosis  Reproducibility of Results  Communication  Parents  Autism spectrum disorder  Childhood  Classification  International classification of functioning  Social communication Index. décimale : PER Périodiques Résumé : The Autism Classification System of Functioning: Social Communication (ACSF) describes social communication functioning levels. First developed for preschoolers with ASD, this study tests an expanded age range (2-to-18 years). The ACFS rates the child's typical and best (i.e., capacity) performance. Qualitative methods tested parent and clinician perspectives of the ACSF age expansion using content analysis. The ACSF was used twice by parents and professionals for the same child/youth. Reliabilities were assessed using weighted kappa. Content validity supported the ACSF's applicability, clarity, and usability. The ACSF adaptations did not change its original construct. Reliability were calculated from 90 parent and professional Time-1 and Time-2 ratings for children/youth (2.1-15.6 years). Results showed good-to-very good intra-rater agreement (typical) and good inter-rater agreement (capacity). En ligne : http://dx.doi.org/10.1007/s10803-022-05621-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=489 [article] Adaptation, Content Validity and Reliability of the Autism Classification System of Functioning for Social Communication: From Toddlerhood to Adolescent-Aged Children with Autism [texte imprimé] / Briano DI REZZE, Auteur ; Stephen J. GENTLES, Auteur ; Mary Jo Cooley HIDECKER, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Peter L. ROSENBAUM, Auteur ; Eric DUKU, Auteur ; Stelios GEORGIADES, Auteur ; Caroline RONCADIN, Auteur ; Hanna FANG, Auteur ; Diana J. TAJIK-PARVINCHI, Auteur ; Helena VIVEIROS, Auteur . - 2022 . - p.5150-5161. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-12 (December 2022) . - p.5150-5161 Mots-clés : Child  Adolescent  Humans  Aged  Child, Preschool  Autism Spectrum Disorder  Autistic Disorder/diagnosis  Reproducibility of Results  Communication  Parents  Autism spectrum disorder  Childhood  Classification  International classification of functioning  Social communication Index. décimale : PER Périodiques Résumé : The Autism Classification System of Functioning: Social Communication (ACSF) describes social communication functioning levels. First developed for preschoolers with ASD, this study tests an expanded age range (2-to-18 years). The ACFS rates the child's typical and best (i.e., capacity) performance. Qualitative methods tested parent and clinician perspectives of the ACSF age expansion using content analysis. The ACSF was used twice by parents and professionals for the same child/youth. Reliabilities were assessed using weighted kappa. Content validity supported the ACSF's applicability, clarity, and usability. The ACSF adaptations did not change its original construct. Reliability were calculated from 90 parent and professional Time-1 and Time-2 ratings for children/youth (2.1-15.6 years). Results showed good-to-very good intra-rater agreement (typical) and good inter-rater agreement (capacity). En ligne : http://dx.doi.org/10.1007/s10803-022-05621-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=489

Coming to understand the child has autism: A process illustrating parents' evolving readiness for engaging in care / Stephen J. GENTLES in Autism, 24-2 (February 2020)  

Public ISBD [article]  inAutism > 24-2 (February 2020) . - p.470-483 Titre : Coming to understand the child has autism: A process illustrating parents' evolving readiness for engaging in care Type de document : texte imprimé Auteurs : Stephen J. GENTLES, Auteur ; David B. NICHOLAS, Auteur ; Susan M. JACK, Auteur ; K. Ann MCKIBBON, Auteur ; Peter SZATMARI, Auteur Article en page(s) : p.470-483 Langues : Anglais (eng) Mots-clés : caregiver  family-centered care  grounded theory  patient engagement  patient-centered care  pre-diagnosis Index. décimale : PER Périodiques Résumé : LAY ABSTRACT: What is already known about the topic? Parents of children with autism often learn about their child's autism before diagnosis and can spend long periods seeking care (including assessment) before receiving a diagnosis. Meanwhile, parents' readiness to engage in care at this early stage can vary from parent to parent. What this paper adds? This study revealed how parents come to understand their child has autism-on their own terms, rather than from just talking to professionals. It also explained how parents' growing awareness of their child's autism leads them to feel more motivated to engage in care by seeking information and pursuing services. Four "optional steps" described how parents' growing readiness to engage in care at this early stage can vary, depending on their personal process. Implications for practice, research, or policy The results suggest ways that professionals can be more sensitive (a) to parents' varying awareness of autism and (b) to their varying readiness for being involved in early care. They also suggest ways to tailor parent supports to their individual situation and design care that is more family centered. Not all parents want high levels of involvement. Depending on their personal process, some parents may need care and support that is directed at them before feeling ready for professionals to engage them in care directed at the child. En ligne : http://dx.doi.org/10.1177/1362361319874647 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=415 [article] Coming to understand the child has autism: A process illustrating parents' evolving readiness for engaging in care [texte imprimé] / Stephen J. GENTLES, Auteur ; David B. NICHOLAS, Auteur ; Susan M. JACK, Auteur ; K. Ann MCKIBBON, Auteur ; Peter SZATMARI, Auteur . - p.470-483. Langues : Anglais (eng) in Autism > 24-2 (February 2020) . - p.470-483 Mots-clés : caregiver  family-centered care  grounded theory  patient engagement  patient-centered care  pre-diagnosis Index. décimale : PER Périodiques Résumé : LAY ABSTRACT: What is already known about the topic? Parents of children with autism often learn about their child's autism before diagnosis and can spend long periods seeking care (including assessment) before receiving a diagnosis. Meanwhile, parents' readiness to engage in care at this early stage can vary from parent to parent. What this paper adds? This study revealed how parents come to understand their child has autism-on their own terms, rather than from just talking to professionals. It also explained how parents' growing awareness of their child's autism leads them to feel more motivated to engage in care by seeking information and pursuing services. Four "optional steps" described how parents' growing readiness to engage in care at this early stage can vary, depending on their personal process. Implications for practice, research, or policy The results suggest ways that professionals can be more sensitive (a) to parents' varying awareness of autism and (b) to their varying readiness for being involved in early care. They also suggest ways to tailor parent supports to their individual situation and design care that is more family centered. Not all parents want high levels of involvement. Depending on their personal process, some parents may need care and support that is directed at them before feeling ready for professionals to engage them in care directed at the child. En ligne : http://dx.doi.org/10.1177/1362361319874647 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=415

Construct Validity of the Autism Classification System of Functioning: Social Communication (ACSF:SC) Across Childhood and Adolescence / Diana TAJIK-PARVINCHI in Journal of Autism and Developmental Disorders, 53-8 (August 2023)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 53-8 (August 2023) . - p.3246-3256 Titre : Construct Validity of the Autism Classification System of Functioning: Social Communication (ACSF:SC) Across Childhood and Adolescence Type de document : texte imprimé Auteurs : Diana TAJIK-PARVINCHI, Auteur ; Peter L. ROSENBAUM, Auteur ; Mary Jo Cooley HIDECKER, Auteur ; Eric DUKU, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Caroline RONCADIN, Auteur ; Stelios GEORGIADES, Auteur ; Stephen J. GENTLES, Auteur ; Hanna FANG, Auteur ; Briano DI REZZE, Auteur Article en page(s) : p.3246-3256 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study examined the construct validity of the Autism Classification System of Functioning: Social Communication (ACSF). Participants included 145 parents of children with autism (2-19 years). The degree of convergent and discriminant validity between parent reported ACSF and subscales from Social Responsiveness Scale 2nd edition and Behavior Assessment System for Children, 3rd Edition were examined against a priori hypotheses. We examined construct validity in the entire sample as well as in specific age cohorts. Our findings suggest that ACSF can provide a valid classification system of social communication ability in children with autism 2-19 years of age, and its two subscales may be used to examine different aspects of social communication ability. En ligne : https://doi.org/10.1007/s10803-022-05608-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=508 [article] Construct Validity of the Autism Classification System of Functioning: Social Communication (ACSF:SC) Across Childhood and Adolescence [texte imprimé] / Diana TAJIK-PARVINCHI, Auteur ; Peter L. ROSENBAUM, Auteur ; Mary Jo Cooley HIDECKER, Auteur ; Eric DUKU, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Caroline RONCADIN, Auteur ; Stelios GEORGIADES, Auteur ; Stephen J. GENTLES, Auteur ; Hanna FANG, Auteur ; Briano DI REZZE, Auteur . - p.3246-3256. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 53-8 (August 2023) . - p.3246-3256 Index. décimale : PER Périodiques Résumé : This study examined the construct validity of the Autism Classification System of Functioning: Social Communication (ACSF). Participants included 145 parents of children with autism (2-19 years). The degree of convergent and discriminant validity between parent reported ACSF and subscales from Social Responsiveness Scale 2nd edition and Behavior Assessment System for Children, 3rd Edition were examined against a priori hypotheses. We examined construct validity in the entire sample as well as in specific age cohorts. Our findings suggest that ACSF can provide a valid classification system of social communication ability in children with autism 2-19 years of age, and its two subscales may be used to examine different aspects of social communication ability. En ligne : https://doi.org/10.1007/s10803-022-05608-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=508

Methodological challenges and opportunities when studying the course of autism / Peter SZATMARI ; Stelios GEORGIADES ; Stephen J. GENTLES ; Jessica GIRAULT ; Patricia HOWLIN ; Meng-Chuan LAI ; Virginia CARTER LENO ; Catherine LORD ; Katie MADGETT ; Stephen J. SHEINKOPF ; Emily SIMONOFF ; Zachary J WILLIAMS ; Lonnie ZWAIGENBAUM ; Alycia K. HALLADAY in Autism, 29-10 (October 2025)  

Public ISBD [article]  inAutism > 29-10 (October 2025) . - p.2618-2631 Titre : Methodological challenges and opportunities when studying the course of autism Type de document : texte imprimé Auteurs : Peter SZATMARI, Auteur ; Stelios GEORGIADES, Auteur ; Stephen J. GENTLES, Auteur ; Jessica GIRAULT, Auteur ; Patricia HOWLIN, Auteur ; Meng-Chuan LAI, Auteur ; Virginia CARTER LENO, Auteur ; Catherine LORD, Auteur ; Katie MADGETT, Auteur ; Stephen J. SHEINKOPF, Auteur ; Emily SIMONOFF, Auteur ; Zachary J WILLIAMS, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Alycia K. HALLADAY, Auteur Article en page(s) : p.2618-2631 Langues : Anglais (eng) Mots-clés : commentary  design  longitudinal  methodology Index. décimale : PER Périodiques Résumé : Longitudinal research in autism has contributed a wealth of knowledge about etiological factors, development from childhood through adulthood, life course changes and needs, as well as longer-term adult outcomes for individuals on the spectrum and their family members. This research is essential to better understand the needs of individuals as they age. However, along with the as yet unrealized opportunities to understand an individual in more nuanced ways across time, there are challenges to utilizing this research design that should be considered. These include sample and measurement diversity, retention, outcome measures, analysis, and funding considerations. This article outlines some of the most pressing challenges together with potential solutions to maximize the value of longitudinal research designs that can help address questions that are of high priority to the autism community.Lay Abstract Longitudinal research has been critical to understand the life course of people with autism, including factors which increase the probability of an autism diagnosis, the emergence of early markers, co-occurring psychiatric conditions, predication of future educational and support needs across childhood and adulthood, and understanding what makes each person unique and contributes to the well-being of autistic people and their families. However, these studies take time, patience, investment of families and individuals, scientists and are challenging to all involved. This article will outline some of the issues that have occurred in the past and provide potential solutions to improve the quality of these studies to both the scientific and autistic communities. They include sample and measurement diversity, retention, outcome measures, analysis, and funding considerations. This understanding of the field is important for both scientific research and community engagement in the studies that include the autistic community. En ligne : https://dx.doi.org/10.1177/13623613251341012 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=567 [article] Methodological challenges and opportunities when studying the course of autism [texte imprimé] / Peter SZATMARI, Auteur ; Stelios GEORGIADES, Auteur ; Stephen J. GENTLES, Auteur ; Jessica GIRAULT, Auteur ; Patricia HOWLIN, Auteur ; Meng-Chuan LAI, Auteur ; Virginia CARTER LENO, Auteur ; Catherine LORD, Auteur ; Katie MADGETT, Auteur ; Stephen J. SHEINKOPF, Auteur ; Emily SIMONOFF, Auteur ; Zachary J WILLIAMS, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Alycia K. HALLADAY, Auteur . - p.2618-2631. Langues : Anglais (eng) in Autism > 29-10 (October 2025) . - p.2618-2631 Mots-clés : commentary  design  longitudinal  methodology Index. décimale : PER Périodiques Résumé : Longitudinal research in autism has contributed a wealth of knowledge about etiological factors, development from childhood through adulthood, life course changes and needs, as well as longer-term adult outcomes for individuals on the spectrum and their family members. This research is essential to better understand the needs of individuals as they age. However, along with the as yet unrealized opportunities to understand an individual in more nuanced ways across time, there are challenges to utilizing this research design that should be considered. These include sample and measurement diversity, retention, outcome measures, analysis, and funding considerations. This article outlines some of the most pressing challenges together with potential solutions to maximize the value of longitudinal research designs that can help address questions that are of high priority to the autism community.Lay Abstract Longitudinal research has been critical to understand the life course of people with autism, including factors which increase the probability of an autism diagnosis, the emergence of early markers, co-occurring psychiatric conditions, predication of future educational and support needs across childhood and adulthood, and understanding what makes each person unique and contributes to the well-being of autistic people and their families. However, these studies take time, patience, investment of families and individuals, scientists and are challenging to all involved. This article will outline some of the issues that have occurred in the past and provide potential solutions to improve the quality of these studies to both the scientific and autistic communities. They include sample and measurement diversity, retention, outcome measures, analysis, and funding considerations. This understanding of the field is important for both scientific research and community engagement in the studies that include the autistic community. En ligne : https://dx.doi.org/10.1177/13623613251341012 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=567

The Association Between Autism Symptomatology and Adaptive Functioning Over Six Months: Findings from the Pilot Phase of the PARC Study / Tamar David COHEN in Journal of Autism and Developmental Disorders, 55-10 (October 2025)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-10 (October 2025) . - p.3582-3589 Titre : The Association Between Autism Symptomatology and Adaptive Functioning Over Six Months: Findings from the Pilot Phase of the PARC Study Type de document : texte imprimé Auteurs : Tamar David COHEN, Auteur ; Judah KOLLER, Auteur ; Eric DUKU, Auteur ; Anna KATA, Auteur ; Colleen ANDERSON, Auteur ; Teresa BENNETT, Auteur ; Amber CAUWENBERGS, Auteur ; Kathleen DEKKER, Auteur ; Briano DIREZZE, Auteur ; Irene E. DRMIC, Auteur ; Judy EERKES, Auteur ; Stephen J. GENTLES, Auteur ; Kathy GEORGIADES, Auteur ; Lorraine HOULT, Auteur ; Olaf Kraus DE CAMARGO, Auteur ; Bill MAHONEY, Auteur ; Ronit MESTERMAN, Auteur ; Olivia NG, Auteur ; Sue ROBERTSON, Auteur ; Caroline RONCADIN, Auteur ; Stelios GEORGIADES, Auteur Article en page(s) : p.3582-3589 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : In the context of developmental trajectories, the association between adaptive functioning and core autism symptomatology remains unclear. The current study examines the associations of adaptive behavior with autism symptom sub-domains and with different facets of symptom expression. En ligne : https://doi.org/10.1007/s10803-024-06460-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=568 [article] The Association Between Autism Symptomatology and Adaptive Functioning Over Six Months: Findings from the Pilot Phase of the PARC Study [texte imprimé] / Tamar David COHEN, Auteur ; Judah KOLLER, Auteur ; Eric DUKU, Auteur ; Anna KATA, Auteur ; Colleen ANDERSON, Auteur ; Teresa BENNETT, Auteur ; Amber CAUWENBERGS, Auteur ; Kathleen DEKKER, Auteur ; Briano DIREZZE, Auteur ; Irene E. DRMIC, Auteur ; Judy EERKES, Auteur ; Stephen J. GENTLES, Auteur ; Kathy GEORGIADES, Auteur ; Lorraine HOULT, Auteur ; Olaf Kraus DE CAMARGO, Auteur ; Bill MAHONEY, Auteur ; Ronit MESTERMAN, Auteur ; Olivia NG, Auteur ; Sue ROBERTSON, Auteur ; Caroline RONCADIN, Auteur ; Stelios GEORGIADES, Auteur . - p.3582-3589. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-10 (October 2025) . - p.3582-3589 Index. décimale : PER Périodiques Résumé : In the context of developmental trajectories, the association between adaptive functioning and core autism symptomatology remains unclear. The current study examines the associations of adaptive behavior with autism symptom sub-domains and with different facets of symptom expression. En ligne : https://doi.org/10.1007/s10803-024-06460-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=568

Trajectories of Symptom Severity in Children with Autism: Variability and Turning Points through the Transition to School / Stelios GEORGIADES in Journal of Autism and Developmental Disorders, 52-1 (January 2022)  

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Trajectory research in children with an autism diagnosis: A scoping review / Stephen J. GENTLES in Autism, 28-3 (March 2024)  

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